Philosophy in classroom

Abstract

In the paper, we examine the general and specific assumptions of philosophy teaching methodology in the perspective of the communicative nature of philosophy and mediation between its scientific core and the classroom. In the first step, we provide an overview of the literature on the teaching of philosophy in the last three decades in the Republic of Serbia - both the examination of its history and the study of intrinsically didactic and methodical issues and problems. Then we examine the general didactic assumptions, as well as the specific problems of philosophy teaching methodology and ask a set of questions about the possibilities of its theoretical foundation. In the third step, we examine the problem of correlations and cross-curricular connections between philosophy and other school subjects and indicate their pedagogical and philosophical foundations. At the end, we draw a conclusion about the methodology of teaching philosophy as a theory of communication of philosophy with other domains of science, art and culture, as well as school and everyday life. The study and development of philosophy teaching methodology is the study and development of procedures, methods and means of communication of the hard scientific core of philosophy with other fields, the study of the process of mediation and communication between philosophy and school, the study of the suppleness, elasticity and flexibility of philosophical terms and theories, and the examination of the possibility of rapprochement between philosophy and a man. Philosophy teaching methodology studies the discovery and creation of connections, access points and hubs where philosophical problems become known and intimate, in the process of articulating self-knowledge, developing interpersonal and intrapersonal communication and consciously shaping life experience.