PHILOSOPHICAL OVERFLOWS AND TRANSITIONS THROUGH DIFFERENT AND ANALOGOUS SCHOOL, SPIRITUAL AND LIFE CONTENTS: possible contribution to the quality of philosophy teaching

Abstract

It is certain that secondary school teaching of philosophy faces quite serious challenges, that it carries with it very specific methodological requirements, initiates complex analyses, initiates projects and searches for creative solutions. Whether this is about learning philosophy, interpreting a text, dialogic exchange - we are not the most sure. In addition to the confidence that he needs to develop in students and the ability to harmonize and balance thematic content, the most important effort of a philosophy teacher is focused on the possibility of connecting, permeating and overflowing analogous areas of experience, from thought to visual, from philosophy to literature, from fixed conceptual definitions to ambiguous ones. art games. Therefore, it is necessary to fill the abstract gray of traditional classrooms with blue symbols of beauty; attractive examples, interesting anecdotes, literary picturesqueness and rhetorical melodiousness. We, therefore, have to partially leave the recognizable conceptual discourse, while remaining connected to it at the same time. It is necessary to bring the world of philosophy to life and to design the world of life, correlating scenes and words, experiences and ideas. It is our duty to encourage, encourage and motivate students in an attempt to find their best versions within themselves.