Professional Documents
Culture Documents
do not imply the expression of any opinion whatsoever on the part of UNESCO
concerning the legal status of any country, territory, city or area, or of its authorities,
or concerning the delimitation of its frontiers or boundaries.
Coordinated by
Moufida Goucha, Chief of the Human Security, Democracy and Philosophy Section
Assisted by
Feriel Ait-ouyahia, Arnaud Drouet, Kristina Balalovska
UNESCO
1, rue Miollis
75732 Paris Cedex 15, France
Tel.: +33 (0)1 45 68 45 52
Fax: +33 (0)1 45 68 57 29
E-mail: philosophy&human-sciences@unesco.org
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ISBN 978-92-3-104070-2
© UNESCO 2007
Printed in France
P HILOSOPHY
A SCHOOL OF FREEDOM
Teaching philosophy
and learning to philosophize:
Status and prospects
UNESCO Publishing
PHILOSOPHY: A SCHOOL OF FREEDOM
Special thanks
To the experts Michel Tozzi (Chapter I), Luca Scarantino (Chapters II and III), Oscar
Brenifier (Chapter IV) and Pascal Cristofoli (Chapter V), who provided UNESCO with the
basis for this study, of which both spirit and letter have largely been retained. We thank
them for their precious support and involvement, which have been both informative and
critical.
A special thanks goes to Sonia Bahri, Chief of the Section for International Cooperation
in Higher Education at UNESCO, for her valuable input and support to this publication.
This study is dedicated to all those who engaged themselves, with vigour and conviction,
in the defence of the teaching of philosophy - a fertile guarantor of liberty and autonomy.
This publication is also dedicated to the young spirits of today, bound to become the active
citizens of tomorrow.
iii
OUTLINE
PHILOSOPHY: A SCHOOL OF FREEDOM
Preface
Koïchiro Matsuura, Director-General of UNESCO viii
Chapter I 1 - 45
Teaching philosophy and learning to philosophize
at pre-school and primary levels
Philosophy and young minds: The age of wonder
Table of contents of Chapter I 1
Introduction: The road travelled, the road ahead 3
Methodology 4
I. Questions raised by Philosophy with Children 5
II. Promoting philosophically directed practices at pre-school and primary levels:
Orientations and avenues for action 15
III. Philosophy with children: A development to be acknowledged 25
IV. Philosophy at the pre-school and primary levels: A few figures 43
Conclusion: From what is desirable to what is possible 45
Chapter II 47 - 93
Teaching philosophy in secondary education
The age of questioning
Table of contents of Chapter II 47
Introduction: The different aspects of philosophy in secondary education 48
Methodology 49
I. The presence of philosophy in schools: Some controversies 51
II. Suggestions to reinforce the teaching of philosophy at secondary level 67
III. Taking stock: Institutions and practices 75
IV. Philosophy at the secondary level: A few figures 91
Conclusion: Philosophy during adolescence: A force for creative change 93
v
OUTLINE
vi
PHILOSOPHY: A SCHOOL OF FREEDOM
vii
PREFACE
PHILOSOPHY: A SCHOOL OF FREEDOM
Koïchiro Matsuura
Director-General of the United Nations Educational,
Scientific and Cultural Organization (UNESCO)
‘Philosophy: a school of freedom’ – a striking title that alone could sum up the
essence of the present work. This is the title chosen for this UNESCO study of
the present state of the teaching of philosophy in the world, a study fully in
keeping with UNESCO’s Intersectoral Strategy on Philosophy as adopted by
the Executive Board of the UNESCO in April 2005.
Pierre Sané
Assistant Director-General
for Social and Human Sciences (UNESCO)
‘It is not enough to fight against illiteracy: we must also know the books which
[one] must read. It is not enough to work together at scientific discoveries:
everyone must understand that the value of science lies not so much in its
applications […] as in the emancipation of the human mind and in the creation
of a vast spiritual commonwealth above all clans and empires.’
Memorandum on the philosophy programme of UNESCO, June 1946
A pivotal discipline in the social sciences about the present state of the teaching of
and humanities, philosophy finds its place philosophy in the world —an indispensable
at the crossroads of the development of prerequisite for any future activity in this
individuals, for beyond just knowing, it is domain, since alert, enlightened reflection
definitely a matter of ‘knowing how to be’. is the guarantor of action that is intelligent
Just as there is an art of knowing, there is and to the point.
also an art of teaching. This is why UNESCO
today proposes to present a study organi- Finding its place at the intersection of education
sed into three phases: a taking into account and the social sciences and humanities, this
of the contributions of previous studies of study is intended to be intersectoral. These two
the subject, an outline of this teaching as it sectors falling within UNESCO’s scope joined
is practised today, and a sketch of prospects for
forces in this regard to work together on its
the future.
preparation, the basis of which is grounded
just as much in pedagogy itself as in philosophy -
The framework for this study draws upon
exemplary co-operation that was manifest
an essential assumption: that UNESCO
in each of the stages of putting together
does not presume to set forth any method
the work, and especially the questionnaire
or philosophical orientation of any kind
that served as a qualitative and quantitative
apart from that of the culture of peace. The
base.
initiative for this study decided upon by the
Member States in conjunction with the
It was this study’s job to put an interpretative
Secretariat of UNESCO responds to a (1) Intersectoral Strategy
framework faithfully mirroring the situation on Philosophy, adopted
constant leitmotiv of promoting philosophy
of this teaching today at the disposal of the by the Executive Board of UNESCO
and encouraging its teaching, as attested at its 171st session (2005).
Member States and, while bringing to light
to by UNESCO’s Intersectoral Strategy on Document 171 EX/12.
deficiencies in the field, such as the lack of (2) The proclamation of a World
Philosophy(1). This strategy is built on three
philosophical teaching or the possible Philosophy Day by the UNESCO
key pillars of action: i) Philosophy facing General Conference in 2005
misuse of it, to open up prospects for the
world problems: dialogue, analysis and was an important moment
reformulation or improvement of programmes as in UNESCO’s impetus in favour
questioning of contemporary society; ii) Teaching of the promotion of philosophy
they exist. The study means thus forcefully
philosophy in the world: fostering critical and its teaching. The preamble
to reaffirm the role of philosophy as a to this solemn proclamation
reflection and independent thinking; and expresses the conviction
rampart against the double danger repre-
iii) Promotion of philosophical thought and of the Member States of the
sented by obscurantism and extremism, a Organization in the importance
research.
central concern of the Member States of of philosophy and in its protection
from the double danger represented
Within this Strategy, teaching thus figures the Organisation(2). Yet, what places better by obscurantist and extremist
as the keystone for fruitful action by than schools can offer this insuperable thought.
UNESCO in the domain of philosophy. The rampart? Provided they are havens for free, Proclamation of a World Philosophy
Day. Proceedings of the General
first activity required for this theme preci- critical and independent thinking. Who Conference of UNESCO, thirty-
sely involves the preparation of a study other than teachers, trainers, educators can third session, Paris, 2005, 33C/45.
xi
PHILOSOPHY AT UNESCO: PAST, PRESENT AND FUTURE
teach others to reflect, weigh evidence and philosophy and how it acts as mirror in our
be wary of certitudes? Provided they are societies.
guides and not authorities on what to
think. If there is a message to be conveyed by this
study, it would certainly that of exhorting
us to consider the teaching of philosophy
This study has a genuine raison d’être
to be necessary and something to be recko-
today. A veritable documentary breeding
ned with - a message already conveyed in
ground, it provides a detailed description of the previous studies realised by UNESCO on
the different modes of teaching philosophy, the subject, and one with a resonance and
both at the traditional secondary and pointedness more than ever relevant to our
university levels and in new areas, such as times.
teaching at the primary school level, or
unexpected areas, such as new philosophi- The past nurtures the present and forges
cal practices. It also endeavours to ask the the future. It is around this dynamic of past,
right questions, ones challenging to educa- present and future that UNESCO’s work in
tional issues concerning teaching philoso- the area of the teaching of philosophy and,
phy. It proposes to outline some sugges- more generally the promoting of it, is
tions, some orientations able to constitute organised.
a reference tool for policies concerning the
teaching of philosophy. It is certainly a very
ambitious study in that it is not satisfied
with just being descriptive, but also proposes
taking a penetrating look at the teaching of
xii
PHILOSOPHY: A SCHOOL OF FREEDOM
connected with the teaching of philosophy For the Europe region, the regional
and philosophical research in Africa, consultation found expression in a work on
ranging from the teaching of philosophy philosophy in Europe published in 1993 in
during the pre-colonial period and the collaboration with the International
colonial heritage of the subject to the Institute of Philosophy (IIP) and the ICPHS(6).
philosophical training of scientists and the This extensive inquiry aimed at describing
scientific training of philosophers, including the present state of philosophy in Europe. It
several suggestions for a ‘conceptual contains country-by-country inventories of
decolonisation’. the major trends and issues in philosophy,
as well as an outline of the actual, more or
For the Asia-Pacific region, a meeting of less difficult circulation of philosophical
philosophers was held in Bangkok, thought among countries, therefore, of the
Thailand in February 1983. This meeting dialogue necessary among thinkers and
most particularly concerned the professio- intellectuals that goes beyond national and
nalisation of philosophy and brought to cultural borders.
light the extent to which philosophy in this
region is impregnated with religion and In 1994, UNESCO wished to supplement
history, as well as the need to re-establish a the 1951 inquiry. With the idea of opening
dialogue between sociologists and up a new forum for reflecting and debating
philosophers, in order to reduce the gap about the place of philosophy in today’s
between the two disciplines and to allow cultures and in shaping the free judgement
for a fruitful exchange on the understanding of citizens, the new study conducted by
of societal issues. Roger-Pol Droit included contributions by
important figures from sixty-six countries(7).
For the Latin America and Caribbean It was a question there of philosophy and
region, a meeting of experts was held in democratic processes, of the relationships
June 1985 in Lima, Peru. The experts informed between philosophy and economic
UNESCO of a series of requests with a view interdependence, electronic technologies, the
to: preparing an interdisciplinary study on teaching of science, and political philosophy,
the relationship between philosophy and and the role of the citizen.
the exact, natural, social and human sciences; In 1995, UNESCO organised the international
promoting studies of the history of ideas study days in Paris marked by the famous
and their influence; promoting a Paris Declaration for Philosophy(8). This
contemporary bibliography of philosophy Declaration reaffirms that, by training free,
in Latin America and the Caribbean; reflective, minds capable of resisting
encouraging the participation of specialists various forms of propaganda, fanaticism,
in philosophy from Latin America and the exclusion and intolerance, philosophical
Caribbean philosophy in the journal education contributes to peace and prepares
Diogène; and encouraging translations of everyone to shoulder responsibilities in face
philosophical works (from and into Spanish of the great challenges of the contemporary
and Portuguese). world, particularly in the field of ethics. The
Declaration also stresses that philosophical
For the Arab region, a meeting of philosophers teaching must be maintained or expanded
was held in July 1987 in Marrakech, where it exists, introduced where it does
Morocco on the theme of ‘Teaching and not yet exist, and be explicitly called ‘philosophy’,
research in philosophy in the Arab World’. while reminding people that philosophical
This meeting made it possible to portray a teaching must be provided by competent
portrait of the teaching of this discipline in teachers, specially trained for that purpose,
the various Arab countries, at the and can not be subordinated to any
secondary school and university levels, as economic, technical, religious, political or
well as in the research domain. This meeting ideological imperative. Finally, it insists on the (6) Raymond Klibansky and David
Pears (eds), La philosophie en
was also the occasion of a round table fact that while remaining autonomous, where- Europe. Paris, UNESCO/Gallimard,
discussion to commemorate the thinker Ibn ver possible, philosophical teaching must be 1993.
(7) Roger-Pol Droit, Philosophy and
Tufayl, which proved propitious for recalling actually associated with, and not just juxtaposed
Democracy in the World: A UNESCO
the influence of philosophy on launching against, university or professional education in Survey, Paris, UNESCO, 1995
medieval thought. all fields. (8) www.unesco.org
xiii
PHILOSOPHY AT UNESCO: PAST, PRESENT AND FUTURE
xiv
PHILOSOPHY: A SCHOOL OF FREEDOM
xv
THE
DYNAMICS
OF THE
METHOD
PHILOSOPHY: A SCHOOL OF FREEDOM
Moufida Goucha
Chief of Human Security, Democracy and Philosophy Section
(UNESCO)
While philosophy is an attitude, a way of life, demanding and exacting, it is
also a teaching, a school, therefore, a kind of knowledge, all this in a
spirit of curiosity and discovery inherent to philosophy itself.
We have thus naturally given this study a job of sorting, of a reflective, methodical
striking title: ‘Philosophy, a School of selection of the raw information supplied
Freedom’. Philosophy - this is its very to us by our personal and social experience.
substance and purpose - incites and invites Being informed is not the same as being
questioning without imprisoning it. Quite formed.
the contrary, it liberates and provides In addition to being expanded, teaching of
openings to the young minds called to philosophy and practising it would also no
become the thinkers and the players of the doubt merit being renewed – for the idea
world of tomorrow, which is closer than we of responsibility to be re-established and so
think. A description of the present state of that everyone can once again plunge heart
the field for ‘a look into the future’, and soul into thought, as Hegel advocated,
precisely because an analysis, something to confront prejudices and domination of
impromptu, on the subject of teaching all kinds. It is up to individuals to search
philosophy today only has meaning in what inside themselves for the capacities proper
it offers in terms of prospects for future to exercising reflection. This leap into
action. philosophical endeavours cannot be
It is definitely in the teaching of it that imposed either by some rigid form of
philosophy is certainly the place where it teaching, or by any presumably intangible
can play a role that is both essential and dogma. On the contrary, the task of
undoubtedly risky. Essential, in that teaching progressively freeing themselves from all
philosophy remains one of the key forces in forms of tutelage is up to individuals
training the faculty of judgement, of themselves. Teaching philosophy and
criticising, of questioning, but also of learning to philosophise is, therefore,
discernment. Risky, seeing the changes perhaps at first keeping oneself from
taking place in today’s world every day transmitting bodies of knowledge in the
more laden with both history and spiritua- strict sense of the word.
lity, teaching can no longer presume to tie Speaking of teaching philosophy and learning to
up all the knots, since we are all witnesses philosophise presupposes prior clarification
to what one might call a ‘speeding up of of these terms, a fortiori when it is a question of
time’ – political time, spiritual time, social going beyond a simple, descriptive study.
time, and therefore educational and However, it is already inherently difficult to
teaching time. By increasing demands on define what is meant by ‘philosophy’ and
technological progress, does not this present ‘philosophize’: a genuine a philosophical
day reality in certain respects resist a question! Philosophy is endlessly inquiring
philosophical approach? And, do so in the into what it is not: morality, science etc. –
sense that reflecting is first reflecting within and into what it really is, a certain type of
oneself before exposing oneself to others, knowledge, but which? A practice, but of
just so many exercises that call for patience, what kind? The answers vary considerably from
time and self-criticism. Philosophy, let us philosopher to philosopher: thinking for oneself
not forget, is critique, in the Greek sense of or living wisely; interpreting the world or
the word: meaning that it must always be a transforming it; conforming to a world order
xvii
THE DYNAMICS OF THE METHOD
or revolutionizing it; aiming at pleasure or teaching, while one can sometimes feel
virtue; learning to live or to die; thinking perplexed about what is nevertheless called
conceptually or metaphorically. Just so ‘philosophy’ in a given educational system
many questions in which the conception when it is not a reflective practice that is aimed for
and the practice of philosophy also varies in the students. Here is an assumption that has
widely depending on the different cultural areas. rightly compelled us to be very rigorous and
Here, the word ‘philosophy’ as designating constantly exacting in writing this study,
a subject taught or a type of teaching activity was which is indeed a reflection of the existing
not easy to capture, because one also finds reality and makes reference to a number of
many activities having a philosophical terms that has led us to prepare a glossary
dimension in titles in which the word is absent, to avoid any confusion. Indeed, the defini-
like ‘course on morality’, ‘ethics course’ or tion of each of the terms of this glossary
‘citizenship courses’, sometimes ‘theological refers to the meaning that we have wished
teaching’, when it is a matter of non-dogmatic to express all throughout the writing of this book.
xviii
PHILOSOPHY: A SCHOOL OF FREEDOM
This study is also the product of a special people practising philosophy, as well as
kind of synergy in that it is ordered in a way philosophical institutions, UNESCO chairs
that describes existing realities, but also, of philosophy and specialized NGOs. Also
and especially, deals with key questions to be added to these networks are the
and, as much as possible, comes up with Permanent Delegations to UNESCO, UNESCO
proposals, innovations, new directions. A National Commissions and regional UNESCO offi-
synergy also, and especially, implied in the ces. Each of these groups made an invalua-
participation and commitment on the part ble contribution to this work and this is
of so many people associated in conceiving why I would like to convey my sincere
it, such as networks of philosophers and gratitude to them right away.
researchers, professors, educationists and
xix
THE DYNAMICS OF THE METHOD
By deciding to prepare a questionnaire and of the countries, which enabled the setting
by using the data gathered so as to include up of an extensive database including 1200
the maximum number of issues concerning recipients. Indeed, the reliability of the
the teaching of philosophy, from the start responses required optimising the number
we chose to opt for what was perhaps the of recipients per country, the average
most complex, but from our point of view number reached being 3-4 contacts per
undoubtedly the most dynamic, approach. country, without for all that guaranteeing
Prepared in three languages – French, the absolute veracity of the responses.
English and Spanish – the UNESCO I would like to emphasise here our
questionnaire(2) had two component parts: satisfaction with regarding the results
one qualitative and the other quantitative. obtained at the end our consultation
This was achieved by using different kinds process. The ratio of the countries making
of questions. The questionnaire included a minimum of one contribution responding
several thematic sections relating to the was 126 out of 192 Member States.
levels of teaching philosophy, even though Parallel to this, and right from the time this
not all of them always applied to all the work was conceived, we called upon four
Member States. In this case, it was a matter outside consultants enjoying a significant
of pre-school, primary and secondary amount of expertise both in the field of
levels, higher education and the informal educational science and in research. We
level. While enabling the adoption of a also appealed to those holding UNESCO
certified methodological approach that has chairs in philosophy, as well as to our special
proven itself many times over with a variety collaborators: the International Council for
of subjects, the questionnaire was a tool Philosophy and Humanistic Studies (ICPHS),
facilitating both the coding and entering of the International Federation of Philosophical
data. Our greatest challenge consisted in Societies (FISP), the Collège international de
translating the objectives of the data philosophie (CIPh), and the International
collecting into a research context that was Institute of Philosophy (IIP). All of them
sound from both a conceptual and a supplied us with work sustained by
methodological point of view. In this research, reflection and analysis, especially by
respect, and owing both to its international providing documents of substance, descrip-
scope and the questions it dealt with, the tions of philosophy teaching in their coun-
questionnaire that provided input into this tries, presentations of what is at stake, of
study was unprecedented in nature. reforms, of problems involved, but also of
We were thus lead to develop a specific the challenges connected with them.
plan for engaging in the inquiry that took By gathering the greatest amount of
the following aspects into consideration: information, by involving the greatest number
the objectives and needs in terms of data; of varied, diverse kinds of people, while at
the methods of collecting data; breadth the same time adopting a plan striving to
and geographical coverage; plans for pro- make optimal use of the recommendations
cessing the data; and, trying out the ques- and proposals drawn to the users’ attention, we
tionnaire. Parallel to this, work to identify always sought to be as faithful as possible
resource people was undertaken for each in writing this study.
On ‘best practices’
This terminology systematically used within practices as being the best. It is this
United Nations, and in particular at questioning process, for certain people phi-
UNESCO, led us to inquire into whether it losophical in nature, that I wish to present
was of interest to describe the ‘best’ practices here. Speaking of good practices, and even
existing in the subject. The editorial board more so of best practices, is first of all to set
thus engaged in a most interesting critical, oneself up as a judge, to lay claim to being
though discerning, reflection, regarding entitled in certain way to evaluate
(2) See Chapter V. just how opportune it was to qualify certain excellence. It is also being clear about the
xx
PHILOSOPHY: A SCHOOL OF FREEDOM
criteria for good practice. Is good practice, deemed necessary setting institutional
it being a matter of teaching practices, a dynamics into motion in order to promote
practice sanctioned by some political, this practice. On this point, we have,
ethical or educational value (an axiological therefore, introduced some nuances into
criterion)? In which case it is the whole our remarks in the course of this study by
philosophy of education that is summoned preferring to talk of practices having stood
to this. the test.
Is good practice that which is useful and
effective (pragmatic criterion)? But effective Lastly, in my capacity as co-ordinator of this
from what point of view: building an study, it is once again up to me to pay
individual’s personality, fighting against tribute to all the people who worked
feelings of failure in school or of personal together with me throughout this process
failure, preventing violence, educating and who contributed, in a dynamic spirit
people to live together in and through for which ‘synergy’ and ‘convergence’ were
debate and to be citizens in a democracy, the key words, to the progression and logic
linguistic mastery in the interaction bet- that led to the realisation of this
ween thought and language, learning to undertaking that I have had the great
engage in personal, critical reflection, privilege of leading through to its
independent judgement, communicating completion.
technical knowledge and self-discipline. Is
good practice professional practice? What This study is not an end, it is a justified
is meant by being a professional in the field appeal to strengthen philosophy teaching
of philosophy? How do we conceive of and to introduce it where it does not exist.
philosophy teaching? Who is competent to It is a means of familiarising people with
judge its quality, its limitations, possible philosophical practices that are still too far
improvements? below the surface and sometimes marginal.
Speaking of ‘best practices’ is ultimately It is a reminder of the role of training minds
passing from the narrativo-descriptive in creating free, aware, responsible,
sphere into the normativo-prescriptive independent people.
sphere, decreeing what should be done,
advising, proposing a model to be adopted. This study is a beginning and aspires to
Yet, what is striking is the diversity of capitalise on a momentum and a coming
practices in the field, which can be together of wishes and commitments at
considered a richness to be preserved from the international level. It is now up to
normalization. The risk of institutionalization, UNESCO and to all of its partners to
when one finds oneself involved in an ‘transform the experiment’, if I dare to put
‘instituting’, and not an ‘instituted’, it that way, and to draw inspiration from
dynamic, is standardisation and the proposals and ideas figuring in this
conformism in the practices. work, the impact of which, I am certain,
In philosophy, one therefore finds oneself will have the expected reverberations in the
facing paradoxical restrictions: safeguarding years to come, with the hope that its true
initiative and freedom on the part of the worth will be recognised in the course of
teachers in the multiple choices they have time.
to make concerning teaching and philosophy,
without which one runs the risk of not
having any more freedom of thought, Moufida
essential to philosophy, either for the
teachers or for the students; or, when Goucha
xxi
CHAPTER I
1
CHAPTER I
2
PHILOSOPHY: A SCHOOL OF FREEDOM
3
CHAPTER I
then, to note the interest that P4C has impact on the adults of tomorrow could be
provoked throughout the world. so considerable that it would certainly
make us wonder why philosophy has until
The impact of philosophy on children may now been marginalized or refused to
not be immediately appreciated, but its children.
Methodology
On the field of study. For the purposes of useful and targeted contributions were pro-
this study, we have defined ‘pre-school’ as vided by experts from within and outside
being before the age of compulsory school UNESCO, and less traditional sources of
enrolment – for example, kindergarten or information also proved invaluable to our
nursery school. In focussing on pre-school research. A substantial amount of informa-
and primary-school levels, much of this tion is available on the Internet, including
study is primarily concerned with children full descriptions of the more significant P4C
in the three-to-twelve year age group. It is activities taking place throughout the
important to keep in mind, however, that world. This concerns a great number of
education systems can vary greatly from countries, with relevant activities including
one country to another: in some national targeted studies, specialized journals, tea-
education systems, primary school includes cher-training programmes, P4C associa-
the beginning of secondary school, while in tions and research centres, and regularly
others it is seen more as a preparatory held national and international conferen-
school. Moreover, countries differ in the ces. A network of researchers, professors,
availability and duration of pre-school and experts in teaching and philosophy
options, before the obligatory school age. were solicited during the development of
this study to contribute to describing the
On the relevance, reliability and teaching of philosophy at the pre-school
exhaustiveness of the sources. The and primary levels in their respective coun-
background and the context of existing tries. Lastly, the questionnaire specifically
international studies in the area of the drawn up by UNESCO for the present study
teaching of philosophy were given great was an invaluable source of information.
attention in preparing the present report.
The documentary sources available today
essentially fall into two categories: very
4
PHILOSOPHY: A SCHOOL OF FREEDOM
5
CHAPTER I
Philosophers do too, although they differ separation and divorce. In addition, all children
among themselves. There is also the question question the nature of death from around the
of the relationship between childhood and age of three. Psychologists can help children
philosophy (children’s questions about death cope with these issues by encouraging them
begin from as early as three years of age) – to put their experiences of suffering into
with their never-quenched curiosity, they cathartic words, but children can also learn to
continually question the world about them, think through such questions themselves, to
including existential and metaphysical ques- approach existential questions through philo-
tions about the origin of things, the Earth, sophical reasoning – allowing them to take a
God, friendship and love, the meaning of gro- step back from their emotions and turn diffi-
wing up, of living and dying. Is the child cult situations into subjects for serious
already a philosopher? A little, a lot, or not at thought. This approach is even more effective
all? Philosophers again differ here. Epicurus in the context of the classroom because it
thought that it was never too early nor too becomes a collective process; the children can
late to philosophize. Montaigne recommends break free from their existential solitude by
that we ‘begin with the wet-nurse!’, while for recognizing that the questions they each raise
Descartes, childhood is where prejudices are apply to them all. This can produce a sense of
born, which only philosophy can overcome. reassurance, and a feeling of belonging to a
shared human condition, of growing up
The concept of childhood that P4C implies has within a community.
significant philosophical implications. Is P4C
ethically a matter of viewing children, as they Philosophy has therapeutic virtue, as the sages
formulate existential and metaphysical ques- of antiquity rightly remarked, because it ‘cares
tions, to be ‘valid’ partners in a conversation for the soul’. Not that it seeks to treat pro-
with an adult – in effect, to be small adults – blems directly (today that is the realm of the-
by which token P4C plays a part in nurturing rapists and different kinds of therapy), but
the adult within the child, fostering the deve- many argue that in thinking about how to
lopment of rational individuals who can begin understand life and death, sorrow and the
to think for themselves? conditions of happiness, the philosophical
approach can bring a certain peace or conso-
An ethical question: is philosophical lation: that while teaching how to philoso-
thinking desirable in children? phize is first and foremost a learning – not a
therapeutic – situation, philosophizing is,
Some philosophers, psychologists, teachers however, an exceptionally therapeutic activity.
and parents are concerned that teaching chil- Others feel that, because children ask so many
dren to think too deeply, too soon, could be questions, sometimes with a great deal of
psychologically dangerous. Why plunge them apprehension, it is better to give them the ans-
so quickly into the great problems of life, wers so they feel more secure when confron-
which they will have their whole adult life to ted with the problems of existence.
discover? Why shatter their innocence by Nonetheless, one can never make children’s
making them aware of life’s hardships and tra- existential questions go away, because they
gedy? Why pin their imaginations down with are adult questions that will resurface periodi-
cold reason, why shatter their illusions, why cally over the course of their lives.
‘rob them of their childhood’? To provide answers to a child’s questions is jus-
tified when the questions are technical, histo-
P4C is based on the principle that we should rical, legal or scientific, because we are trans-
not mythify childhood. Many children live mitting knowledge to the child. It is the role of
through very difficult situations from the schools to transmit humanity’s scientific heri-
moment of their birth – children experience tage to the next generation, as this heritage is
famine, slavery, child labour, incest, prostitu- a rationally developed response to questions
tion, maltreatment, bombings, the loss of that humanity has asked itself over the course
loved ones and more. Even in developed of its history. However, simply providing ans-
countries, in peacetime and among families wers to the philosophical questions that
that are comfortably off, many children live science cannot answer, such as those concer-
with parents who are unhappy together, for ning ethics, can keep children from thinking
example, and many children experience for themselves. These are questions to which
6
PHILOSOPHY: A SCHOOL OF FREEDOM
children must find their own answers in the one may put one’s own opinions to a
course of their lives, as they develop their criti- philosophical test.
cal and reflective thinking. Yet, although we
should not answer in their place prematurely, In basing the coherence of a P4C methodo-
we must nevertheless accompany them on logy on a political philosophy, proponents
their way, so as to provide help for them if they focus on human rights and the rights of chil-
need it. This is the role of our teachers: to sup- dren as overriding ethical and political priori-
port children in their thinking about these ties that guide the implementation of these
questions and to provide them with opportu- new practices. From here comes a ‘right to
nities to develop thinking skills that will allow philosophy’(11). Others, interpreting this as the
them to understand and to guide their rela- expression of a ‘right to have’ rather than as a
tionship with the world, with other people ‘right to do’, prefer to speak of a ‘right to
and with themselves. philosophize’ because this refers more clearly
to the most recognized of human rights and
A political question: can we speak of places more emphasis on the act
‘a right to philosophy’, ‘a right to of philosophizing.
philosophize’?
A psychological question: are
Issues related to political philosophy are impli- children capable of philosophical
cit in any practice of philosophy, and especially thought?
P4C. For example, Lipman proposes a political
model of philosophy that emphasizes the Even if we believe that P4C is ethically desira-
connection between democracy and P4C, ble and politically grounded as a human right,
arguing that stimulating critical thinking in that of philosophizing, we still must show that
children in the context of a ‘community of it is psychologically possible. The practice of
enquiry’ is a means of educating them about discussing philosophy with children presuppo-
democracy. But is the practice of P4C ses that these children are capable of learning
completely bound up in this connection? The to philosophize. A common objection directed
great tensions and even contradictions that at P4C argues that this is impossible, that chil-
have existed between philosophy and dren lack the cognitive development needed
democracy over the course of history make it to philosophize. For reasons of genetic
impossible to think so. Can we develop psychology, it is argued, there is simply no real
methods to teach philosophy to children who way of educating young children in philoso-
are indifferent to, or even hostile towards, phy: children are not capable of logical reaso-
democracy, by basing it on other philosophical ning before they have reached the logical
ideas. Some people maintain that if we adopt reasoning stage of development (ten to twelve
the position of Lipman we are not doing years old) as defined, for example, by the
philosophy for its own sake, or for the Swiss psychologist Jean Piaget. Yet Lipman
emancipatory value of thought, but because drew from Piaget’s stages of development in
of something that is extrinsic to it – for demo- writing his ‘philosophical stories’, adapted to
cracy, or to ward off social violence. It is children of all ages. What is more, a number
argued that this would be the instrumentaliza- of researchers in developmental psychology(12)
tion of philosophy and a misuse of the have rejected some of Piaget’s conclusions: a
discipline. But this argument only holds for child’s cognitive possibilities might be greater
non-democratic philosophers, because than had been thought. And this appears to
someone who, like Rousseau, has a democra- be the case when tests are conducted not in a
tic conception of politics would see nothing laboratory, with children taking intelligence
improper about the practice, as Diderot puts it, tests given by a researcher, but when they dis-
of a ‘popular philosophy’. From such a stand- cuss issues with each other in a real classroom
point, the concept of a political philosophy situation. Verbatim records (transcriptions of
that promotes democracy and a philosophy class discussions with and between children),
directed at children which is presented in the analyzed by linguists, social psychologists or
form of discussion are not at all incompatible: researchers of P4C report discursive (11) See, for example, Jacques
democracy is based on debate, and discussion competence and forms of ‘micro-expertise’ Derrida, Ethics, Institutions, and the
Right to Philosophy, trans. Peter
that is problem-solving, conceptual and argu- detectable in the language used by children Pericles Trifonas. Lanham, MD,
mentative sets up a procedure whereby even at a very young age. Rowman & Littlefield, 2002.
7
CHAPTER I
A second objection is that children lack the have in them, and partly by the fact that tea-
knowledge necessary for philosophical analy- chers will do their utmost to help such stu-
sis, and that epistemological ideas cannot be dents achieve success. Similarly, if a teacher
understood without scientific knowledge. This does not create, within the classroom, a space
view argues that critical thought is a process of in which children can express their thoughts
activating the knowledge one possesses so as freely and spontaneously and formulate their
to understand how that knowledge has existential questions, children may say little
developed, evaluating its pertinence as well as about them. If we do not organize classroom
its scope. ‘The owl of Minerva takes wing only discussions, some children will not learn how
when the shades of night are gathering’, to discuss, and this is true simply because the
Hegel notes: according to this school of ability to discuss is a learned skill. If we do not
thought, the act of philosophizing can occur introduce children to the community of
only after the acquisition of various forms of enquiry, they will not learn to ask each other
constituted knowledge. This is why philosophy questions, to define their terms, or to argue
is often taught only in the final years of rationally when others disagree with them.
secondary school. And as long as we believe that children are not
capable of doing philosophy, they will not
But to those who promote P4C, this objection demonstrate the ability to do it, simply
ignores scientific approaches already being because their teachers did not provide the
used by primary-school teachers to encourage necessary conditions: psychological (such as
children to think for themselves. Such promoting confidence within the group),
methods are often combined with an activity- pedagogical (the community of enquiry), or
based approach – for example, where children didactic (such as setting philosophical goals
work on developing a scientific process rather that relate to the intellectual demands
than just learning about and memorizing of a discussion).
scientific findings. Although this argument The proposal that we begin by assuming that
focuses on scientific knowledge, children are children can be taught to do philosophy – that
even more curious about existential, ontologi- we accept this postulate at face value, without
cal, metaphysical and ethical questions – proof, and from there observe what happens
questions they can think through by drawing when we establish conditions that can pro-
from their own very real experience of life. mote and encourage critical thinking among
children – is an interesting experimental direc-
A question of will: does the belief tion. This approach is also significant ethically,
that children can learn to do because the confidence placed in the chil-
philosophy open up possibilities in dren’s potential for rational thought increases
itself? their ‘zone of proximal development’, to
borrow another term from the Russian
In spite of the debate surrounding the psychologist Lev Vygotsky.
educability of children when it comes to philo-
sophy, it is generally admitted that P4C is no A question of the challenge
longer an issue about which teachers can involved: what about children
remain indifferent. Children are no longer just in difficult situations, or those who
subject matter for philosophical discussion. For struggle at school ?
some philosophers at least, they represent a
group to which philosophy is addressed. One of the arguments most forcefully evoked
against teaching philosophy to children in dif-
The literature in social psychology and education ficult situations, or to children who struggle at
often refers to the ‘Pygmalion effect’ to des- school, points to the problems such children
cribe the impact teachers’ expectations have often have in mastering language skills. This
on student performance: students are more objection maintains that one cannot think
likely to fail if their teachers believe they are without speaking correctly – that there is no
not capable of succeeding and, conversely, thought without language, and that precise
more likely to succeed if their teachers have language is a reflection of complex and struc-
(12) For example, the Canadian
confidence in their ability(13). This effect is partly tured thoughts. Supporters of P4C, however,
psychologist, Albert Bandura. explained by the confidence and self-esteem believe that language is not chronologically
(13) See Part III of this chapter. that students gain from the confidence others anterior to thought, but that both develop
8
PHILOSOPHY: A SCHOOL OF FREEDOM
simultaneously. This position rebukes the teacher ensures that certain conditions are
concept that language is purely the expression met. Teachers must listen when children
of already-held ideas (ideas that need only to speak, encourage them in their self-expres-
be formulated). It argues that to speak is to sion, praise what each child brings to the dis-
organize ideas about the world into categories cussion and demonstrate confidence in them.
of thought, and in doing so we develop our This enables such children, through construc-
expression. A word is not a thing. Of course, ting their own thoughts, to recover their self-
each word is a referent, but in its abstraction it esteem by proving to be capable of thinking.
also designates a notion. It is a process of repairing self-esteem, in
which thinking relieves the pain suffered by
Those who practice P4C have observed that children who experience themselves as inade-
when a child wants to express an idea, he or quate and helps them learn (or re-learn) how
she searches for words, and in doing so those to make contacts with other people in a more
words become functional elements of his or confident way and have an easier relationship
her thought. Children’s thought processes can with the group. Such children can in this way
in this way be improved by developing their develop an interior language to use in media-
language skills, but their language skills can ting between felt emotion and the decision
also be refined by developing their thought to act – be it throwing a punch or hurling an
processes. This is especially true because a insult instead. This internal language (‘oral
community of enquiry essentially exists in an internal’ is the term used by the psychologist
oral form: it allows us to learn to think through Jacques Lévine(14)) can open a pathway
discussion. This allows children who do not yet towards reflective consciousness, towards the
know how to read and write to begin thinking discovery that thinking can be enjoyable and a
more deeply. By encouraging oral and verbal source of dignity, and this can set failing
exchanges, children who have difficulties with students back on their feet.
writing can express themselves and maintain
pertinent positions in discussions that would A question of approach: pedagogy
be very difficult for them to write down. For and didactics
them it is a chance to have access to a level of
language that does not obstruct the commu- If we support the teaching of philosophy to
nication of their thoughts, but which on the children in principle, we still need to answer a
contrary stimulates the development of their pedagogical question. How? What tea-
thought-processes through being directly ching methods or approaches should be
confronted with the ideas of other children. used? How can teachers learn to teach philo-
sophy in a way that children can learn to phi-
Another objection to teaching philosophy to losophize? Again, there has been much
children in difficult living situations has to do debate over these questions. Some philosophy
with the fact that these students often appear departments or associations involved in tea-
to have difficulty with abstraction, and many ching philosophy – in France, for example –
argue they require concrete ideas. argue that philosophy is its own teacher, that
Nonetheless, we have observed significant the philosophical approach fosters critical thin-
development by using these practices with king. They contend that we learn to philoso-
children in difficulty or with those who have phize by listening to a lecture or by reading a
failed at school. A few explanations: children philosopher, both of which introduce us to
who fail at school often have problems in their philosophical thinking through the act of thin-
social or family environment – and school king. By absorbing and understanding philo-
often reinforces such a child’s negative self- sophical theories presented in a text or by a
image. That is why we often see such children speaker or a teacher we embark on the route
react by turning inward, remaining silent so as towards philosophical thought. This concep-
not to attract attention; others act provocati- tion harks back to the transmission model of
vely precisely to attract attention to themselves learning, which presupposes a charismatic
and so reinforce their feeling of existing. Such teacher and depends on an old-fashioned tea-
children are very often hyper-sensitive to exis- cher-student relationship in which the stu-
tential problems and may potentially be ready dents are enraptured, motivated and atten-
to enter into a dynamic exchange regarding tive. But what happens when instruction is
the questions that life raises, as long as the democratic and universal, when philosophy (14) See Part III of this chapter.
9
CHAPTER I
addresses itself to everyone, where the instruc- however: oral communication, as opposed to
tor is a trained teacher, not simply a philoso- written texts and theses, is considered in
pher? Schoolteachers today have to try to some circles as of only secondary impor-
motivate students who are not necessarily tance in philosophical instruction. Class dis-
convinced of the theoretical and practical inte- cussion is often judged to be a superficial
rest of philosophy, and who do not always teaching method, with serious instruction
share the linguistic and cultural background understood as consisting of lectures or
and norms of the teacher or of the school. presentations delivered by a philosophy
P4C teaching methods today are consistent professor. Lévine, as a developmental psy-
with a general democratisation of the chologist, has certain reservations: a discus-
teaching of philosophy, and draw from sion held with children who are too young
scientific studies of the teaching and learning might not allow the children time to
process. This approach places more emphasis develop their own personal opinions,
on children as philosophers-in-training, on Lévine worries, because they might be too
how they learn and the difficulties they have, preoccupied with reacting to the opinions
than it does on the teacher’s knowledge of of others. The conceptual or argumentative
any philosophical canon or his or her presen- pressure of a philosophically directed dis-
tation of such material. It focuses on how the cussion might short-circuit a child’s natural
teacher, who has a dual training, both in preliminary explorations into more complex
teaching methods and in philosophy, can help thought. These critics argue that it is not
the students overcome obstacles, particularly enough for a discussion to be democratic
the pseudo-certainty children frequently place for it to develop children’s skills in philosophy.
in their opinions. It has more to do with how For a discussion to be philosophically ins-
we learn to do philosophy than with how tructive, a number of conditions must be
philosophy is taught. met. These conditions include establishing
a cooperative community of enquiry, which
A question about how we learn to implies a discourse ethics based on ‘com-
do philosophy: is discussion the municative action’ (Habermas) and an
primary means? authentic desire to establish shared truth,
in addition to encouraging rational thought
Many of the practices used in P4C are based processes. Responses to such critics have
on group discussions. When we question the pointed out that discussion is just one pos-
predominance of this model, we see that in sible learning method, albeit a method that
the world at large, discussion is the most is particularly useful when working with
widespread philosophical method, contrary to children or students in difficult life situa-
what we find in institutionalized education, tions. Discussion is understood here as an
especially at secondary or higher levels, where interactional process that takes place
teacher-driven exposition is more common. Is within a group, is led by a teacher, and fea-
this form contingent on historical, social, or tures verbal exchanges relating to a precise
psychological phenomena that are extrinsic to subject. Such discussions may have several
the discipline itself, or is it intrinsic to philoso- different philosophical objectives, although
phy, linked to the discipline as such? Is a these are often closely inter-related. Among
‘community of enquiry’ or the ‘philosophically these are: exploring the nature of the sub-
directed discussion’(15), just some of many ject under discussion, often through ques-
methods of learning to do philosophy, or are tions; encouraging the children to think
they a manifestation of the natural, genetic, deeply about complex, philosophical
way in which we develop habits of critical thin- questions; developing their capacity to
king? Is it only through being directly pose questions and respond to others in a
confronted with the alternate views held by thoughtful and rational – rather than purely
others that we learn to confront our own emotional or intuitive – manner; promoting
selves – to see ‘oneself as another’, as French a communicational ethics that relies on a
philosopher Ricoeur puts it, or to engage in a cooperative approach to resolve complex or
‘dialogue of the soul with itself’ (Plato)? controversial human problems.
10
PHILOSOPHY: A SCHOOL OF FREEDOM
When it comes to younger children, however, communication? It is also argued that teachers (18) Ibid.
(19) http://pratiquesphilo.free.fr/
who would not understand a course that must take care to present their contributions
11
CHAPTER I
as possibilities, rather than as their own Opinions on how much input the teacher
beliefs, so that they do not constrain the should provide thus range from the traditional
students’ thoughts regarding the material. content-based approach to teaching to a
Rousseau called this a ‘pedagogical ruse’, a situation where there is far less input from
trick played for the students’ benefit – in this the teacher, who may venture a point of
case a philosophical benefit. view without allowing it to substitute for the
students’ own thoughts.
12
PHILOSOPHY: A SCHOOL OF FREEDOM
especially as regards his or her relationship to secretary to record the meeting; and principles
the students’ ideas and questions. On the used to manage a number of speakers (such
other hand, it also depends on the particular as having a moderator to preside over the
methods teachers should employ – for the meeting, or agreeing on rules by which one
teacher of P4C, these can include oral and/or person speaks at a time and in a certain order,
written techniques, the presentation of moral with each speaker accorded respect and prio-
dilemmas, constructing communities of rity given to those who have spoken less than
enquiry, initiating discussions that have both others).
philosophical and democratic aims, engaging
in Socratic dialogue, or asking philosophical Setting up a discussion in this way teaches stu-
question to a class or a group of students(23). dents about democratic methods that pro-
mote collective, intellectual dialogue. The chal-
Pedagogical training in debate? lenge for the teacher is to introduce these
functions and rules in such a way that the chil-
Certain writers question whether children can dren understand their purpose; even better,
really learn to do philosophy through group perhaps, these arrangements can be co-
discussions. In particular they draw attention constructed in class. Its philosophical purpose,
to the difficulty of holding a discussion with a however, gives a particular cast to these dis-
large number of participants, a difficulty that cussions: the group becomes a collective intel-
only increases when it concerns a group of lect, a community of enquiry. As it works
children with a broad range of abilities and through the children’s questions, which often
developmental levels. They also argue that concern the great enigmas of the human
ideas expressed orally are less concise and condition, it is not a matter of convincing
developed than those expressed in writing. others or winning an argument, but of sear-
Others respond that this lucid assessment of ching together for answers and working toge-
the difficulties encountered in the field is inte- ther in a relationship based on ideas (rather
resting, as it lists the obstacles to be overcome than force), in which the other person is an
as arguments against such a learning expe- indispensable partner in the effort to see
rience. It is precisely because students do not things more clearly – not an adversary. The
listen to each other that they should be ins- right to express one’s opinion (doxa) here is
tructed in the ethics of communication, and it counterbalanced by a duty to develop a ratio-
is precisely because they limit themselves to nal argument, such that every objection is an
examples in their arguments that it is neces- intellectual gift, not an act of aggression.
sary to teach them to look for common featu- Because of this, a teacher’s skill lies in cultiva-
res underlying the concepts these examples ting intellectual curiosity, a communicative
illustrate. The objective is to learn to think phi- ethic, habits of collective questioning and rea-
losophically through discussion and during soning, and logical thought-processes. These
discussions. skills must be developed in teacher-training. A
training method commonly used is to put tea- (23) Example: if one defines
Leading, or facilitating, a philosophically dis- chers in the same situations they will later philosophizing didactically as a
thought process that involves two
cussion is not easy, for there are two distinct place their students in (the principle of isomor- or more people and seeks truth,
facets to consider: method – the general ques- phism). In this way they understand the lear- the teacher would attempt to
make students aware of problems,
tion of managing the discussion; and content ning objectives more clearly and can expe- concepts and arguments.
– managing the philosophical direction the rience P4C principles in action, including diffi- But from a cognitivist conception
discussion takes. Facilitating such a discussion culties that can arise and strategies to over- of learning, priority would be
given to the students expressing
requires some skill, as the teacher has to moni- come them. A metacognitive phase following their opinions as a representation
tor the group dynamics while encouraging this the exercise allows the teachers-in-training to of their world. A constructivist
approach would instead focus on
dynamics to develop and regulating the psy- explore the feelings they all had during the dis- how the students construct for
chological and sociological direction it takes. cussion and outline the thought-processes themselves, following their own
personal path of reasoning, a more
The social practice of democracy provides us that it had required of them, and to evaluate complex vision of the question at
with regulative principles to use in creating a the various methods and processes used hand. From a social constructivist
public space for discussion in the schoolroom. during the exercise. position, however, one would
organize situations in which their
These include the recognition that everybody opinions would be confronted
has a right of self expression, above all those with the opinions of others, parti-
cularly those of their peers – the
in the minority; the possibility of preserving the other students (for example,
work of the group through appointing a in discussions).
13
CHAPTER I
14
PHILOSOPHY: A SCHOOL OF FREEDOM
15
CHAPTER I
16
PHILOSOPHY: A SCHOOL OF FREEDOM
formative value for students and which require special funding and training, and
correspond to the core mission of the are usually carried out according to a pre-
national education system. cise protocol and under close supervision.
The new practices will be evaluated with an
Promoting innovation inside and eye to how they could potentially be
outside institutions expanded, if successful, to become part of
the official curriculum(26). Given the growing
Philosophical teaching methods have not worldwide support for introducing new
been institutionalized in many national philosophical practices into primary-school
education systems, and yet in recent years curricula, it is now time to initiate such offi-
their use has expanded rapidly in a great cial trial projects so that the success of
number of countries. These methods often these practices can be evaluated in relation
exist on the margins of the national educa- to national educational objectives.
tion system, and are frequently encouraged
by universities, associations and other net- Institutionalizing certain practices
works. They bear the mark of an innovation
that in many countries represents a clear Promoting, identifying, encouraging and
break with traditional teaching practices. valuing innovative P4C practices at primary
From a centralized perspective (which often school level can be a first step in this pro-
suffers from too much conformity), innova- cess. Organizing official trials within a
tion in itself can be seen as a disturbance. national education system is a further step,
But if an education system maintains this the expression of a stronger political com-
view, it loses any capacity to change from mitment. Institutionalizing P4C practices is
within or to integrate any new ideas. On more ambitious still, as it involves admitting
the other hand, innovation can be a fer- that every child should have the possibility,
ment for the reform of a national or state in school, to develop an ability to think
education system, because, while not reflectively, and should be assisted in lear-
representing a generalized change throu- ning to think independently.
ghout the entire system, it introduces a
new practice that may come from outside There are several possible avenues for
the system or from within it. It provides an action: practices aimed at teaching children
opening, through which a blocked off or to think philosophically could be introdu-
dysfunctional system can breathe fresh air. ced as an option in certain primary schools,
One avenue of action could thus consist in certain regions, or as part of certain curri-
promoting the introduction of philosophi- cula; instructors trained in P4C could give
cal techniques in primary schools where special classes; or these new teaching
they do not yet exist and further encoura- methods could be formally incorporated
ging them in places where they do exist – into the education system for all students in
by publicizing their use and communicating a region or state, or even nationally.
their results as widely as possible. For coun- Whichever method is chosen, philosophy
tries where there are no such practices at could be introduced as either a general
present, it should be possible to initiate methodological reform that cut across all
simple critical thinking exercises for children subject areas, or as part of individual sub-
based on the folk tales or legends of their ject areas, in an interdisciplinary manner.
country, allowing them to express their For example, philosophical reflection of an
own interpretations and then having them aesthetic type could be introduced into art,
discuss various possible readings, without music or drama classes; a reflection on
closing off the exchange too soon by ethics in classes on morality or religion;
providing a ‘correct’ interpretation. political reflection could be incorporated
into civics classes; or philosophical thinking
Organizing official trial programmes of an epistemological nature included in
science or language classes. P4C classes
Experimentation, as contrasted with inno- could also take place in the form of a wee-
vation, involves a political decision to introduce kly programme of philosophy workshops
a new practice into a national education (their duration would depend on the chil- (26) See the example of Norway in
system on a trial basis. Trial programmes dren’s age). Alongside these initiatives, Part III of this chapter.
17
CHAPTER I
complementary activities could be offered types of experiences they have had, exam-
to interested students – an example would ples that could be meaningful for them,
be setting up a school philosophy club. and a consideration of their particular sen-
Philosophical meetings and debates could sibilities and imaginations – all are impor-
be organized through UNESCO Clubs(27) or tant elements in their personal develop-
the UNESCO Associated Schools network(28). ment and central to instilling in them a
capacity for critical thinking. In this respect,
Organizing a school curriculum a number of forms of scientific knowledge
must be mobilized: cognitive, developmen-
In terms of institutionalizing such changes, tal and social psychology; education theory
thought must be given to how they can be and knowledge gained through teaching
incorporated into the curricula across all practice; and a knowledge of philosophical
year levels. A coherent and progressive teaching methods.
approach is required to foster, through
regular practice, children’s capacities to At different ages the same questions might
think for themselves, to reason logically be taken up and explored differently,
and to demand intellectual rigour. It is because the power to reflect deepens as it
regrettable to see students participate in develops, along with an enrichment of their
communities of enquiry at primary school experience, an increased ability to express
and then cease to practice this type of oneself in precise language, and greater
reflective activity, or not be exposed to phi- capacity to understand difficult texts. In the
losophy again until university or the final context of improving national or state edu-
years of secondary school. In such cases the cation systems, this gradual progression
children are not being provided with the must be taken into account when develo-
intermediate links needed to consolidate ping a curriculum, appropriate to the chil-
their philosophical approach of questio- dren’s culture and traditions, that focuses
ning, conceptualizing and developing on the children’s abilities to think critically:
thoughtful, rational arguments. the content must continually become dee-
Incorporating P4C across the children’s per and more profound, and demand more
entire school career requires very clearly complex writing and reading skills, espe-
defined objectives, methods, classroom cially as regards substantial literature and
activities, books and other learning mate- specifically philosophical authors.
rials. It must take account of the age of the
students, their cognitive possibilities, the
(27) UNESCO Clubs, Centres and 3) What philosophical practices should be promoted
Associations are groups of people
of all ages, from all walks of life, in classrooms?
and from all over the world, who
share a firm belief in the ideals of
UNESCO as spelled out in its Diverse pedagogical and didactical with various teaching methods and educa-
Constitution and in the Universal approaches tional material. In fact, too strict a standar-
Declaration of Human Rights.
UNESCO Clubs are engaged in
dization of such practices risks rendering
educational activities that promote In general, any practice that develops chil- them unproductive, as it could threaten the
peace and justice. (www.unesco.org)
dren’s capacities to think for themselves, to intellectual freedom of individual teachers.
(28) The associated schools project
network was established in 1953, have an open mind (that is, to be free of Just as students must be accorded the free-
to implement the goal of promo- prejudice), or to question ideas is to be dom to think for themselves (because
ting UNESCO's ideals through edu-
cation that the organisation's
defended. Any practice that promotes the nobody can do their thinking for them),
founders had set. Its original search for meaning and truth, enlightened teachers must be accorded a similar intel-
aspect is that it coordinates natio- by reason – which teaches students the lectual and pedagogical freedom to make
nal networks of schools rooted in
each member country's educatio- value of questioning and understanding decisions appropriate for their contexts.
nal system. Its goal is to promote the deeper meaning of problems, which Rather than indoctrinating the students,
better understanding between
children and young people around makes them aware of the origins of their the teacher’s role is to help them along as
the world, with a view to building opinions and able to examine the basis of they develop their own answers to
the foundations of solid and long-
lasting peace. those opinions – is to be encouraged. questions about the world around them.
(http://portal.unesco.org/education/) Philosophical purposes can be associated
18
PHILOSOPHY: A SCHOOL OF FREEDOM
19
CHAPTER I
20
PHILOSOPHY: A SCHOOL OF FREEDOM
because there is a risk that this could bring ignored, and which present an opportunity
the children’s explorations to an abrupt end for further thought. For example, when a
(as they may feel they now have ‘the’ child says ‘just because people look diffe-
correct answer) or otherwise influence their rent, it does not mean they are not equal’,
ideas. that child has made a fundamental concep-
tual distinction between things that hap-
What, then, are the objectives of teacher pen to be so, and things that are so
education in P4C? What methods and because of a law. There are also a number
content material should be used to best of distinctions that are useful as categories
meet these objectives? Philosophizing when we want to ask questions in the right
requires a progression in learning, and tea- way, and distinguish different registers of
ching children to philosophize is not some- importance, such as: the distinction bet-
thing that can be improvised: teaching a ween the possible and the desirable, the
particular school subject requires training in legal and proper, constraint and obligation,
both the academic content and in teaching the concrete and the abstract, the particu-
methods. P4C training can be offered lar and the universal, the relative and the
during initial teacher education, or as part absolute, causes and purposes, principles
of the teacher’s continuing professional and consequences, the real and the virtual.
development. Training providing a basic At any rate, the principle of the isomor-
introduction in P4C is not offered in many phism of situations, those presented to stu-
places, although there are a few cases in dents in class, and also those experienced
which it has been institutionalized in the in training by teachers, appears to be
form of an official programme of professio- essential. It is important for teachers to
nal training with measurable standards. experience these situations themselves
Future teacher-education programmes will during their training, and to personally
therefore have to adjust themselves to the confront the difficulties they give rise to in
varying degrees to which philosophy has terms of the dynamics of learning, and they
been institutionalized at the primary-school should experience for themselves all that
level in that country. can be learned from such situations.
As regards the content of this training: 1)
Classic academic, philosophical training, It can be useful for teachers to know about
which transmits knowledge about philoso- the different teaching material and aids
phy, is always useful for developing the available, and to know how to use them.
capacity of teachers to philosophize by dra- Teachers can try out these materials in trai-
wing from the works of great philosophers. ning workshops, where they can experi-
For a teacher, this is an important intellec- ment with the possible ways they could be
tual investment. 2) An intermediate solu- used in the classroom and determine which
tion would be to find out which questions they feel would be most useful. In general,
are of most interest to children, especially direct experience and analysis of actual P4C
existential questions (such as those about sessions in the classroom, rather than just
growing up, freedom, love or death). in teacher-training exercises, is the most
Teachers should be familiar with some of useful training aid, as it allows teachers to
the great contributions philosophers have recognize the difficulties they are likely to
made to these concepts, as these can illu- encounter in class and to understand why
minate their attempts to respond to the some things work and others do not. In this
children’s questions. For example, there are respect, teacher training can run concur-
the attributes of friendship as presented by rently with teaching, because in this way
Aristotle in the Nicomachean Ethics(34), or we mix together, in an interactive fashion
the origin and nature of love as presented that is not just alternation, training sessions
by Plato in the Symposium. 3) Another way and hands-on experience, so that teachers
of approaching the question is to give tea- can prepare their next classes by analyzing
chers a list of things to watch for when lis- what they have just experienced in class.
tening to the children’s discussions – to (34) Aristotle, Nicomachean Ethics,
translated by Terence Irwin.
help teachers identify, as they emerge, pro- Indianapolis, Hackett Publishing
blems and questions that should not be Company, 1985.
21
CHAPTER I
Through a training policy for trainers children respond to the learning process.
Continuing analysis is required because it
Teacher training will be most successful if it is allows educators to understand their own
supported by a well-planned structure to train actions and to be more successful in tea-
the teacher-trainers. If teachers or associations ching by being more conscious of what
have already introduced innovative philosophi- they do. Analysis improves the teacher’s
cal practices into a country, their experiences understanding of student reactions, and
can be used to inspire others, and to teach their psychological and learning difficulties.
these methods to those who will in turn be Finally analysis leads toward a better grasp
training schoolteachers; they can point out the of the common variables that can have an
difficulties they have encountered and ways impact on the running of a class, of which
they have tried to overcome them, and the teachers may well not be fully aware: such
teaching material they have found to be use- as time and space management problems;
ful. But a practitioner is not automatically a students’ difficulties in carrying out assi-
teacher trainer. This second level of training – gnments; or differences in how long stu-
teaching the teacher trainers – can be difficult dents need to finish a particular task, or to
to approach in countries with few teacher trai- participate in group discussion.
ners. It may be necessary to send potential tea-
cher trainers into other countries in which What kind of analysis is this? There are two
these resources exist, or to bring in qualified models of analysis in the human sciences.
educators to the country interested in institu- The comprehensive or clinical model analy-
ting these new practices. zes the teacher’s pedagogical intentions
There is, nonetheless, always the danger in and how the teacher experiences the class
transplanting methods from one country to in psychological, pedagogical and didactic
another. These methods must be closely ana- terms. The analyst must take care to main-
lyzed and have the flexibility to adapt to local tain a certain distance when constructing
realities. A desire to develop critical thinking in this identification, because otherwise the
children implies that teachers are themselves observations would not be truly objective
involved in questioning their own occupation and would be of little value to the teacher.
in the most general terms. Teacher trainers The explanatory model, however, takes the
must thus provide an example of this capacity teacher as an object of external observa-
for critical thought: instead of simply applying tion, using methods that claim to be rigo-
methods they have been taught, they should rous, behavioural, even quantifiable, in an
arrange training situations that have been effort to describe and explain what
adapted to the local requirements and the happened in a class and why, as objectively
objective in view, namely, promoting children’s as possible.
abilities to think critically and creatively. To analyze an educational situation, one
Training while practicing is also a possibility in must consider all those involved (students
this situation. and teachers) and the meaning-giving
dimensions associated with the situation,
Through an analysis of especially both the teacher’s and the stu-
philosophically directed practices dents’ relationship to knowledge. This
as a central component of teacher includes the interpersonal relationships that
training operate with the class; the group dynamics;
general questions of classroom manage-
Why is such analysis necessary? By analysis ment and authority; and the way in which
of an educational situation we mean all these are present in the school, the local
making an attempt to understand the reali- area, and the surrounding political and cul-
ties encountered in contexts in which tea- tural environment. Training the teacher-
ching and learning take place, and what trainers helps teachers to analyze their
outcomes can be expected from such class- situations as educators: they are urged to
room activities or from the introduction of philosophize for themselves, through self-
P4C practices into a school’s curriculum. questioning in particular. This does not just
This analysis tries to make teachers aware show them how to teach a particular sub-
of, and understand, the way they approach ject, but places them in the middle of the
the profession of teaching and how real practice of teaching.
22
PHILOSOPHY: A SCHOOL OF FREEDOM
Through producing and using relevant widely available when Lipman developed
didactical material his method, may be very useful for children
who live in a multimedia universe.
Whether it concerns introducing or encouraging 5) Another possibility for those who find
new ideas, launching or assisting an experi- Lipman’s stories not very literary or too
mental project, or institutionalizing P4C as ‘didactic’ for children is to base P4C classes
part of the curriculum, learning to philoso- on other books, specifically written for chil-
phize in primary school can be greatly faci- dren, as starting points for philosophical
litated by using appropriate teaching mate- thinking. The texts selected must be subs-
rials – these may already exist, or they can tantial in that they have a certain existential
be created specifically for this purpose. depth – they should require an interpreta-
These include textbooks addressed directly tive effort on the part of the children to
to children, information for teachers, as determine their meaning. Beyond their nar-
well as teaching material that is addressed rative content they should introduce
to both (for example, textbooks for stu- concepts and ideas that will stimulate the
dents often have companion teacher children’s critical thinking. The children
manuals). While some books for teachers then can work together to unravel or exa-
simply present P4C practices, to inform tea- mine the possible meanings of the text,
chers about them and to try to stimulate over and above any simple understanding
their interest, others offer detailed exam- of the story: through the text they and the
ples and instructions for in-class activities. teacher/facilitator can identify questions it
There are a number of ways to develop broaches and use them as the basis for a
appropriate P4C learning aids: group discussion.
1) The first solution, which has been adop- 6) A similar process of engaging and deve-
ted in a number of countries, consists of loping critical thinking can be inspired
translating Lipman’s purpose-written sto- through tales that form part of the chil-
ries and their associated teacher manuals dren’s cultural heritage, or tales from other
into the local language(35). The advantage cultural traditions: folk stories, legends and
here is to have immediately available a fables that constitute an inexhaustible
complete method, tested and stabilized, reservoir of thought-provoking ideas and
including concrete support material for wisdom. Myths, above all perhaps, in dea-
children (stories written for them) contai- ling with the question of origins, remind us
ning, implicitly or explicitly, many classic of the universality of the human condition
questions from Western philosophy. There and its mysteries. More specifically, Platonic
is also practical advice for teachers on for- myths, when presented in a form accessible
ming a community of enquiry, along with a to children, can lead them to think about
wide variety of exercises that they can concepts such as truth and falsehood (The
choose for their students out of workbooks Allegory of the Cave), the relationship bet-
(35) Matthew Lipman’s P4C
that go along with the stories. ween power and good (The Ring of Gyges), teaching materials include:
2) In some countries, Lipman’s stories have love (The Myth of Aristophanes), etc. Using Elfie. Montclair State College, New
also been adapted to the local culture; that such literary or mythical stories can foster Jersey, Institute for the
Advancement of Philosophy for
is, certain episodes are adapted to make children’s critical thinking by engaging their Children (IAPC), 1988.
them more meaningful in terms of the cul- sensibility and their imagination: by identi- Kio and Gus. Montclair State
ture, the traditions and the context of a fying with the hero, they live vicariously College, New Jersey, The First
Mountain Foundation, IAPC, 2nd
particular country. through his or her adventures, and this sub- edition, 1986.
3) In some countries new books have been jectivity gives great substance to the ques- Pixie. Montclair State College, New
written for children ‘in the style of Lipman’, tions the story provokes. The stories and Jersey, The First Mountain
Foundation, 1981.
with the same objectives and the same characters, part of humanity’s great collec-
Mark. IAPC Montclair, New Jersey,
techniques in mind, but referring more spe- tive archetypes, become shared references 1980.
cifically to the culture of the country for the class or group and open them up to Harry Stottlemeier's Discovery.
Montclair State College, New
concerned. greater intersubjectivity in their philosophi-
Jersey, The First Mountain
4) New or improvised materials can be writ- cal conversations. Foundation, 1974 (2nd edition
ten narratives, as with Lipman, or they can 1980).
Suki. IAPC, Montclair, New Jersey,
take the form of photograph albums, 1978.
comic books, even films. New technologies Lisa. IAPC, Montclair, New Jersey,
(especially audiovisual) that were not 1976.
23
CHAPTER I
Evaluating experiments
24
PHILOSOPHY: A SCHOOL OF FREEDOM
25
CHAPTER I
Box 1
An emblematic and instructive example: The Australian appropriation of P4C
It was a difficult task making the education ries, and combined philosophical research gramme has aroused great interest and
decision-makers in Australia accept the groups with innovating and entertaining the Buranda school receives many
idea of teaching philosophy at school. The school activities. State organizations were requests for visits from teachers from
benefits of teaching philosophy are varied, also created, of which some came toge- Australia and overseas. Staff members
and they are more difficult to quantify than ther to form the Federation of Australasian have been sought out to speak at confe-
those of other teaching innovations – and Philosophy for Children Associations, rences and to train other teachers.
while teachers count among its staunchest which later became the Federation of Buranda school and Education Queensland
supporters, their voices are not heard. Australasian Philosophy in Schools also offer a training course online. In the
Although some of the advantages of philo- Associations. With the exception of state of Victoria, a growing number of ins-
sophy can be measured in terms of an Queensland, where Buranda primary titutions, from the primary education level
improvement in literacy and numeracy, the school contributed a great deal and wor- to Universities, have introduced courses in
major advantages are probably in areas ked in collaboration with the Ministry for philosophy. The Victorian Association for
which lend themselves more to qualitative Education, these state organizations Philosophy in Schools has received a sub-
study. remain the principal source of teacher-trai- sidy for the recruitment of a coordinator
ning in philosophy. and regularly holds workshops for tea-
The arguments in favour of including philo- chers. The association has a website and
sophy in school curriculum were born out- The teaching of philosophy has spread lit- encourages schools to share their resour-
side the mainstream of educational tle beyond primary education – and even ces regarding philosophy – but here too,
research. Laurence Splitter was the first to there it has not been adopted across the the principal movers in favour of philoso-
introduce P4C practices in Australia, in board. It is sometimes brought in at the phy come from outside the central educa-
1984. After working with Lipman, Splitter school-district level, but most of the time it tion system structure. In Sydney, a gro-
directed a workshop on teacher-training in depends on the initiative of individual wing number of schools are integrating the
Wollongong, in New South Wales, in 1985, schools or, more often still, individual tea- methodology of the philosophical commu-
then another in Lorne, in Victoria, in 1989. chers. While there are some very success- nity of enquiry into their school curriculum,
The participants at the Lorne workshop, by ful philosophy programmes in place for and at least two of the city’s education
creating associations and drafting school more gifted children, communities of philo- zones are considering introducing the tea-
textbooks, had the most visible impact on sophical enquiry could benefit all children. ching of philosophy. When Tasmania esta-
the introduction of P4C in Australia. Even though the teaching of philosophy at blished its new Essential Learning curricu-
Philosophy seemed difficult to reconcile primary school is gradually spreading, the lum, it accorded philosophical reflection a
with the empiricism of the majority of the Ministry for Education will have to become central place. The apparent lack of a cohe-
research undertaken at the Australian involved to really make a difference. rent and concerted philosophy pro-
Council for Education Research (ACER), gramme, however, has led to increased
and it encountered a certain resistance. One can cite a positive example in calls for philosophy classes, as proposed
However, ACER added the P4C books to Queensland, where the state school at by the Association for Philosophy in
its catalogue and became the principal Buranda, a working-class part of Brisbane, Tasmanian Schools. In every Australian
source of information about it. has achieved remarkable results since it state there are places where philosophy is
incorporated the teaching of philosophy taught at primary school, and all states are
Other voices also made themselves heard. into its curriculum eight years ago. It recei- now working actively towards incorpora-
Philip Cam, of the School of Philosophy of ved the title of Queensland Showcase ting philosophy classes into the last few
the University of New South Wales (UNSW), School of the Year in 2003 and the years of high school, but there is not yet
an eminent personality at the national level Outstanding National Improvement by a any concerted approach with regard to the
as regards P4C, published short texts that School award in 2005. Its results have intermediate levels.
were easy to use in class. Tim Sprod, from been spectacular. For eight years, the stu-
an independent school in the state of dents of the Buranda school have obtained
Tasmania, published a book that enabled exceptional results on both academic and
teachers to use texts already in school social levels. They have a reputation for Stephan Millett
libraries. DeHaan, MacColl and knowing how to solve problems, and vio- Director of the Centre for Applied Ethics
McCutcheon of UNSW also wrote books lence or bullying is rare even non-existent and Philosophy, Curtin University, Perth,
that used works available in school libra- at the school. The success of the pro- (Australia)(38)
(38) Stephan Millett, presentation submitted at the international conference, ‘Philosophy in Schools: Developing a Community of Inquiry’. Singapore,
17–18 April 2006.
26
PHILOSOPHY: A SCHOOL OF FREEDOM
Some countries have gone further than to There are three key aspects to this method.
encourage innovation or carry out official Firstly, it develops a culture of questioning
experiments, and have integrated philoso- at school, because it focuses on the chil-
phy in the primary school curriculum. This is dren’s own questions. Secondly, it proposes
the case in Australia. anthropological textbooks that are based
on a narrative, in which the children can
Practices that have been shown to identify with the characters and situations
work presented. Finally, they establish within the
classroom an organized space where the
Matthew Lipman and his method. This children can discuss human problems,
method is recognized as having had the where each has, democratically, a turn to
greatest influence on the development of speak, but with the understanding that
P4C in the world. Rejecting the conception with freedom of expression comes a duty
of children put forward by Descartes, that to argue rationally.
they are uncritical and prone to error and
prejudice in their judgments, Lipman sug- A number of criticisms have been addres-
gests instead that children can learn to sed at Lipman’s methods, among them the
think for themselves if they are given the argument that by basing the classes on
right conditions. Lipman thus opened the novels, the students are discussing things
door to a new way of teaching children, they have only experienced second hand,
one that certainly had antecedents in the and that this limits their real involvement
work of Epicure, Montaigne and Jaspers, with the questions and reduces the debate
but that had not received much attention in to a relatively lightweight discussion, rather
modern education systems. From Lipman’s than developing opinions about their own
work, this idea has grown and has since experiences. There are other criticisms too:
been explored throughout the world. that the approach is overly logical, and the
Lipman developed his method gradually, exercises repetitive; that it is based on a
basing it pedagogically on the concept of purely utilitarian conception of philosophy;
active learning (Dewey), psychologically on or that it subordinates critical thinking to a
theories of child development (Piaget), and democratic purpose, so instrumentalizing
philosophically on reflective techniques philosophy. It remains undeniable, howe-
derived from the Western philosophical tra- ver, that this method has added new
dition (Aristotle’s logic of deductive infe- dimensions to the concepts of learning to
rence, Descartes’ methodological scepticism). philosophize and philosophical practice:
1) The postulate that children are capable
The method is complemented by a sizeable of philosophical thinking, according to
body of teaching materials that have been which children are not simply ‘cultural
extensively field-tested and are continually dopes’, to use Garfinkel’s term, incapable
being revised and updated: in the United of thinking for themselves; 2) the convic-
States, for example, these have proven tion that it is possible to learn to philoso-
especially useful for educators who have phize through oral debate and a process of
not had any training in philosophy. sociocognitive questioning, and not only by
Lipman’s publications include seven books reading the works of the great philoso-
for children which broach clearly defined phers; 3) the idea that to philosophize is
philosophical problems while taking the not to have no opinion, but to question
children’s age into account. These cover and develop one’s opinions; 4) the idea of a
age levels from kindergarten through to ‘community of enquiry’ based on the
the end of secondary education(39). Each contributions of student-philosophers; 5)
book has a companion instructor’s manual the historic opportunity, in the tradition of
that consolidates the objectives of the ses- Greek democracy and the philosophy of
sion and includes lesson plans and student Enlightenment, to connect philosophy to
exercises, providing flexible suggestions for democracy, in a didactics that promotes a
instructors while allowing them a great public space within the school for the rational (39) Op. cit.
27
CHAPTER I
Box 2
An example of philosophically directed discussion in a mixed-level class (France)
We can cite an example where a philo- dren who have particular problems or nions; the ‘observers’ choose not to
sophically directed discussion (in are disadvantaged in some way’ take part in the discussion in order to
French, a Discussion à Visée (Sylvain Connac). For this reason the give others a chance to present their
Philosophique, or DVP) has been suc- team of teachers at the Antoine positions; and the ‘facilitator’ (gene-
cessfully used in a mixed class of chil- Balard school have gradually incorpo- rally the teacher) endeavours to help
dren of ages six to twelve years in a rated philosophical teaching techni- the participants develop the intellec-
district of Montpellier in France with a ques into co-operative classes. Even tual skills required for philosophy. In
high proportion of immigrant families. though the topics of the discussions this cooperative environment, the
The class is run by Sylvain Connac, a vary, the approach remains almost more advanced children rapidly
primary-school teacher who holds a the same, and the questions that form become vital resources for the rest of
doctorate in education. ‘Cooperative the basis of the discussion come from the group and help the group as a
classroom principles seek to develop the experiences of the class mem- whole improve the level of critical thin-
an educational environment in which bers. The children sit in a circle and king. This is possible through listening
everybody helps one another. In are allocated specific roles: the ‘presi- to what is said during the debates and
France, Célestin Freinet has develo- dent’ opens the discussion by remin- to the ideas and advice provided by
ped a teaching method based on sha- ding all of the rules; the ‘reformula- the observers afterwards.
ring and seeking truth, trial and error, tors’ explain what they understood of
free expression, communication and a what he or she said; the ‘summarizer’
variety of educational techniques. As will summarize the discussion as it Michel Tozzi
a teaching method that militates for progresses; the ‘scribe’ will write the Expert in didactics and professor of
education for all, it is common to find key points on the board; the ‘deba- philosophy, University of Montpellier III
cooperative classes offered for chil- ters’ will prepare their ideas and opi- (France)
28
PHILOSOPHY: A SCHOOL OF FREEDOM
29
CHAPTER I
30
PHILOSOPHY: A SCHOOL OF FREEDOM
>
shes the quarterly publication Info-
Kinderphilosophie. Over the past twenty Philosophical Thinking-Talking - Dialogical Skills
years, P4C has been introduced to more Process Philosophical Methods,
Dialogical Techniques
than four thousand Austrian teachers
>
and ten thousand Austrian children.
Output Valuing-Acting - Finding Values
Belgium. There are various groups involved Philosophical Attitude in Daily Life - Good Judgments
in P4C in Belgium. Participants at the through Social Actions, Political
Participation within the Society
February 2004 Conference on Philosophy
for Children, directed by Claudine Leleux
and held at the Parliament of the French
Community of Belgium, grouped P4C acti-
vities in the country into the following three Box 5 The PhARE association, serving as a guide
categories(54): 1) The non-profit PhARE asso-
ciation (‘Analysis, Research and Education PhARE: ‘The name refers to the main also challenges ‘magic’ or ‘spiritual’ dis-
in Philosophy for Children’), founded in activities of the association, which are courses that suggest that incantation
1992; 2) The non-profit associations, to Analyze, Research and Educate in the alone is enough to achieve our desires,
field of Philosophy. Phare is a metaphor or the discourse of propaganda, which
Philomène and ‘Il fera beau demain’ (‘it will and a symbol [the French word for ‘bea- delights in creating distorted beliefs –
be sunny tomorrow’). Both of these orga- con’ or ‘lighthouse’, phare comes from going as far as negating the obvious.
nize teacher-training activities. ‘Il fera beau the island of Pharos, where the There are many ways to do philosophy
Lighthouse, or Pharos, of Alexandria with children, from reading a philosophi-
demain’ draws on the work of Lipman and
was built in the 3rd century BC]. Invisible cal story to discussing their metaphysi-
Michel Tozzi, preferring the terms ‘learning itself in the night, the Pharos, the cal questions about death, fear, joy or
to think’, ‘learning to reflect’ or ‘learning seventh wonder of the ancient world, is the origin of life or proposing philosophi-
abstract thought’ rather than ‘philosophy a source of light. Its beacon lights the cal approaches to concepts such as
way for ships so that they can guide time or space. Philosophy for Children
for children’ – to distinguish these new themselves safely through the dark- seemed to us to offer, when compared
methods from the teaching of philosophy ness. We aim to promote, with energy to previous approaches, an original
as an academic discipline; and 3) The and conviction, the use of the commu- alternative that deserved to be develo-
Charte de Philosophie-Enfances(55), which nity of enquiry as the best method to ped further. This is why we made a
train people to think critically and make conscious choice, which we remain
resulted in the organization of philosophi- reasonable and responsible judge- committed to: that of creating a space
cal workshops for children of five to eight ments. In establishing a community of that encourages the effective use of lan-
years in five schools in the Watermael- enquiry, one creates a context in which guage and teaches the skills one needs
thought and discourse are freed from to be a democratic citizen capable of
Boitsfort district. These formed the basis of
dogma, where various types of self- self-improvement.
the documentary film Les grandes ques- deception that are fed by discourse limi-
tions(56), which proposes that the commu- ted to praise or blame, to taking posi- Extracts from an interview with
nity of enquiry serves a purpose in itself and tions without reflexive examination, can professor Marcel Voisin, President
be confronted and held to question. of the PhARE association
does not necessarily need to lead to any Discussion within such a community (Belgium)
result.
The most influential of these in Belgium is
PhARE (52) The ‘Deutsch-Japanische Forschungsinitiative zum Philosophieren mit Kindern’ (DJFPK – ‘German-
Japanese Research Initiative on Philosophizing with Children’) is a cooperative research effort centred at
the Hodegetics Institute of the College of Education, Karlsruhe, and the Department of Learning
Canada. The most widespread approach Science, Graduate School of Education, Hiroshima University. Its spokespeople are Professors Eva
Marsal from Karlsruhe and Takara Dobashi from Hiroshima (www.ph-karlsruhe.de).
is that developed by Matthew Lipman
(53) From an interview with professor Daniela G. Camhy, Director of the Austrian Centre of Philosophy
and his colleagues. Dr Marie-France for Children (ACPC): www.kinderphilosophie.at
Daniel, professor at the University of (54) Claudine Leleux (ed.), La philosophie pour enfants: le modèle de Matthew Lipman en dis-
cussion. Brussels, de Boeck, 2005. Claudine Leleux is Assistant Professor in Philosophy and
Montreal, describes P4C activities in
Epistemology of Disciplines and an Expert Advisor to the Parliament of the French Community of
three Canadian provinces: British Belgium.
Colombia, Ontario and Québec. In (55) Signed on 21 September 2001.
British Colombia, Dr Susan T. Gardner is (56) Directed by Isabelle Willems.
31
CHAPTER I
the founding director of the Vancouver has studied Lipman’s methods since
Institute of Philosophy for Children, 1982. As a result of a long tradition of
whose principal mandate is to adapt and dividing the school system into two sub-
to translate philosophical material for systems, one Catholic the other
students at secondary and university Protestant, state schools in Québec have
levels. Dr Gardner is currently setting up for a long time included religious educa-
a group for Canadian teachers using the tion as part of the formal curriculum,
Lipman approach, the Canadian Alliance with a course on morals offered as an
of Philosophy for Children Practitioners. alternative. The teaching of morals
Discussions with the network of state- without any religious affiliation has thus
run and private or independent schools developed in the context of a long
in the Vancouver area are also in debate over the place of religion in
progress, with the goal of establishing schools. Philosophy can be seen as part
P4C in the area’s primary and secondary of a number of different classes in
schools. In Ontario, the official educa- Québec’s schools, including morals and
tion curriculum (pre-school, primary and ethics, French language, mathematics
secondary) emphasizes the development and citizenship education.
of critical thought at school from
pre-school level (from the age of five As for work on, and with, the P4C
years). Moreover, teacher education in approach, there are two main facets in
(57) Marie-France Daniel,
Les Contes d’Audrey-Anne: contes
Ontario includes a compulsory compo- Québec: theoretical and empirical
philosophiques, illustrations by nent of teaching to prevent violence. research and hands-on teacher-training.
Marc Mongeau. Québec, Le Loup
Since 2004, a growing number of state- The first is centred at the University of
de gouttière, 2002.
(58) Marie-France Daniel,
run and independent French-language Montreal, while the second consists
Dialoguer sur le corps et la vio- schools, particularly in Toronto, have almost entirely of courses offered by
lence. Un pas vers la prévention:
guide philosophique. Québec, Le
introduced the P4C approach, in great Laval University. There are other smaller
Loup de gouttière, 2003. part due to the work of Dr Daniel. associations involved in P4C, who are
(59) Canadian Philosophical Classes are based on her book, Les not formally affiliated with the IAPC:
Association – www.acpcpa.ca/pro-
jects/philosophy-in-the-schools-
contes d’Audrey-Anne(57), used conjointly these include the Canadian Philosophical
project/#english; with the teacher-companion book, Association’s ‘Philosophy in Schools’ pro-
(60) Published by Ediciones de la Dialoguer sur le corps et la violence: un ject; the work of the Institut Philos; and
Torre, Madrid.
pas vers la prévention(58). In Québec, the the ‘Prevention of Violence and
(61) www.fpncomval.org
P4C approach has been publicized pri- Philosophy for Children’ project of the
(62) Information provided by Prof.
Félix García Moriyón. marily through the research work of association La Traversée(59).
(63) Source: Michel Sasseville, Anita Charon, a professor at the
Laval University, Canada. University of Québec in Montreal who Spain. Founded in 1987 as part of the
Spanish Society of Philosophy Professors
(Sociedad Española de Profesores de
Box 6 Filosofía de Instituto, SEPFI), the Centre for
Philosophy for Children of the Community
Didactics and pedagogy at Laval University
of Valencia carries out numerous P4C acti-
vities: it has co-published Spanish editions
The Faculty of Philosophy at Laval A graduate-level programme aimed at
University, Canada, began offering pro- preventing violence and training tea- of seven of Matthew Lipman’s books, along
fessional training in P4C in 1987. Today chers to observe, understand and direct with their corresponding teacher
it offers twelve subjects and three trai- a philosophical discussion with children. manuals ; it organizes nationwide tea-
(60)
32
LA PHILOSOPHIE, UNE ÉCOLE DE LA LIBERTÉ
Box 7
An enthusiastic adventure: The Filosofia 3/18 project in Spain
GrupIREF was founded in Catalonia in king are understood in pragmatic and ment of the curriculum itself, which now
1987, with the aim of promoting not purely speculative terms. The covers the entire span of formal educa-
research in the teaching of philosophy. Filosofia 3/18 project has translated tion from pre-school to the final year of
The Filosofia 3/18 project began with and adapted four programmes from the secondary school. It includes complete
the translation and adaptation of IAPC curriculum into Catalan, for chil- P4C programmes and materials that
Matthew Lipman’s story, Harry dren of ages eight to sixteen years. For have been developed by other interes-
Stottlemeier’s Discovery. A school curri- children between three and eight years ting initiatives and European projects,
culum for children from the ages of of age and for those of ages sixteen to such as ECODIALOGO, which produces
three to eighteen years was then pro- eighteen, the project has created new a CD-ROM available in five languages
gressively developed, giving its name to material more adapted to the education (Catalan, Spanish, English, German and
the project itself. IN 2004, almost 2000 system in Spain. GrupIREF (Grup Portuguese) as part of an interdiscipli-
people were working on this project and d’Innovació i Recerca per a nary programme to develop resources
more than 300 primary and secondary l´Ensenyament de la Filosofia – ‘Group to promote cooperative, meaningful, cri-
schools – state and independent – were for Innovation and Research for the tical, creative and thoughtful in-class dia-
involved, amounting to approximately Teaching of Philosophy’) is an entirely logue within the context of environmen-
25,000 students in Catalonia alone, autonomous, non-profit organization tal education.(64)
without counting the teachers working in involved in teacher education and the GrupIREF also offers a wide range of
other areas in Spain and abroad (such creation and promotion of new teaching teacher – education courses and publi-
as in Argentina, Brazil and Mexico). materials. shes a trimestral journal Bulletin
Based on the narrow relationship bet- Filosofia 3/18.
ween thought and language, Filosofia The curriculum developed by GrupIREF
3/18 focuses on four types of activities: is composed of a variety of materials Extracts from a contribution by
listening, speaking, reading and writing. designed in response to the needs of Irène de Puig, Director of GrupIREF
The objectives of teaching critical thin- the schools and the progressive enlarge- (Spain)
primary-school level in the United States. Of at Mount Holyoke College in South Hadley,
particular interest is a ‘Philosophy at school’ Massachusetts has created and developed a
programme of undergraduate and postgra- Web site for teachers, parents, children and
duate classes given by Dr Beth A. Dixon at the others interested in philosophy and children's
Department of Philosophy of SUNY University literature. He uses the method of introducing
in Plattsburgh, New York. ideas to the children by reading a story.
Professor Wartenberg’s site also presents
At the Center for the Advancement of reviews and summaries of a selection of books
Philosophy in the Schools (CAPS), created in for children that have a philosophical
2000 at the University of California, Long content.(66)
Beach, Debbie Whitaker is in charge of a class
for upper-level and graduate students in philo- France. Philosophical practices were intro-
sophy called ‘Philosophy and Education’. The duced later in schools in France. P4C has
students conduct weekly philosophical works- developed at the primary school level since
hops with children in local schools, drawing on 1996, its progress accelerating notably
stories and poems and often including role- since 2000(67). The teaching of philosophy,
playing games, video clips from contemporary however, has never been and is still not a
films that raise philosophical issues and inspire formal part of the primary-school curricu- (64) English and Spanish versions
critical thinking. lum in France, a country with a long tradi- are available at www.grupiref.org
tion of teaching philosophy at the last year (65) Childhood and Philosophy.
Thinking: Journal of Philosophy
John Roemischer’s course at the Department of secondary school. The introduction of for Children & Analytic Teaching.
of Literacy Education of the State University of philosophical techniques at the primary (66) Source:
New York, Plattsburgh, is also notable. level has also been sharply criticized by the www.mtholyoke.edu/omc/kidsphil.
Listen also to a podcast interview
Roemischer has developed a course in tea- supervisory body for philosophy in France with Prof. Thomas Wartenberg at
ching and literacy for graduate students, titled (the Inspection générale de philosophie) Just One More Book: www.justone-
morebook.com/2007/02/05/
‘Philosophy and Children’s Literature’. and the association of professors of philo-
(67) For a discussion of the growth
Numerous articles about the course have sophy in state schools (Association des pro- of P4C in France, see Michel Tozzi,
appeared in the periodicals published by fessors de philosophie de l’enseignement `The emergence of practices with a
philosophical purpose at school
Montclair State University(65). Thomas public, APPEP). Initially introduced by a and college: how and why?’, in
Wartenberg, of the Department of Philosophy small number of innovative educators, P4C Spirale, No. 35, 2005.
33
CHAPTER I
34
PHILOSOPHY: A SCHOOL OF FREEDOM
35
CHAPTER I
Box 8
Discovering and disseminating philosophy for children: The CRIF in Italy
In 1990, Marina Santi and I took part in subjective dynamics in learning, and of the first teacher groups to initiate expe-
a training course in P4C at the University how academic content is organized. riments in these techniques. After fifteen
of Dubrovnik, given by Matthew Lipman years working in this area, we have
and Ann Sharp, with the assistance of 2) The conception of a meeting point, in come a long way. P4C in Italy is without
other European colleagues. We were a new sense, between philosophy and question a reality – recognized nationally
certain that this educational project offe- the education sciences, where philoso- and internationally.
red incomparable promise. Personally, phy can be looked at not only as one of
as a philosophy teacher I had seen the the education sciences but also as the When the teaching of philosophy puts its
limits of the traditional teaching place where education takes on a life as identity as an academic discipline aside
approach to philosophy, which was a total and complex formative expe- for a moment, it can then devote itself to
overly centred on the transmission of its rience (logical, social, emotional), and working more directly with students’ cri-
historical content. I had many questions where the theoretical and the practical tical and creative thinking skills, by orga-
still, however, concerning how to define elements of the learning processes nizing itself as a framework to facilitate
a philosophical problem and the metho- intermingle and blend smoothly toge- and support ‘ecologies of mind’ and the
dological options and teaching materials ther. processes of constructing and recons-
available. Two key elements of this new tructing meaning.
approach greatly impressed us: Along the way we were joined by Maura
Striano, Professor of General and Social
1) The active and constructive character Pedagogy at the University of Florence.
of the training, which came down to an Together we believed that it was worth Extracts from an account by professor
inversion of the traditional relationship the effort to make P4C known in Italy, by Antonio Cosentino, Director of the
between academics and teachers. This translating materials (these are now Centro di Ricerca per l'Insegnamento
suggests a reassessment of the rela- published as part of the collection Filosofico (CRIF), Rome
tionship between subjective and inter- Impariamo a pensare(80)) and by forming (Italy)
teacher development course (intensive trai- Numerous articles and studies have also been
ning), which includes sixty hours of practical published in various specialized journals(79). The
and theoretical classes aimed at providing tea- most significant result is the finding that trai-
chers with the knowledge and skills to intro- ning teachers in P4C techniques, if carried out
duce P4C techniques into their classrooms. A appropriately, has an impact on the entire tea-
second level is designed to increase the tea- ching profession and has implications in every
chers’ expertise and enable them to in turn area of child development, from cognitive and
train other teachers. 2) Local courses, organi- epistemic to psychological and interpersonal.
zed in conjunction with schools or associa- This places P4C at the centre of educational
tions, or regional education research institu- changes in Italy today, in particular because of
tes(77). These comprise fifty hours of training, recent reforms that focus on the principle of
inside and outside the classroom. 3) Advanced autonomy.
(77) Istituto Regionale Ricerca
courses are offered at the University of Padua.
Educativa (IRRE – ‘Regional The university’s research programme develo- Norway. The Children and Youth
Institute for Educational ped from a review of experimental P4C activi- Philosophers Centre (CYP)(81), a member of
Research’).
(78) Antonio Cosentino (ed.),
ties and of the epistemic and methodological both ICPIC and SOPHIA, aims to spread know-
Filosofia e formazione: 10 anni di dimensions of P4C. In comparison with other ledge about philosophy (in general) and philo-
Philosophy for children in Italia similar analyses, the review highlighted the sophy with children (in particular), and to sti-
(1991–2001). Naples, Liguori,
2006. close connection between P4C and debates mulate children and youth to engage in philo-
(79) www.filosofare.org over philosophical practices and the role of sophical activities. CYP tries to achieve these
and http://gold.indire.it/
philosophical enquiry in developing skills for goals by arranging seminars and offering
(80) Published by Liguori.
thoughtful citizenship (notably during an consultation services for people who engage
(81) The CYP is a private company
owned by Ariane Schjelderup and international meeting held at the university in in philosophical practice with children and
Øyvind Olsholt. They were the first 2002 and a 2005 meeting at the Centro Studi youth, by facilitating dialogues with children
Norwegian philosophers to work
systematically with children, begin-
e Formazione Villa Montesca). There is a sizea- and youth, and by writing articles and sprea-
ning in 1997 and 1999. See ble body of literature in Italian on P4C, with ding information through the Web. CYP’s first
www.buf.no/en
the reference being the Impariamo collection practical experience in P4C was carried out in
(82) Ariane Schjelderup, Filosofin
Sokrates, Platon og Aristoteles. published by Liguori in Naples, which includes two kindergartens in Oslo in 1997, where they
Oslo, Gyldendal, 2001; Øyvind teaching materials such as philosophical sto- began weekly dialogues with the children over
Olsholt and Harald Kr. Schjelderup,
Exphil03: en komplett guide. Oslo,
ries with accompanying teacher manuals – a period of two months. Since then CYP has
Universitetsforlaget, 2006. notably the volume Filosofia e formazione(78). initiated several further education programmes
36
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 9
The challenges for philosophy for children in Norway
Scandinavian societies adhere strongly existential qualm that the IAPC seems to University. There is a worry that an ope-
to social democratic thinking where jus- use philosophical thinking as a mere tool ning up towards practice represents a
tice and equality are leading ideals. It is to achieve certain desirable (and exter- threat to the theoretical work already
quite natural for a Norwegian teacher to nal) ends : improved reading and writing, being done especially at the philosophi-
treat children with humility and respect – improved output in other subjects, open- cal institutes. Maybe something could
both important facets of Lipman's ness and friendliness, democratic attitu- be done on a governmental level? In
‘caring thinking’. On the other hand, the des etc. In this way philosophy loses Norway we now have a network group
image of philosophy as an esoteric art intrinsic value. Our activities are mostly whose objective is to gather the human
for the ‘inner circle’ still prevails with non institutional and we receive no gene- and institutional resources within the
many educators. This sometimes makes ral support or subsidies from the state. field of philosophy with children.
it difficult to introduce philosophy for This greatly limits the possible scope of Philosophy with children is still in its
children to new audiences. So, commu- our activities. This is the main reason eclectic stage in Norway. Teachers are
nity of enquiry in Scandinavia has its limi- why we have concentrated on other are- still busy trying out different practices
tations and advantages. nas (art institutions, philosophy clubs, and methods, searching and using diffe-
philosophy camps, etc.). There is a rent kinds of resources. We believe that
Over years of practise we have tried dif- great need for academic research in this teachers would welcome an open data-
ferent ways of preparing and facilitating field (philosophical and pedagogical). It base on the internet where they could
philosophical dialogue with different age is our impression that students of peda- exchange and comment upon each
groups and children from different back- gogy and philosophy are often open to other's material. Such a database must
grounds, but our main focus was and is test new ways of applying philosophical be open for everybody to view and
on the dialogue itself, we are still practice. If seminars were offered at uni- review. Academic background informa-
hesitant to introduce too many versity level, many students would pro- tion (theoretical considerations) and
‘pedagogical’ games and ‘tools’, i.e. to bably enrol. We need academics who research could, and should, be made
let the ‘orchestration’ of the dialogue practice philosophical methods, who available as an integral part of the data-
replace the dialogue itself. We do not can be the ‘bridge’ between Academy base’.
use Lipman's material, although we were and the work being done in schools and
greatly inspired by the curriculum when kindergartens. We offered to do this
we started to create our own material. ‘bridging’ effort at the University of Oslo, Ariane Schjelderup and Øyvind Olsholt,
We find his curriculum culturally foreign, but regrettably we never managed to founders of Children and Youth
bearing too much upon American culture organise it financially. There is resis- Philosophers – CYP
and world view. There has also been the tance at the institutional level in the (Norway)
in kindergartens. CYP also produces teaching ‘Veienmarka’ project, prepared for Norway’s
materials. In 1999 it published Filosofi i skolen, Ministry for Education in 2007, proposes (83) www.skoletorget.no
by Ariane Schjelderup and Øyvind Olsholt, replacing a semester of the religion course (84) In late 2006, the CYP ran a
pilot project of weekly, one-hour
which was the first Norwegian textbook about with a course in philosophy for sixteen-year- philosophy classes for two tenth-
philosophy with children, and in 2006 it publi- old students(84). grade groups (sixteen year olds) at
the Veienmarka school in
shed ExphilO3, a textbook especially written Honefoss. Classes in religion were
for the preparatory course in philosophy that is Czech Republic.(85) At the University of South replaced by philosophy courses for
required for all new students at the University Bohemia, the Department of Philosophy and a six-month semester. The CYP
evaluated each student quantitati-
of Oslo(82). This book also contains teaching Religious Studies and the Department of vely, based on their individual
resources for Norway’s high-school subject on Education and Psychology have been working results within philosophy groups,
their written work and a final, oral,
religion, a subject that includes ethics and the in close cooperation on a P4C project. The group examination. Neither the
history of philosophy. It includes ethical dilem- project is officially supported by the university systematic replacement of classes
in religion by philosophical dialo-
mas, discussion plans, exercises and question- management, although people involved in it gues nor the quantitative evalua-
naires to accompany a multiplicity of religious have many other duties and responsibilities at tion of the students’ critical thin-
king had been undertaken before
and philosophical texts. In 2002, CYP started the university. The objectives of the project are: in Norway. Prior to this, from late
developing a website for teachers and pupils 1) to train student teachers, educators and 2005 through to early 2006, the
in primary and secondary schools. The site teachers to foster democracy in schools CYP had taken part in another
pilot project entitled `Who am I?'.
offers teaching material in the six main school through dialogue in education as well as fos- Its principal idea was that all stu-
subjects (Norwegian, English, Social Studies, tering critical, creative and caring thinking by dents at fifth, sixth and seventh
grades in the county of Ostfold (a
Religion, Mathematics and Natural Science) ‘converting classrooms into communities of total of approximately 10,000 stu-
accompanied by questions and exercises to philosophical enquiry’; 2) to research the pos- dents of ages ten to twelve years)
were to have a ninety-minute phi-
use in philosophical dialogues in the class- sible benefits of incorporating philosophy in losophical discussion with a profes-
room(83). The site aims to help pupils and tea- primary and secondary school curricula; and 3) sional philosopher. The conversa-
tions discussed topics related to
chers to discover philosophy as an integral part to research the possibilities of using philosophi- identity, timidity, history and know-
of all school subjects. The final report of CYP’s cal enquiry (philosophical dialogue) together ledge
37
CHAPTER I
38
PHILOSOPHY: A SCHOOL OF FREEDOM
Latin America and the Caribbean cular, at the Faculties of Philosophy and
Humanities of the University of Chile, the
Argentina. Experiments with P4C have University of Serena, and the University of
been carried out since 1989 in an indepen- Concepción, which intends to open a post-
dent school in Buenos Aires. The graduate programme in P4C. In various
Argentinean P4C Centre was created in secondary schools in Santiago de Chile and
1993 at the University of Buenos Aires. other parts of the country, P4C has been
Lipman’s programme has been translated introduced in the form of workshops based
and published in Argentina, as well as on the Lipman method and the research of
other textbooks and series. Chilean professors such as Olga Grau and
Experimentation remains predominantly Ana María Vicuña. In recent years, several
restricted to independent schools, although teacher education programmes have been
certain regional branches of the Education offered by Chilean universities, including
Department, such as that in the town of seminars on subjects such as ‘philosophy
Catamarca, support the introduction of and children’ or ‘philosophy and education’.
P4C experiments in other schools and the
training of teachers in these techniques. Colombia. P4C in Colombia follows almost
exclusively the Lipman programme, which
Brazil. The Brazilian Centre of P4C was has been translated and adapted for
created in 1989 in São Paulo(88). Thousands Colombian children. One of the teacher
of teachers have been trained there, manuals, the Suki manual, was rewritten by
learning the Lipman programme before the Colombian professor Diego Pineda to
introducing P4C in schools across the coun- incorporate works of South American lite-
try. There is also a large P4C centre in the rature. There is also training courses for
town of Florianopolis, which is developing teachers at various levels, as well as regio-
a course similar to that of Lipman and pro- nal and national meetings involving stu-
ducing P4C texts. A few universities have dents from eleven to thirteen years.
created sizeable projects to train teachers
and to further develop P4C: at the Mexico.(90) P4C was brought to Mexico by
University of Brasilia, for example, the Albert Thompson, a professor at Marquette
Filosofia na escola project is aimed at tea- University in Milwaukee, Wisconsin, and
chers and children from state-run Matthew Lipman, who came to teach it at
schools(89). Similar experiments are being Anahuac University, Mexico City in 1979. It
carried out at other universities: the has continued to expand in Mexico since
Catholic University of Rio Grande do Sul the 1980s. Students in Education Sciences,
(Porto Alegre), the State University of Rio Philosophy and Psychology at Anahuac
de Janeiro, the Federal University of Juiz de University carry out research into P4C and
Fora, the Federal University of Fortaleza and administer the critical-thinking aptitude
still others. Some municipal branches of the tests developed by the University of New
Education Department – examples are Jersey in state and independent schools. In
those in Uberlândia (Minas Gerais), the 1990s, the Ibero-American University
Cariacica (Espírito Santo), El Salvador set up a programme called ‘Dialogue’,
(Bahia) and Ilheus (Bahia) – have initiated which trains teachers in the skills needed to
official projects to introduce philosophy at bring students into meaningful discussions
primary school. Overall, more than 10,000 and encourage them to interact with each
teachers and 100,000 children at state other using strategies such as the commu-
schools and independent schools have had nity of enquiry. P4C teaching materials
at least some experience with P4C. have been translated and adapted for Latin
American countries by the Latin American
Chile. The first P4C experiments in Latin Center for Philosophy for Children (CELA-
America, took place in Chile, in 1978, FIN), created in 1992 in San Cristóbal de las
when nuns of the Maryknoll order began Casas in Chiapas. CELAFIN has contributed
using the programme created by Matthew to the development of P4C in Costa Rica, in (88) www.cbfc.com.br
Lipman in several communities. In the Guatemala, and currently in Nicaragua and (89) www.unb.br/fe/tef/filoesco
1990s, work on P4C in Chile was concen- Paraguay. There are ten P4C centres in (90) Overview by Michel Sasseville,
Professor of Philosophy at Laval
trated at a handful of universities: in parti- Mexico, all of which offer teacher-education University, Québec, Canada.
39
CHAPTER I
40
PHILOSOPHY: A SCHOOL OF FREEDOM
create a solid theoretical base for P4C, with the IAPC. According to professor
drawing on Western philosophers such as Hashim, the objective of the CPIE is to res-
Socrates, Hume, Goethe, Rousseau, Kant tore the philosophical spirit of research and
and Nietzsche, and on the Eastern philoso- intellectual rigour as called for in the Koran.
phers Takaji Hayashi, Shûzô Kuki and the
pedagogue Toshiaki Ôse. Marsal and The objective of the CPIE is to become
Dobashi reconstructed P4C as archetypical known as a centre for the development and
play (Urspiel), based on Plato, Nietzsche practice of philosophical education, with an
and Hiuzinga, and as archetypical science aim of producing individuals equipped with
(Urwissenschaft), based on Socrates and good judgement skills. The CPIE intends to
Hayashi’s theory of clinical pedagogy(97). The offer to all the possibility to understand and
classroom approach combines the clinical appreciate Islamic thinking and educational
approach to teaching of Hayashi with the philosophy, and its practice, and in particu-
didactic theory of the German professor lar its connection to truth, knowledge,
Ekkehard Martens (especially his concept of moral values, wisdom, and logical and criti-
a ‘Five-Finger Method’)(98), and with cal thought, so as to develop good judge-
Lipman’s concept of a ‘community of ment and be able to discuss ethical ques-
enquiry’(99). tions in a rational way. The centre’s activi-
ties include: 1) providing training in philo-
One of the principal interests of the project sophical research, the community of
is to establish intercultural comparisons enquiry and democratic processes for
between the anthropological concepts of school and university students, as well as
children in Japanese and German primary for teachers, professors and the public; 2)
schools. Dobashi reformulated the collaborating with schools, the Ministry for
Japanese lessons of teachers Takeji Hayashi Education and other educational establish-
and Toshiaki Ôse, then reproduced them in ments to introduce philosophy program-
a German context to examine cultural diffe- mes in schools; 3) developing modules on
rences and similarities between the anthro- Islamic philosophy to be used in schools, in
pological concepts of primary school chil- educational institutions and in the P4C pro-
dren in the two countries. For the project, gramme; 4) conducting research on philo-
Marsal and Dobashi reproduced Takeji sophy in education, Islamic educational
Hayashi’s P4C lesson based on the riddle of thought and other related subjects; 5)
the sphinx from Homer’s Odyssey(100). In publishing Malayan educational materials;
2006, thirty-five years after Hayashi origi- 6) organizing local and international confe-
nally gave the lesson to a third-grade class rences; and 7) organizing courses on philo-
at the Tsubonuma primary school in Japan sophy for schools and philosophical
on 3 July 1971, Hayashi’s pictorial material research for the public. In terms of instruc- (97) Takeji Hayashi, considered the
and questionnaire were again used to sti- tional materials, the CPIE uses a selection of leading contemporary ‘child philo-
sopher’ in Japan, applied this
mulate philosophical thinking in a third- Lipman’s stories. At first these were transla- concept in his primary-school les-
grade class at Peter Hebel primary school in ted for use during the experimental stage. son ‘What is a human being?’.
Karlsruhe, Germany. This approach allowed Today, however, following a shift in the lan- (98) The five fingers represent five
types of questions : 1) phenome-
them, through qualitative research guage policy in Malaysia towards English, nological, 2) hermeneutic, 3) ana-
methods, to compare how Japanese and Lipman’s original texts are used, localized lytical, 4) dialectical and 5) specu-
lative.
German children structure their arguments, for use in Malaysia by translating names,
(99) Professors Dobashi and Marsal
and to compare the contents of their foods and festivals, etc., to ones more reco- have also edited together two
dialogues. gnizable by local children. Even if new issues of the journal, Kärlsruher
Padagogische Beiträge, on the
resources were created in the future, such subject of innovative teaching and
Malaysia. In 2006, the Institute of as stories and materials with more connec- learning techniques (No. 62 and
Education of the International Islamic tion to Malayan culture, professor Hashim No. 63, 2006).
(100) The riddle of the Sphinx,
University of Malaysia was given the univer- says there is little in Lipman’s stories that posed to Oedipus, asked: ‘Which
sity’s consent to set up a Centre for can be regarded as shocking from a moral creature in the morning goes on
Philosophical Inquiry in Education (CPIE). point of view. The CPIE also uses the ‘com- four feet, at noon on two, and in
the evening upon three?’ It refers
The CPIE is the second centre of this type in munity of enquiry’ method. The activities of at once to our diachronic identity
Malaysia; the Centre for Philosophy for the CPIE are entirely situated outside of the and to our identity as Homo faber
– humans as ‘makers’, technologi-
Children in Malaysia was also created by formal school curriculum . According to cal animals who control their envi-
professor Rosnani Hashim and is affiliated professor Hashim, attempts to talk with the ronment by constructing tools.
41
CHAPTER I
Ministry of Education have so far not been here, along with the school’s role in their
successful. Philosophy is still not taught as education, the place of reason in early lear-
a school subject in primary or secondary ning and the function of philosophy in all
schools in Malaysia. Neither is taught at this.
Universities as a field of study: it is taught
as philosophy of education, of science etc., This study does not claim to be an inven-
but there is no Department of Philosophy. tory of all of the research undertaken in the
world on the practice of philosophy at pri-
Africa and the Arab States mary school: feasibility studies, trial pro-
grammes, case-studies and observation,
According to our research and the respon- teacher-training studies and experimenta-
ses to the UNESCO questionnaire, virtually tion, and university studies – especially
no P4C initiatives appear to have been those within the IAPC and ICPIC networks.
instigated in schools in the region of Africa It attempts instead to furnish the reader
and the Arab states – or if they have, they with a broad range of information and
have yet to be publicized via the Internet or questions based on the current state of P4C
in journal articles. throughout the world today. There is a
large body of research on these issues – this
In Africa, there is very little activity in the can be explained by the innovative nature
area of P4C, apart from the work of a of P4C in the history of philosophy tea-
handful of academics at three African uni- ching and the many implications of these
versities: Kenyatta University, Kenya (in the new practices, which lead us to rethink our
Department of Philosophy)(101) ; the Institute understandings of childhood, philosophy,
of Ecumenical Education, Nigeria(102); and philosophers, the teaching of philosophy,
the University of the Western Cape, South and learning to philosophize. Also, because
Africa (in the Faculty of Education and the so many academics, in particular philoso-
Centre for Cognitive and Career phers, have invested a great effort in analy-
Education)(103). zing and advancing these practices, which
were first introduced thirty-five years ago.
There seems to be no P4C centres at all in
the Arab states, and if any activities in this
area exist, they have not been publicized;
the region seems to be a blind spot as far
as P4C is concerned, which is an issue that
needs to be looked into. However, many of
the essential questions that this area raises
were heavily debated by Arab philosophers
of the Middle Ages, and this debate conti-
nues today, in particular concerning the
(101) Contact: Prof. Benson K. relationship between faith and reason – cri-
Wambari. tical to the design of education systems
(102) Contacts: Dr Stan Anih and
Father Felix Ugwuozo.
and the practice of teaching children. The
(103) Contacts: Prof. Lena Green social status of children and their status
and Prof. Willie Rautenbach. within the school system come into play
42
PHILOSOPHY: A SCHOOL OF FREEDOM
45
CHAPTER II
47
CHAPTER II
It is not the goal of this chapter to offer a to be based on the illusion (found also at
repertory of philosophical curricula around the the university level) that a better training of
world. Such a project would be quite useless. the mind can be obtained by focusing on
The teaching of philosophy today cannot be substantive content than on developing
reduced to a series of curricula, official students’ critical abilities. It is as though a
programmes, or teaching annuities. As the structure based on education as developing
teaching of philosophy is a considerable issue students’ logical faculties – their free judge-
in most educational systems, it seems wiser to ment, their critical thinking – has been
approach the question from the angle of the replaced by a concept of teaching as des-
problems that it raises; the sometimes tempo- igned to persuade – of education as serving
rary, sometimes longer-term solutions found as a vector of key ideas that students are
to such problems; and the accommodations supposed to uncritically absorb. Yet the
that these generate. capacity to criticize all ideas, even those
held to be just – in other words, the capa-
The different aspects of teaching philosophy city to rebel – is an essential element in the
to adolescents reflect the difficulties posed by intellectual training of young people. An
this discipline and the concerns it raises among obedient citizen may well be a good citi-
administrators, teachers and students alike. zen, but he or she will also be able to be
Several recent case studies are presented here; manipulated – and is also likely some day to
these are intended to function more as take up positions other than only the career
situations particularly representative of the that he or she has trained for.
questions we’re addressing than as examples
to be followed. But can a general survey of the Other elements provide room for optimism.
position of philosophical education at the Throughout the world, communities of tea-
secondary level be absolved of such a task? It chers and pedagogical specialists are
is hard to say. Sometimes philosophy’s place playing an increasingly active role in promo-
seems to be shifting towards the universities; ting philosophy teaching and in opening up
sometimes it seems to be gaining new ground to larger networks the debate over tea-
within school systems. It should perhaps be ching methods and practice that arises in
noted that philosophy appears more and some form or another almost daily. In this
more to be treated as a technical discipline chapter we will look at examples of tea-
and so tends to be taught within specialized or chers’ associations banding together in
even vocational courses, although it is gene- protest against the cutting of class time for
rally subordinated to other subjects – such as philosophy, or to discuss cultural issues in
civic education or different forms of religious the teaching of ethics in their country, and
instruction, –when it comes to teaching youn- successfully proposing curricula reforms.
ger students. There is a strong tendency to These contributions are of immense value,
(1) Roger-François Gauthier, The attribute a growingly functional aspect to and they have a key place among
Content of Secondary Education
around the World: Present Position secondary education in general. This direc- UNESCO’s concerns with regard to secon-
and Strategic Choices. Paris, tion is visible not only in the proliferation of dary education and the place of philosophy
UNESCO, 2006 (in the series:
Secondary Education in the
technical subjects in secondary schools; within it(1).
Twenty-First Century). This study even the humanities are tending to lend
presents an analysis of the content
of secondary education around the
increased value to functional subject
world and shows how questions of matters. In the higher levels of secondary
content – long ignored or judged school – the levels in which the teaching of
to be self-evident – are in fact stra-
tegically important to the success philosophy has historically had a place – the
of educational policies. It draws training of the mind is sometimes delega-
the attention of decision-makers
and educational experts to the ted to disciplines oriented towards action,
enormous scope and importance such as the social sciences or political
of the subject, and argues it must
be treated clearly, methodically
affairs. There is nothing in itself that is to be
and consensually. deplored in this tendency, even if it seems
48
PHILOSOPHY: A SCHOOL OF FREEDOM
Methodology
In producing a report on the teaching of add to the steadily weakening relation bet-
philosophy at the secondary level around ween secondary education, universities and
the world, it is useful to ask what place the research, whereas these three levels should be
finished product is intended to occupy mutually reinforcing one another.
among the mass of information available Another question essential for understanding
via specialized publications, networks of the malaise that philosophy in schools is
experts, official documents and of course confronted with today is illustrated by the
the Internet. In preparing this study, it extreme variety of practices included under
became rapidly apparent that it could not the umbrella of ‘the teaching of philosophy’.
be conceived as simply an analytical The data received during the course of this
directory of practices in use in different study suggest there is a dichotomy between
countries. By choosing a report form over a philosophy’s presence as a taught subject and
compilation of contributions, as was the the inclusion of philosophical concepts or
case for the Teaching and Research in ideas across other subjects. It is almost custo-
Philosophy Throughout the World(2) series in mary for reform movements aiming to reduce
the 1980s, we have, however, indicated that classroom hours in philosophy to claim inspira-
one principal goal of this study is the systema- tion from the philosophical nature of other
tic identification of existing practices. But our existing or proposed subjects – most often
intention is not to simply study the teaching of classes in ethics, civics or religious education.
philosophy in secondary schools on a country- Conversely, it happens just as often that other
by-country basis, but to isolate and compare subjects allied with more political or sectarian
the principal forms and modes in which this doctrines are levered into place in the name of
teaching is carried out worldwide. To succeed philosophy.
in this endeavour, a basic hypothesis was pro- This chapter also includes an overview of the
posed from the start: at the secondary level, major forms that secondary education systems
the direction that philosophical education around the world can be grouped into. This
takes stems as much from the philosophical indicates that philosophy has its privileged pla-
content taught as from any inclusion of philo- ces – the higher levels of secondary school –
sophical ideas or skills within other disciplines but that it is far from restricted to them. On
in the school curricula. To put it differently, the the contrary, in certain situations we can see a
overall presence of philosophy in schools must reallocation of philosophy from the higher
be considered. levels of secondary schools to more technically
A report such as this is a labour of synthesis, oriented schools. This chapter examines the
and as such provides a solid foundation from different practices used in these types of tea-
which to develop future actions. From the ching, their scope and the different definitions
outset, several key issues were raised in or objectives assigned to them. To this end we
constructing this report. First, the question of have taken a close look at several examples
the presence of philosophy in schools. A crisis that appear particularly representative of the
of philosophy must be noted in this regard, for major questions in connection with the tea-
the general tendency today is unquestionably ching of philosophy at secondary level, and
towards decline – and there are multiple the challenges it must confront. These real-life
reasons for this. There will be no question in examples also bring into question the rela-
this chapter of trying to hide philosophy’s tionship between the teaching of philosophy
somewhat tarnished image. Yet, in a context and local cultural traditions, as well as the
in which schools are expected to demonstrate choices that must be made between different
a closer connection to the real, and current, pedagogical paradigms.
world, philosophy is not always seen as parti-
(2) Daya Krishna, Teaching and
cularly relevant. This malaise of philosophy, In addition to questioning the pertinence of Research in Philosophy: Asia and
which goes beyond just the question of its these practices, this chapter proposes several the Pacific. Paris, UNESCO, 1986.
Also, Teaching and Research in
presence in schools, is coupled with the fragile avenues of reflection. The relationship bet- Philosophy: Africa. Paris, UNESCO,
status of teachers at the secondary level – ween secondary school and university – a 1984. (Numbers 2 and 1 in the
series, Studies on Teaching and
and philosophy teachers in particular. burning issue for the contemporary tea- Research in Philosophy Throughout
Difficulties that teacher-training systems face ching of philosophy – is also broached. the World.)
49
CHAPTER II
This is supported by a number of more- for this study, have filled an important gap,
specifically pedagogical suggestions. however, by updating the available data on
philosophy teaching throughout the world.
In the first place, there appear to be two The questionnaire has not only provided a
major approaches to the teaching of philo- country-by-country analysis of the teaching
sophy in secondary schools, which corres- of philosophy, but through the respon-
pond historically to the two-sided nature of dents’ comments and suggestions it has
philosophical research. On the one hand, also provided feedback in the form of living
there is the theoretical or logical approach images of how the evolution of educational
to philosophical problems – which places systems is perceived and lived out by its
the accent on rational analysis and the participants. As one respondent wrote with
development of students’ logical and intel- reference to Spain, ‘any hypothesis to do
lectual faculties through exercises in thin- with the real work of the philosophy tea-
king and practical work on theoretical cher in the classroom can only come from
issues. On the other hand there is the impressions obtained through contact with
historical approach to the teaching of colleagues’. Thus the answers to UNESCO’s
philosophy – in which this is understood as 2007 questionnaire represent an essential
a presentation and reflection on the contribution to the series of studies in this
contents of the ‘philosophical tradition’ or field that have been carried out by UNESCO
canon. since the 1950s.
50
PHILOSOPHY: A SCHOOL OF FREEDOM
51
CHAPTER II
What are the main reasons for this visible cultural pedagogy, the material
resistance to an increased presence of conveyed can easily appear to students
philosophy in secondary education? It and teachers alike to be abstract and
would seem that pressure for increased stripped of concrete relevance to their
scientific and technical training is some- culture. On this point, it should be noted
times, and wrongly, accompanied by a that, while there were a great many res-
devaluation of the humanities. ponses to this section of the UNESCO
Philosophy is often the first to be sacrifi- survey, it was received with almost com-
ced in such unfavourable environments, plete silence by respondents from Asian
with literature and history generally countries. A single Indian respondent
being more solidly anchored in the local wrote, very soberly, that ‘Gandhi is deba-
cultural identity. Philosophy is often vie- ted’, and two respondents from Thailand
wed as a foreign – or frankly, Western – stressed the links between
subject. In this respect it should be philosophy, Buddhism and religion. In
emphasized that the trend towards a Africa, on the other hand, there were a
general ‘technicalizing’ of secondary lot of responses. For example, a teacher
education is often part of a politics of from Botswana writes that ‘this is a new
national affirmation in which the quest subject and the majority of our senior
for economic growth is accompanied by lecturers were educated in the Western
a reaffirmation of national identity. philosophical tradition. Thus they do not
Another trend that needs to be taken necessarily have an equal regard for
into account is that of a persistent and other traditions’. In Côte d'Ivoire, philo-
animated dialectic between philosophy sophy teaching depends essentially on
teaching (seen as synonymous with free Western textbooks, with local thinkers
thinking) and religious ethics. The recent almost entirely ignored. The same occurs
reforms in the Spanish educational sys- in Niger, where ‘the inadequacy of peda-
tem are at least partly a result of the gogical training and the absence of
progressive secularization of the system, resources for community-based training
and directly bolster the place of philoso- is a handicap in this field. Teachers have
phy in schools. The situation in Belgium difficulty relating African cultures and
is similar, though the positions are rever- the pertinent African or Africanist
sed. A Swedish correspondent, in answe- authors to philosophy’. And yet, the
ring UNESCO’s survey, notes ‘enormous Central African Republic offers a course
resistance to the teaching of philosophy, in African philosophy, in which African
manifested primarily by many of the authors are studied in comparison with
country’s religious groups’. It is worth Western authors, while in Madagascar
keeping in mind that this dialectic can be ‘the course in Malagasy philosophy has
presented in many different ways, and been cancelled because they considered
that claims for both an increased and a it to be already covered in the
reduced position for philosophy in Madagascan course’. In Algeria, there is
secondary education can be made by ‘a strong presence of Arab philosophers
opposing sides and for opposing such as El Farabi, Ibn Sina, Ibn Roshd, El
reasons. Djabiri, and Hassan Hanafi’ in course
content. In Jamaica ‘at university we
A particularly delicate question that teach the ideas of Garvey, CLR James,
must be approached with appropriate Nettleford and Orlando Patterson’. In
caution concerns the relationship bet- New Zealand there is ‘growing attention
ween traditional cultures and philosophy being paid to indigenous philosophies
instruction. A teacher from Bangladesh, and ethical systems, though they are not
in responding to the UNESCO survey, associated with specific philosophers’.
writes that ‘our culture is Oriental, but at More often the preponderant influence
the secondary level only Western, of the history of Western philosophy is
Aristotelian logic is taught’. The teacher acknowledged (Cameroon), there is a
has raised a significant issue here. For habit of referring almost exclusively to
even though the training of the critical the European tradition (Argentina), and
mind cannot be reduced to an ethical or the bulk of the curriculum focuses on
52
PHILOSOPHY: A SCHOOL OF FREEDOM
53
CHAPTER II
and civics. The Pacte Scolaire, written At a strictly pedagogical level, such
into law in 1959 and subsequently revi- ethics courses present three immediate
sed to include references to Islam and to difficulties. The first is inherent to the
Orthodoxy, has brought about the follo- very nature of the field of ethics, in that
wing situation: ‘In official as well as in it exerts a constant pressure to move
pluralist primary and secondary institu- away from logic and epistemology, as
tions, the weekly calendar includes two well as from any systemic review, even a
hours of religion and two hours of summary one, of the history of philoso-
ethics. In subsidized, sectarian indepen- phy’s principal ideas. Secondly, as Dortu
dent schools, the weekly calendar includes underlines: ‘So-called “philosophical”
two hours of instruction in the corres- courses are no longer subject to final
ponding religion. By religious instruction evaluation. But in the students’ eyes, a
is meant instruction of a religion course with no final exam is an unimpor-
(Catholic, Protestant, Judaic, Islamic, or tant course. So it is not taken seriously,
Orthodox) and of the moral code inspi- and the rumour quickly spreads that not
red by that religion. By ethical instruction much of anything happens in it. Having
is meant instruction in non-sectarian taught ethics for four years in various
ethics’(7). The main arguments for and different institutions, at every grade level
against replacing these ‘philosophical’ and in every stream, I can attest to this.
courses with an actual course in philoso- In every new class, the same problem
phy have been developed in two special appears: convincing the students of the
issues of the Belgian journal of ethics utility of the course and the importance
teaching, Entre-Vues(8). At the social and of applying themselves to it’(10). Thirdly,
cultural levels, the coexistence of courses most accounts indicate that, because of
of a sectarian nature with ethics courses the special nature of these courses –
of a secular or non-sectarian nature gives which are more concerned with counter-
cause for concern about a weakening of balancing sectarian ethics than with
republican equality in favour of maintai- occupying an independent position in
ning ‘moral communities’ tied to reli- the school curriculum – non-specialized
gious, sectarian identity. According to teachers are generally called upon to
Professor Dortu: ‘the Pacte Scolaire has teach the discipline. This aspect seems to
only reinforced the isolation of these be an offshoot of a differentiation
networks, and in according absolute among educational zones. Referring
legitimacy to the coexistence of ethics again to Dortu: ‘No specific qualifica-
and religion classes, it has locked out any tions are required to teach ethics or reli-
possibility of doing things differently. gion. While those with degrees in philo-
There is no immediate interest in the sophy or romance philology or history
idea of creating a philosophy course’(9). are often given priority, it is not uncom-
The situation in Flemish Belgium, howe- mon to come across teachers with
ver, has evolved such that since 1989, degrees from other faculties, sometimes
students in the life sciences stream take even working without teaching aids. The
a course in ‘Philosophical Currents’ (wijs- two hours of ethics or religious studies
gerige strommingen). This is one of the are very often the time slots that nobody
reasons that so many practitioners have wants’(11). However, the report on inclu-
felt pushed to speak of a second-best ding more philosophy in education
solution in the form of a combined (Introduction de davantage de philoso-
course on sectarian and secular ethics. phie dans l’enseignement), delivered to
This suggests that the desire for seculari- the Parliament of the French Community
sation had led to countering sectarian of Belgium in November 2000 by Deputy
ethics courses (containing the essence of Bernadette Wynants, confirms that
religious education) with mirror-image ‘there is an almost perfect consensus on
courses in which non-sectarian ethics the need to introduce more philosophy
(9) Dortu, op cit. would be taught. But these courses seem in education’, with differences of opi-
(10) Ibid. to have blocked the path to any ulterior nion concerning only the means of
(11) Ibid. introduction of a course in philosophy achieving this and the relationship bet-
(12) www.aipph.de itself. ween philosophy courses and courses in
54
PHILOSOPHY: A SCHOOL OF FREEDOM
religious ethics. This follows a report by religion. This dynamic seems to be parti-
a 1992 ad hoc commission, the Sojcher cularly active within Europe. While one
Report, that outlines in detail the current German teacher notes that ‘only those
debate in Belgium, and deserves to be who are not taking religious instruction
read in its entirety(12). It contains, notably, are required to choose philosophy or
an accusation that schools are inadequa- ethics in place of religious studies’, ano-
tely preparing youth to live in a pluralis- ther adds that in the same Land (state),
tic society, and insufficiently developing ‘this subject is called ‘Ethics’ or ‘Values
their critical thinking. Philosophy is posi- and Norms’, and a third acknowledges
ted as an answer to these deficiencies or that ‘one must admit that many teachers
gaps, in that it teaches students skills in of religious studies also display conside-
analysis and argumentation. The Sojcher rable expertise in philosophy’. In Finland,
Report argues for a cross-disciplinary “Ethics and the Philosophy of Life’ is an
approach that would examine the alternative subject for students who are
various concepts underlying each disci- not members of a church. In Ireland,
pline taught, and also promotes suppor- during the last years of secondary educa-
ting the social studies as a group – these tion - sixth and seventh level - named
ideas amount to a transformation and State religion syllabus, which includes
decompartmentalization of philosophy ethics, has a strong orientation towards
courses so that they provide a true edu- the study of philosophy. In Luxembourg,
cation in ethical pluralism. The ideal of moral education is taught by philosophy
philosophy teaching is defined as a trai- professors, while in Lithuania, philoso-
ning in philosophical questioning that phy is taught within their ethics courses.
crosses disciplinary boundaries. Such a In Estonia, philosophy appears under the
project to transcend disciplinary divides title ‘Ethical Systems throughout
is nonetheless likely to bump up against History’. In Norway we are told that phi-
organizational problems, especially in losophical and ethical subject matter are
relation to the training background and covered at the primary and secondary
professional habits of certain teachers. levels in a course entitled ‘Christian
The situation in Belgium is no exception. Knowledge, Religious Education and
Moreover, because of the discussions it Ethics’. In India, philosophy is taught as
has generated at different levels over the ‘Ethical and Environmental Education’, in
past years, it can even be taken as an order to sensitize students to the preser-
illustration of the problematic dynamics vation of the environment and to moral
that govern the relationship between and religious values. We might take a
philosophy and religious instruction – brief look here at the moral education
above all at the ethical level. This dialec- courses in South Korea as an example of
tic can be found all over the world. In the teaching of philosophy via other
certain German Länder (states), philoso- subjects.
phy serves as a substitute for those stu-
dents who do not wish to take religious Other respondents, in particular French,
studies. This is the case in Bavaria, Ethiopian, Icelandic, Mexican and
among other Länder. We should also Uruguayan, stressed the secular nature
note the remarks of a respondent to the of philosophy instruction in their
UNESCO survey from Botswana: ‘there is countries.
an attempt to teach ethics at the secon-
dary level. But at the same time there is A very interesting discussion has been
resistance to ethics, primarily out of underway these past years in Uruguay. A
ignorance, which confounds ethical edu- document produced in 2002 by Mauricio
cation with the teaching of religious Langon, president of the Uruguayan
morality’. Association of Philosophy, testifies to a
lively discussion about the reorganiza-
A simple collating of responses to the tion of the teaching of philosophy in the (13) Mauricio Langon, ‘Philosophie et
savoirs au bac uruguayen aujourd’hui
survey reveals – without even going into three final years of secondary school. (II)’. Diotime-L’Agorà, 22, 2004.
the details – a diffuse perception of the Without touching on the issue of philo- www.crdp-montpellier.fr/ressources/agora
links that historically unite ethics and sophy as a curricular subject, his proposal (14) Ibid.
55
CHAPTER II
Box 12
Moral education in the Republic of Korea(15)
Moral education in the Republic of Korea bourhood and school life, iii) social life, that the students can deepen their thin-
is governed at the national level, as a and iv) national life. Five values and fun- king and share ideas about controversial
fundamental part of the country’s curri- damental moral virtues are chosen for moral issues. The subject of civics in
culum. It is one of the ten core subjects each of these divisions. For personal particular is developed principally to
taught in primary and secondary life, these values are: respect for human help students foster their ability to make
schools. These ten subjects are: the life, diligence, honesty, independence judgements. In encouraging role-plays
Korean Language, Moral Education, and self-control. The values to seek in and discussions in the classroom, we
Social Studies, Mathematics, Science, one’s relations with family, neighbours, help them to develop moral values on
Music, Fine Arts, Physical Education, and school are: respectful behaviour, their own.
Foreign Languages, and Art. Ethics text- taking care of family members, etiquette
books are prepared under the supervi- and courtesy, cooperation, and love for
sion of the national authority. Moral edu- one’s school and home town. In their Suk-won Song,
cation is taught from the third year of pri- social life, students must learn the Researcher in Higher Education
mary school through to the first year of values of: respect for the law, considera- Curriculum Policy Division
secondary school. Students have a tion for others, protection of the environ- Ministry of Education
choice between three courses: Civics, ment, justice, and community feeling. (Republic of Korea)
Ethics and Thought, and Traditional Life within a nation requires: patriotism,
Ethics. We are at pains to take an inte- fraternal love for one’s people, aware-
grated approach so that knowledge and ness of security, efforts for peaceful uni-
the emotional understanding of morality fication, and love of humanity. Each unit
lead to practical action. The content of in the manual of moral education covers
moral education is divided into four life several discussion points touching on
areas: i) personal life, ii) family, neigh- contemporary moral issues. This is so
56
PHILOSOPHY: A SCHOOL OF FREEDOM
for the different fields of learning, in Uruguay; it was noted that a subject cal-
which ideas and methodologies from led ‘Critique of Knowledge’ has also
diverse disciplines can come together, been responsible for positive develop-
where criteria are not given in advance ments in philosophy instruction. The
but will themselves be subjects of discus- importance of this seems to go far
sion. The Inspectorate holds that a philo- beyond the borders of this country and
sophical disposition would be a precon- to be of general interest.
dition for teachers of this class, regard-
less of the discipline in which they have Many respondents to UNESCO’s ques-
been trained, and that a philosophy trai- tionnaire stressed that philosophical
ning course would be needed to provide notions come up elsewhere in social stu-
backup for the conceptual and metaphy- dies and the social sciences. Let us add
sical background required to approach to that the opinion expressed in one res-
such questions. Taking into account the ponse from Germany – that it is absolu-
responses to the UNESCO survey, this tely necessary that philosophy and logic
proposal is the source of a considerable be integrated into the natural and exact
advance in philosophy teaching in sciences.
57
CHAPTER II
Box 13
Secondary school philosophy courses in Québec, Canada
Forty years ago, the Québec provincial This in turn translated into an obligation are the preferred means for the practical
government created the CEGEP ‘College to translate the objectives of all discipli- development of this skill. The second
of General and Vocational Education’ nes in terms of activities or skills that level uses what has been learned of the
system – a mandatory educational level the students would have to demons- philosophical approach in developing the
for all students hoping to continue to trate. In philosophy, for example, terms problematic related to conceptions of
either a university or to a technical such as ‘distinguish, present, produce’ the human being. Students learn the key
career. Along with their specialized cour- are used to qualify the results expected concepts and principles with which
ses, all CEGEP students take classes in from students relative to the proposed modern and contemporary conceptions
three core disciplines: philosophy, the content. define the human being, and become
mother tongue and its literature, and aware of the importance of these in
physical education. A 1993 reform saw The skills approach was greeted with Western culture. Practical skills are
second-language learning (English or deep reservations by those involved in developed through critical commentary
French) added to these, but at the the core disciplines, especially from the and a philosophical dissertation. The
expense of teaching time for philosophy fields of philosophy and literature. third level leads students to take inde-
and physical education. Philosophy in Philosophy courses are designed as a pendent and critical stances with res-
particular was expected to educate stu- learning sequence based on thematic pect to ethical values. They learn diffe-
dents in logic, the history of ideas, and content, intellectual skills and the history rent ethical and political theories and
ethics – aims defended by philosophy of ideas. They are organized progressi- apply them to contemporary situations
teachers, moreover, in keeping with vely and in such a way that theoretical relevant to political, social and personal
their experience in Québec. As in other and practical knowledge gained in an life. The three levels also have the subsi-
disciplines, it was also expected to pur- introductory course are reinvested in the diary goal of developing reading and wri-
sue cross-disciplinary goals with regard following courses. The introductory ting skills. In this sense, an accent is pla-
to general intellectual abilities. In this course is devoted to learning philosophi- ced in each level on gaining acquain-
way, philosophy was part of a curricular cal procedures in the context of the tance of a complete work, or on analysis
approach aiming to integrate the diffe- advent and development of Western of major excerpts, as well as on written
rent learning processes. Emphasis on a rationality. In this way, students come to output.
‘skills-based’ approach to pedagogy, understand how thinkers treat a ques-
however, had an impact on the teaching tion philosophically, and they engage in
of philosophy, by focusing it on the the same process themselves by develo- André Carrier(22)
acquisition of measurable skills – or at ping a philosophical argument. Textual Teacher, Collège Lévi-Lauson, Québec
least on skills that can be evaluated. analysis and writing a polemical paper (Canada)
58
PHILOSOPHY: A SCHOOL OF FREEDOM
2) Specific training in teaching, comple- in Italy are Modern and Classical Literature,
mentary or not to training in philosophy. In History, Psychology, Sociology, and Social
some countries, accreditation to teach in Studies. In several African countries, a uni-
secondary schools requires specific training, versity degree in philosophy (and other sub-
often but not necessarily in conjunction jects, for that matter), must be followed by
with a university degree. This includes cour- a graduate teaching qualification. In
ses in specific subjects among which philo- Botswana, a B.A. in the humanities –
sophy figures, relative to its place in the Theology or Religious Studies, including
secondary curriculum. Although this Philosophy – is to be completed by a
tertiary-level training might not be compa- Postgraduate Diploma in Education (PGDE).
rable to true specialization in the discipline, In Congo, philosophy teachers require a
it makes it possible nonetheless to teach B.A. with a mandatory CAPES – ‘Certificate
the various school subjects at a level consi- of Aptitude in Teaching at Secondary Level’
dered by the national educational system to (Certificat d’aptitude au professorat de
be adequate. In any case, philosophy recei- l’enseignement du second degré). Senegal
ves no more special treatment than any requires the same certificate, although it is
other subject. Argentina is one country called a CAES (Certificat d'aptitude à l'en-
where teachers have generally followed seignement secondaire). Madagascar requi-
non-university post-secondary training; res a CAPEN – ‘Certificate of Pedagogical
Norway as well, where the teacher-training Aptitude from an École Normale’ (Certificat
process follows after the regular four-year d’Aptitude pédagogique de l’École
degree. Some teachers at the upper secon- Normale) in Philosophy, in addition to a
dary level are university-educated and must degree in Social Sciences or Theology.
have followed a university-level philosophy There are considerable difficulties in Niger,
course. In the Netherlands, a Certificate of where a B.A. in Sociology and Psychology is
Higher Professional Education’ is required. required ‘because this reflects the core syl-
In Italy, an undergraduate university degree labus taught at university’, but where a res-
must be followed by a two-year pro- pondent noted that ‘although a CAPES is (23) in Québec, the term ‘bacca-
laureat’ refers to the Bachelor of
gramme at a Scuola di Specializzazione required to teach in the last three years of Arts (B.A.), or a first-level university
all’Insegnamento Secondario, ‘School for secondary school, because there is no degree.
Specialization in Secondary Education’. training structure for philosophy in Niger, (24) G. Obiols., M.F. De Gallo, A.
Cerletti., A.C. Coulé, M. Diaz, A.
Offered by most Italian universities, accredi- there are fewer than ten holders of that Ranovsky and J. Freixas, ‘La forma-
tation from one of these specialized schools diploma in philosophy in the country, and tion des professeurs de philoso-
phie. Une expérience à la faculté
is required for all secondary teachers. all trained abroad’. There is reason to de philosophie et de lettres
Among university degrees that are prere- believe that Niger is not alone in this situa- de l’Université de Buenos Aires’.
Diotime-L’Agorà, 18, 2003.
quisites for training as a philosophy teacher tion. Cambodia requires no more than a www.crdp-montpellier.fr/ressources/agora
Box 14
Teacher training in philosophy in Argentina
There is a long tradition of philosophy as a At first the two streams are taught toge- and problems encountered in their practice
subject taught in Argentina’s secondary ther, after which students in the B.A. classes (short philosophy-teaching assi-
schools. Teacher training for this field is stream have to write a thesis and those in gnments in a secondary school). There are
divided into two main streams: institutes of the teaching stream have to take courses weekly consultation and exchange works-
teacher training for non-university higher in general pedagogy, as well as courses hops throughout the second semester, to
education, and university-level Faculties. specialized in the particular didactics of tea- analyse the development of the classes as
The programme of the University of Buenos ching philosophy. The conceptual content a group, to make any necessary adjust-
Aires’ School of Philosophy and Letters of the discipline is broken into four units: i) ments, and to offer individual supervision of
includes the teaching of philosophy, litera- the basic questions in the teaching of philo- each student’s lesson plans. There is no
ture, history, geography and anthropology. sophy, ii) teaching philosophy in schools, iii) final exam, evaluation being based on the
The faculty offers two degrees for each of the student, learning philosophy in an insti- students’ output throughout the year. This
these teaching fields: the ‘Licenciado’ or tutional context, and iv) the didactics of phi- output is collected and submitted by the
Bachelor’s degree, oriented towards losophy. The content is developed in clas- students at the end of their teaching assi-
research and non-teaching activities, and ses combining theory and practice, in gnments.
the ‘Profesor’, largely oriented towards the which proposals and analyses are integra-
teaching of the discipline at the secondary ted into their practical work, and emphasis Source:
or other levels within the education system. is placed on students analyzing successes www.crdp-montpellier.fr/ressources/agora
59
CHAPTER II
university diploma and one year of training aspect of secondary philosophy teaching. In
in a teacher-training centre. Israel requires some cases this disciplinary confusion is due to
an M.A. in Philosophy and a philosophy the fact that these degrees already include a
teaching diploma or teacher’s certificate. significant philosophical education. More
Finland requires a university degree as well often there is a tendency to believe that a
as teaching certification obtained through philosophical education requires no training in
a university, though the degree can be in a special discipline, in other words, no specific
Psychology or Religious Studies. In one knowledge-set is needed in order to learn
Canadian province (and doubtless elsew- philosophy. It is often the case in Europe that
here as well) we note a technical problem. philosophy teachers hold degrees in other
‘The greatest challenge faced by teachers in fields that have nonetheless supplied a signifi-
Ontario stems from the fact that, while the cant education in philosophy. We learn from
province’s curricula list a course in Germany that the situation varies significantly
Philosophy, teachers cannot enrol in a according to the politics of the different
Faculty of Education solely in order to Länder (state). For some, a university degree in
receive certification as specialists in philoso- philosophy is mandatory in order to teach in
phy. To teach in Québec’s CEGEPs, on the secondary schools. For others, philosophy
other hand, a minimum of a courses are sometimes given by teachers
“Baccalaureat” in Philosophy is required’(23). trained in religion or other disciplines. Among
In Argentina, which seems to be typical of the latter, the most common degrees appear
this region, a 2003 study by the teacher- to be in literature, history and mathematics.
education division of the Faculty of Another writer from Germany informs us that
Philosophy of the University of Buenos ‘philosophy courses have often been revised,
Aires provides an in-depth analysis of the and new elements such as practical philoso-
current situation(24). phy have been introduced; allowing teachers
with other areas of specialization to be
In Uruguay too, a teaching certificate for retrained to teach philosophy. But the great
secondary-school teachers, granted by the majority hold a degree in philosophy’. It is suf-
Instituto de Profesores Artigas, seems to be ficient in Greece to hold a university degree in
interchangeable with a university degree in the humanities, – be it in ancient or modern
philosophy. According to one respondent, literature, history or theology. In the Republic
requirements can vary greatly; ‘Nearly 80 of Moldova, a degree indicating post-secon-
per cent of philosophy teachers at secon- dary studies in philosophy, history, political
dary school are qualified as philosophy science or sociology is mandatory. Secondary-
teachers, or are graduate students in the school classics teachers in Cyprus are regularly
teaching of philosophy. Others have at least given the task of teaching philosophy. In
a B.A. Many have university degrees, Algeria, a social sciences degree is considered
although not necessarily in philosophy, but adequate for teaching philosophy in secon-
in psychology, or similar’. Another notes in dary schools. In Burundi it is usually teachers
confirmation of this scenario that the who have studied literature or psychology
system can call on legal or scientific profes- who give the philosophy courses. They are
sionals if there are no formally qualified selected because they took one or two philo-
philosophy or humanities teachers availa- sophy courses themselves (for example
ble. Let us note that by ‘philosophy tea- ‘Introduction to Philosophy’) early on in their
cher’, we mean not a university professor, university studies. The same holds true in
but anyone holding a Profesor de Filosofia Burkina Faso for psychology graduates. There
(‘Philosophy Teacher’) diploma. Furthermore, as well it is reported that ‘some secondary
as we are reminded by yet a third writer, establishments recruit teachers of a low level
there are a number of M.A. available in the because of problems with salaries’. In Rwanda
humanities which give the right to teach secondary-school philosophy teachers are
philosophy and, need be, a simple B.A. will required to have either a B.A. in Religious
suffice. Yet another correspondent adds Studies or in Philosophy, or an M.A. in
that philosophy is often taught by lawyers. Education. In Zimbabwe ‘the basic qualifica-
3) University degrees in other disciplines. tion for teaching philosophy in primary and
Allowing graduates of other disciplines to secondary schools is a degree in education at
teach philosophy highlights a delocalized the appropriate level’. In Colombia, philosophy
60
PHILOSOPHY: A SCHOOL OF FREEDOM
is taught by graduates in philosophy, literature, even come from quite unrelated fields or
education, history or the social sciences. For careers’. In short, concludes another, to teach
Costa Rica, training in theology is sufficient, as philosophy in Venezuela one can count on
is training in social sciences in Ecuador. Haiti ‘practically any higher education qualifica-
requires university training in the field of the tions’, adding that ‘there are cases of teachers
human and social sciences, and Honduras in with incomplete academic training, that is,
the social sciences, pedagogy, sociology or who haven’t finished their studies’.
social work. There are other cases where one
makes do with the available means. According What can we conclude from this overview? It
to one respondent in Bolivia, only a small num- is clear that many secondary-school philoso-
ber of teachers hold a degree in philosophy. phy teachers have not received a university
Experience in Chile is that ‘in the smaller loca- education specializing in philosophy, with trai-
lities, where there are hardly any philosophy ning limited in many cases to a few courses in
teachers, practically any other degree will be philosophy, to credits equivalent to a one- or
considered adequate’. In Paraguay, a philoso- two-year philosophy diploma, or to philoso-
phy teacher could be a teacher in the social phy taught through other subjects. Sometimes
sciences, a lawyer, a seminarian or a psycholo- such incomplete training is supplemented by
gist. The same respondent adds that ‘a accreditation through teaching schools or cer-
Paraguayan Philosophy Society was founded tificate programmes. This situation clearly
ten years ago, with the primary purpose of stems in part from the gap between the num-
promoting secondary-level instruction. To this ber of philosophy teachers – in those countries
day it has been unable to take proper form. where the subject is included in the academic
For the past seven or eight years, two institu- curricula – and the number of university gra-
tions – Salesian and Jesuit – have trained phi- duates in philosophy. On one hand it is certain
losophy teachers. Little-by-little they are wor- that being a schoolteacher is only one of the
king their way into the system. Before that, professional options available to philosophy
the subject was covered by teachers trained in graduates, and not always the most appeti-
social studies, and also by lawyers, psycholo- zing at that. On the other hand, there’s no
gists or ex-priests. Very few held degrees in hiding the fact that, by its very nature and
philosophy. Thanks to the presence of these especially in certain labour markets, school
two institutions, even though they are secta- teaching is capable of absorbing graduates of
rian, the situation is changing bit by bit’. There other subjects. Philosophy, which is often
are many accounts from Venezuela attesting considered to be of a low technical level, can
to the heterogeneous educational back- be seen from this point of view to act as a
grounds of philosophy instructors. We hear of social shock absorber.
philosophy teachers with degrees in sociology,
psychology, literature or education, or with a But there are other, particular situations that
diploma in history, art, mathematics and even must be taken into account. For example, in
law. One correspondent explains that ‘the Brazil – where, since the subject was abruptly
opportunity to teach can be offered to anyone introduced into the academic curriculum,
with an M.A. in teaching, or any other subject there has been a problem finding qualified
that is not specifically science or mathematics. staff. But that can be seen as a transitional
The same is true for related subjects such as phase; the need to review the specifics of phi-
sociology and theology, and for people having losophy teaching in countries with no specific
completed non-accredited ecclesiastical stu- training requirement represents a real educa-
dies’. In other words, ‘as a general rule, secon- tional issue for the future.
dary-school teachers are not philosophers, and
61
CHAPTER II
teacher in Galicia and one of the mem- make up the missing classroom hours.
bers of a working group on the teaching Remember as well that during the socia-
of philosophy in that region. The secon- list period a new subject, Ethics, was
dary school system in Spain is divided introduced in the mandatory fourth year
into four main stages: early childhood of secondary school. This new subject,
education (up to six years of age), pri- however, did not go far to compensate
mary education (six to twelve years), for the ground that philosophy had lost
mandatory secondary education (twelve as a subject taught at secondary-school
to sixteen years), and the bachillerato level. Indeed, it must be taken into
(for students of sixteen to eighteen years account that in autonomous communi-
of age)(25). This structure was established ties, which have no native language of
upon the passing of the ‘Ley de their own, ethics is given two class hours
Ordenación General del Sistema per week, whereas students in other
Educativo’ (‘Law on the General communities take only one hour per
Planning of the Education System’, or week.
LOGSE) in 1990. Problems in the applica-
tion of the law, and the many criticisms The LCE, along with other measures
it received, led the government to legis- taken before its enactment, introduced
late a modified version of the law in changes in the application of the LOGSE.
2002, the ‘Ley de Calidad de la First, philosophy was once again made
Educación’ (‘Law on the Quality of mandatory for all streams of the bachil-
Education’, or LCE). During the first lerato. These changes also served to
stage of this reform – given legal expres- strengthen its curriculum, and were
sion by the LOGSE – there was signifi- favourable to new optional subjects tied
cant regression in the subject areas assi- to the philosophy department. In Galicia,
gned to secondary-institute philosophy for instance, the following optional sub-
departments, with regard to the number jects have been offered in the bachille-
of mandatory courses as much as to the rato: ‘Ethics and Philosophy of Law’,
number of class hours. To better unders- ‘Philosophy of Science and Technology’,
tand this regression, it is useful to take a ‘Introduction to Political Science’, and
historical viewpoint and note that the ‘Introduction to Sociology’. The first
relative place of philosophy in the draft of the LOE provided for the cancel-
Spanish system has followed a long ling of Philosophy I in the first year of the
road. Suffice it to say that two subjects, bachillerato, which prompted an impres-
an introduction to philosophy and the sive mobilization of Spain’s associations
history of philosophy, were offered of philosophy teachers, with remarkably
through almost the entire pro-Franco virulent contributions to open Internet
period. That is how things stood when forums. There are very good reasons for
the LOGSE was introduced, whereupon defending the unarguably important role
philosophy was no longer compulsory in that teaching philosophy can and should
the first year of the Bachillerato, except play in the development of autonomous
for students assigned to one of its three and critical citizens. This, notwithstanding
streams. This of course entrained a some dubious extremist positions -
reduction by roughly one-third in course ‘without philosophy there is no critical
hours taught. Only ‘History of thinking’ -, as if the critical dimension
Philosophy’ remained mandatory for all couldn’t also exist in other subject areas;
final-year secondary students. If, further- as if there was no such thing as dogma-
(26) An outline of the reform is avai-
lable at: more, we take into account that the tic academic philosophy (as had once
www.maec.gov.ma/osce/en/index.htm. educational reform also reduced the been the case); as if one of the irrevoca-
One can also consult an article of
the Moroccan Association of
weekly hours for all subjects from four to ble purposes of the education system
Philosophy Teachers at www.crdp- three, then we can understand the col- was to provide jobs for philosophy gra-
montpellier.fr/ressources/agora (In
French).
lective discontent of the teaching body, duates. These reasons seem to have
(27) Charte nationale d’éducation forced in a great many cases to teach been echoed in the Spanish legislatures,
et de formation, Commission subjects foreign to their departments – for in the final version of the LOE –
Spéciale Éducation Formation,
Kingdom of Morocco.
such as history or geography or the already approved by parliament – philo-
www.dfc.gov.ma/Reforme/sommaire.htm ‘alternative’ to religion – in order to sophy was maintained as mandatory in
62
PHILOSOPHY: A SCHOOL OF FREEDOM
all streams of the first year bachillerato, and technical/vocational(28). Each of these
even though the name has been chan- streams is divided into different sections.
ged and new and untested content has The general stream includes scientific,
been added, and even though it is literary, economic and social studies.
accompanied by a troubling uncertainty There are sixteen regional academies of
regarding its allocated class hours. There education and training, with the mission
is talk of a reduction from three to two of enacting educational policy in the
hours per week, with the goal of allo- context of a progressive decentralization
wing room for a new subject from the of the system. Philosophy appears as an
sciences. We could say that Spain’s phi- independent subject in the last two years
losophy programme is a combination of of this secondary system. The pro-
the French and Italian models. As in gramme is divided into four conceptual
France, the ‘Philosophy 1’ syllabus is the- areas the human condition, knowledge,
matic. As in Italy, the ‘Philosophy 2’ syl- politics and ethics(29). Under each area,
labus in the final year of secondary concepts drawn from everyday language
school is historical. In each case there is and introducing different meanings for
a consensus among teachers as to the analysis are the starting point for reflec-
practical impossibility of teaching all of tion and questioning. As an example, the
the content included in the two courses. theme of ‘human condition’ introduces
So in practice, each teacher in the first the following notions: ‘the person’, ‘the
year decides what to teach and what to Other’, ‘history’. The courses can be
exclude, making it possible, for example, adapted, with their titles changing
for one teacher to devote nearly an according to the area of specialization:
entire semester to logic and for another ‘General Philosophy’ in the scientific
not to include it at all. In the second year stream; ‘The Human Being’ in literature;
(the final year of secondary school), deci- ‘Society and Change’ in the economic
sions about the syllabus are determined and social streams; and ‘Activity and
by the university entrance exams, which Creativity’ in the technical/vocational
are organized by the university districts stream. In this regard, Professor Zryouil
of each autonomous community. The specifies that the authors of the curricula
exam in Galicia comprises a philosophi- have preferred to opt for a programme
cal essay based on a subject linked to a of introduction to philosophy and of pro-
list of twenty authors – chosen from motion of its advantages. This is why
among the greatest figures in the history only two themes appear in the curricu-
of philosophy. But each centre’s depart- lum accompanied by specified directives
ment is free to choose only eight of that take into consideration this age
those twenty, on the basis of which the range. These themes are: ‘What is philo-
work for the semester will be organized. sophy?’ and ‘Nature and culture’.
‘Citizenship Education’ is included at
The reform process of the Moroccan lower secondary-school level.
educational system, launched in 1999(26), Philosophy’s strengthened status made it
and grounded in the Charte nationale possible for the Moroccan Minister of
d’éducation et de formation(27), improves Education to announce on the occasion
philosophy’s position relative to the ear- of World Philosophy Day in 2006, that
lier reforms of 1975, 1978, 1981, ‘philosophy is an integral part of the
1984/5 and 1995. The 1999 reform esta- national education system because it is
blished a new pedagogical organization, taught at all levels of secondary and qua-
divided into primary school (six years), lifying schooling’. (28) A preliminary report on this
lower secondary school (three years), reform was released in June 2005.
Réforme du système d’Education
and qualifying secondary school, which We can also refer to the instructive and et de Formation, 1999–2004’.
includes a one-year core programme stimulating remarks made by the Commission Spéciale Éducation
taken by all, followed by two final secon- Secretary General of the Moroccan Formation, Kingdom of Morocco.
www.cosef.ac.ma
dary school years leading to the awar- Association of Philosophy Teachers, who (29) Information provided by
ding of the baccalauréat certificate. notes that the teaching of philosophy in Professor Abderrahim Zryouil,
Students in these final two years are Morocco has gone through two stages. Inspector and National
Coordinator for Philosophy,
divided into two main streams: general, At first, philosophy was taught in French Morocco.
63
CHAPTER II
using French text books. The end of the many other countries as well, Lazrak
1960s saw the ‘Arabization’ of the sub- cites those that he feels it is most pres-
ject. At first, the teaching process was sing to address, namely the insufficient
dominant, and philosophy teaching was time allotted to philosophy classes, the
focused on content. Because of this, the lack of working materials, the fact that
syllabus was reduced to the history of there is only one textbook, the absence
ideas, and the course book was full with of a detailed and developed teaching
knowledge in the form of courses from method for philosophy, the rift that
which philosophical texts were essen- exists between philosophy teaching at
tially absent. The philosophy course was secondary and at higher levels, etc. One
actually a lecture series, being brought can cite Professor Zryouil once again,
down, by most of the teachers, to a who emphasizes that since 2003, the
concern for the doctrine to be adopted reform has institutionalized the necessity
in the teaching of philosophy. The to ‘liberalize’ school textbook publi-
second phase began with the reorgani- shing, in order to diversify school
zation of secondary schooling, initiated manuals by introducing competition.
in 1987, according to the system of aca-
demies. In this context, philosophy tea- It is not always easy to find detailed
ching immediately saw a pedagogical information on secondary-school philo-
discourse arise that was no longer sophy curricula, nor to access official syl-
concentrated on a concern with which labi. With regard to teaching in
doctrines to teach, but with ways of tea- Morocco, one respondent to the
ching – the pedagogic aspects of the UNESCO survey reported that ‘philoso-
acts of teaching and evaluating. phy is an integral part of teaching at all
Education became to be seen as a lear- secondary-school levels, because logic
ning process, understood to be focused and analysis are at the heart of all philo-
on the student. This resulted, in 1991, in sophical thought, so students are doing
the following changes: the philosophy philosophy without knowing it. Students
syllabus was divided according to themes take philosophy as a new subject in the
(for example, nature, culture, final two years of secondary school’. The
religion/philosophy or work/property); reference to ‘doing philosophy without
the student manual took on the form of knowing it’ deserves to be emphasized,
a collection of philosophical texts; and given that, as this writer indicates, no
the method of teaching, in which the philosophy is taught whatsoever during
philosophical text now occupied the the first three years of secondary school.
principal place, was no longer reduced Let us add that philosophy is also taught
to a series of lectures. Such changes can within a particular type of traditional
generate questions of pedadogy, either education, as it is included in the final
concerning the usefulness of teaching three years of the secondary cycle in the
philosophy, regarding the question of ‘Law and Sharia’, ‘Lettres Originelles’
how philosophy students should be evalua- (Islamic and Moroccan Studies), and
ted, or concerning questions of didactics. ‘Experimental Sciences’ sections, under
the title ‘Philosophy and Islamic
The teaching of philosophy in Morocco Thought’, and alongside another sub-
has gone through other changes since ject, ‘Contemporary Islamic Thought’. In
1995. A notional curriculum has been this respect ZryouilI explains that, even
introduced (incorporating languages, though the traditional education stream
art, technical subjects, etc.), as has a continues to be part of the Moroccan
textbook comprising a range of philoso- education system, it is no longer exempt
phical texts and excerpts. The Secretary from implementing the sole philosophy
General thus makes the point that move- syllabus applicable to all streams, where
ments for change in philosophy teaching Islamic thought is no longer separated
have brought up fundamental questions from philosophy but is considered as a
and led to a deepened examination of specific and important part of the uni-
the act of teaching itself. Among possi- versal philosophical thought. In a series
ble obstacles, which are to be found in of articles published in Diotime- L’Agorà,
64
PHILOSOPHY: A SCHOOL OF FREEDOM
Aziz Lazrak has discussed the difficulty of Vázquez writes that one essential aspect of
putting this curricular and pedagogic the reform envisaged by Spain ‘is the intro-
reform into place, notably insisting on duction of a new subject, Citizenship
the necessity of moving progressively Education, arising from the new law, the
towards a pedagogical model based on LOE. At the secondary level, this subject will
active student participation in the course, be assigned to the philosophy departments.
both through direct reading of texts and It follows from this that a concern for this
increased group discussion. Between the orientation towards citizenship education
stated objectives of the reform, the has also led legislators to change the name
ministerial programmes and actual peda- of the first-level bachillerato (fifth year of
gogical practice, we find the same pro- secondary school) philosophy course to
blems as in other countries. In fact, the “Philosophy and Citizenship”.
likelihood of achieving the reforms’ goals
seems to depend as much on an increa- Even though its curriculum has not yet
sed presence of philosophy in the curri- been confirmed, it has been indicated
cula as it does on any real transformation that this name change implies a change
of didactic practice. In this respect, it is in content as well. The change will likely
always important to distinguish between mean promoting practical philosophy,
curricular and didactic norms, and tea- ethics and politics in particular, and will
ching/learning practices. To examine this mean cancelling the more theoretical
in depth would require grass-roots obser- branches, especially epistemology’.
vation and analysis of professional practi- Although this has not as yet been confir-
ces, not to mention taking into account med, and is a point of conflict between
the influences of individual key teachers political authorities and philosophy
and schools – that is, elements that are teachers, the driving spirit behind this
relatively independent of the system in process of educational change seems to
use within the country or region in ques- be similar to that in Morocco.
tion. We must keep in mind the social
and cultural objectives behind the
Moroccan reforms, which is to intentio-
nally anchor school teachings – both their
content and the presentation of that
content – in the contemporary social and
professional reality. In this general
context, the decision to increase the pre-
sence of philosophy might seem surpri-
sing - the reforms appear to expressly
rebuff any suggestion of a disparity bet-
ween professional training and social
conscience and awareness. According to
Zryouil, if one wants to sum up the
novelty of the reform related to philoso-
phy in Morocco, three salient points
should e distinguished: teaching of philo-
sophy starting from the first year in
secondary education; generalization of
philosophy teaching to all education
streams with no exceptions; and integra-
tion of Islamic philosophy in general phi-
losophy programmes as part of universal
philosophical thought. The socioecono-
mic basis for up-dating school curricula in
Morocco is derived from a heightened
sense of citizenship. This last point brings (30) Aziz Lazrak, ‘Philosophie de la
réforme et réforme de la philoso-
the Spanish and Moroccan reforms closer phie’. Diotime-L’Agorà,
together than one might have expected. www.crdp-montpellier.fr/ressources/agora
65
CHAPTER II
Box 15
The philosophy of reform and the reform of philosophy in Morocco
All educational reforms presuppose a question that orientation by criticizing ches we must sketch out a strategy of
global concept of teaching and learning, the violent confrontations that we can complementarity for philosophy tea-
of humanity and knowledge, of life and have with the technical world. To streng- ching. This should take into considera-
of value. We cannot imagine a philoso- then philosophy’s position is to streng- tion the curricular principles of conti-
phy of reform that is removed from phi- then the presence of culture and to nuity, of specificity and of gradually
losophy and the reform of its teaching. emancipate the education system from increasing the intellectual demands of a
But we have yet to see the generaliza- its misery, from reductionism, from the course. Such a strategy also includes
tion of philosophy teaching in all sec- lived world, from the struggle for self- more closely relating the teaching of phi-
tions of secondary education. Have we preservation. losophy to other subjects. For example,
been remiss in our philosophical duties? no training of the critical mind is imagi-
Why has no consciousness of the neces- Any reform in the teaching of philosophy nable if it is separated from the practice
sity of philosophy developed? What can is in danger of having only a limited of literary and historical criticism. What’s
be done to properly recognize the right impact if philosophy teaching is decon- more, if it doesn’t address the real-world
to philosophy? How can we make this a textualized from its legitimate position situation of the classroom – by detailing
priority for intellectuals, politicians and central to the fabric of society and intel- real philosophical exercises in meaning,
lawyers? Yes, the reform charter sket- lectual debate. The reform of philosophy discourse, reading and writing – then the
ches objectives such as the develop- teaching depends on the curriculum. We reform of philosophy teaching will be in
ment of citizens who are conscious of have learnt from prior experience that name only. We cannot reform the tea-
their rights and responsibilities and are there have always been certain inconsis- ching of philosophy without also refor-
tied to their dignity and their Arab and tencies between content and stated ming our current methods of evaluation.
Muslim identity, but who are also tole- objectives when it comes to philosophy Evaluation has to be demystified by
rant and open to the rest of human civi- teaching. Historically, we have taken two freeing it from ‘monism’ and ‘unifor-
lization. These are philosophical values, pedagogical approaches, the techni- mism’. In short, evaluation and freedom
and their inclusion implies there is a cian’s, which makes technique an end in must be reconciled through adopting the
general need for philosophy to be its own right, and that of pure knowledge principle of plurality.
taught. Philosophy’s role, as I conceive – that is, knowledge for knowledge’s
of it, is to participate in training universal sake. However, these two approaches Aziz Lazrak(30)
citizens and not just Moroccan citizens. wind up separating philosophy from life, Secretary General
The charter may be oriented towards students from the public sphere, and phi- Moroccan Association of Philosophy
the vocational, technical and scientific losophy from its own teaching. If we are Teachers
streams, but it is up to philosophy to to avoid reproducing these two approa- (Morocco)
66
PHILOSOPHY: A SCHOOL OF FREEDOM
67
CHAPTER II
Box 16
The encounter of the adolescent with philosophy
Whereas psychologists listen clinically to understanding that is shared by the group. with the world that needs to be mediated
individual adolescents, asking them to des- Because the personal implications of the by philosophical enquiry, and it is always
cribe their feelings about themselves and word ‘adolescent’ may inhibit students’ wil- surprising to see just how easily they can
their lives and trying to help them put their lingness to speak, we can replace it with a enter into it, perhaps even because of their
suffering into words, the philosopher-facili- more generic term – ‘people’, ‘individuals’, exacerbated existential sensitivity – Lacan’s
tator leads a community of enquiry, compri- ‘us’ (‘Why do we often criticize the legiti- ‘pain of being’. It is important to choose
sed of rational individuals, in a conversation macy of rules?’) – students will nonetheless issues that the students can relate to, so
about the search for meaning in life that is answer on the basis of their life experience. that the facilitator can draw them into criti-
a natural stage of human development. cal thinking through conversation and dis-
This existential search is treated as a sub- For inhibited adolescents who are often cussion that is distinct from their other clas-
ject to examine and discuss, and the philo- afraid to speak out in front of their friends, ses – this can alleviate the concerns of
sopher-facilitator works with the group to and for those who are used to trying to those who find written expression proble-
develop their ideas through questions of a impose their opinions, it is important too to matic – and in which they don’t feel as
cognitive nature, such as: ‘In your opinion, discuss the objectives of the activity. It can though they are working (which is false,
what is the difference between a child and be difficult and complex for them to reco- because they are working, just differently).
an adolescent?’ ‘Between an adolescent gnize that this is not a win-lose activity, nor It is important to impose a democratic
and an adult?’ ‘Can an adolescent be an the time to demonstrate their toughness structure on the discussion by establishing
adult already?’ ‘Can an adult still be an ado- (often a problem with boys), but it is a a few simple rules to determine whose turn
lescent?’ The questions explore the search for meaning: it is a win-win situation, it is to speak, and to ensure the students
concepts of child, adolescent and adult and because all can gain by listening to the opi- understand that they are not looking for any
consider how far these concepts can be nions and ideas of others. This presuppo- ‘right’ answers (as this would put them back
extended, by looking at particular exam- ses that everyone is committed to the acti- into a situation of being academically
ples and discussing in which ways these vity – the teacher’s role and example as a assessed). The students are there to learn
concepts are relevant. ‘valid interlocutor’ (Lévine) is vital here, to to express their ideas and to think through
overcome moments of self-doubt or low problems rationally by exchanging ideas
These questions operate through concep- self-esteem – and committed to taking the and opinions, and to heal the wounds to
tualization and argumentation: ‘When can questioning ever further, to satisfy its intel- their self-esteem that can come from fee-
one say that an adolescent is free?’ (the lectual requirements. The community of ling inferior or stupid when their school gra-
concept of freedom); ‘In your opinion, why enquiry must inspire a climate of confi- des are bad. This can be achieved by
do adolescents often question the legiti- dence between the teacher and the stu- valuing their opinions and working from the
macy of rules?’ ‘Are they right or wrong to dents as well as among the group as a presumption that they can be taught to phi-
do so?’ (concepts of rules and the law, lega- whole, to limit students’ fears of being jud- losophize: in short, by being confident in
lity and legitimacy, ethics and politics); or ged by their teacher or their peers. their potential and letting them know it.
‘As an adolescent, what do you think of
other people’s opinions? Are they justified? This is particularly important with students
(concepts of other people, of opinions or who are failing academically while going
ethics). through the turmoil of adolescence, and
who may often be troubled by existing
Whereas psychology takes a cathartic family or social problems. For these chil- Michel Tozzi
approach to the verbal expression of emo- dren, it is their relationship to the world in Professor and expert in didactics
tions, philosophy looks to language to work general, with others and with themselves, (France)
through conceptual ideas, which can also that is problematic, and a refusal to learn
be cathartic for the adolescent in the way can be a manifestation of their great
that it distances and objectifies these anguish at being confronted by a destabili-
ideas, and from them creates an objective zing stranger. It is this difficult relationship
68
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 17
The ‘Brocca Programmes’ in Italy
The new programmes propose to teach future both in terms of making decisions the definition (however partial and
philosophy in all streams of secondary about the direction of their studies or incomplete) of learning goals; the propo-
education, including technical, vocatio- professional activities and participating sal of classroom methods that empha-
nal and business streams, because in creatively in society. The presence of size interrelationships between philoso-
this period marked by complexity and philosophy in all streams is motivated by phy and the students; the increased
rapid change we wish to give all stu- its capacity to awaken a critical and pro- value placed on flexibility in teaching that
dents the possibility to learn skills that blem-solving approach; to allow for a is not constrained by having to conform
are fundamental to their personal deve- closer relationship between different to pre-ordained objectives; and the
lopment. This is a matter of helping fields of knowledge; to encourage stu- emphasis these programmes place on a
them to come to their own opinions and dents to reflect on their conditions of life new quality of communicative, dialogical
make their own choices, to develop an and its meaning; and to incorporate a and educational relationship and on new
informed understanding of the world communicative dimension in the tea- ways of student assessment.
around them, to think critically and crea- ching-learning experience,.
tively, to understand the issues under-
lying different situations, to become The particularly innovative elements in
conscious of values and to be able to the Brocca programmes concern the Mario De Pasquale(34)
use information wisely: in short, to make way in which content is chosen; the cen- Chair, SFI Didactics Commission
them able to project themselves into the tral position given to philosophical texts; (Italy)
review of developments in, and the out- studying the principal philosophies that
look for, this teaching method. The disputed them historically and without
situation has recently evolved. The state- acquiring the conceptual and theoretical
ment issued by the special commission skills with which to give them mea-
charged with the reform of secondary ning’(35). De Pasquale argues that this is
curricula – the Brocca Commission, how this profound revision of traditional
named after its coordinator, Beniamino pedagogical practice gives rise to a
Brocca – showed a turning point in the didactic proposal that is at once histori-
methods and content of philosophy cal, oriented towards problem-solving,
courses. Without going into the details and dialogical: the ‘confilosofare’. ‘If the (32) Brocca Commission: ‘Le pro-
here of the proposals made by the com- classroom experience of philosophy poste della Commissione Brocca
(‘Programmi Brocca’),
mission(32), it is interesting to observe occurs within the register of understan-
www.swif.uniba.it/lei/scuola/brocca.htm.
how philosophy teachers and educatio- ding, of rational clarification, of pro- This is a page on the Italian Web Site
nal specialists have interpreted this ‘new blem-solving, then why can the philoso- for Philosophy. On this point, cf. also
Armando Girotti, ‘L’insegnamento
course’ in secondary philosophical phical experience itself not open onto della filosofia in Italia: nuove teorie e
pedagogy(33). disciplines that are equally oriented nuove pratiche; Alcuni riflessioni a
margine del convegno della SFI’.
This is a real turning point in philosophy towards the advancement of understan- Communicazione Filosofica, 13,
teaching in Italy. During the 2003 confe- ding, the search for meaning – be it 2004, www.sfi.it
rence, Mario De Pasquale said that through interrogation or through the (33) Although traditional curricula still
exist in taly, philosophical practices in
‘these past decades of debate over the cognitive approaches of enquiry and the classroom have been consideraby
didactics of philosophy have now made research? There is no need to cancel out influenced by the new directions ins-
pired by the Brocca Programmes as
it clear that there is a false opposition the specificity, the particular richness well as the proposals of the SFI in
between the problem-solving and the and depth of philosophy, by merging it 2000.
historical approaches. Philosophical pro- with literature and art, or by superimpo- (34) Mario De Pasquale,
‘Enseignement de la philosophie
blems are born in the human sphere. sing research methods. The particularity et histoire de la philosophie’.
Classical philosophical analysis has deve- of this intent, the contents, methods and Diotime-L’Agorà, 2, 1999.
www.crdp-montpellier.fr/ressources/agora
loped around problems. It is evident that means of doing philosophy, must all
(35) Mario De Pasquale, ‘Alcuni pro-
the study of philosophy requires know- remain outside of the discussion. blemi attuali in didattica della filoso-
ledge of history, notably in order to dis- Philosophical research methods must fia’. Comunicazione Filosofica, 13.
www.sfi.it. Note also the presentation
cuss and resolve the problems of our remain solidly tied to the thought and by Fabio Cioffi, ‘La situazione della
own time. It is true that one cannot learn rational conduct of research itself. didattica della filosofia in Italia attra-
the encyclopaedic history of philosophy Problems arise from things themselves verso l’evoluzione dei manuali scho-
lastici’, presented at a colloquium at
through the study of historical doctrines and are formulated philosophically the University of Medellin, Colombia,
alone. It is also true that philosophical within the tradition. Students learn to in 2003. This document comes from
the Web site on the teaching of phi-
problems cannot be confronted and dis- recognize, discuss and resolve them in losophy, Il giardino dei pensieri,
cussed seriously by students without class, starting off with reality and www.ilgiardinodeipensieri.eu.
69
CHAPTER II
Box 18
Manifeste pour l’enseignement de la philosophie – A manifesto for the teaching of philosophy (extracts)
Sixth project: Integrate knowledge and should learn about the history of philoso- (2003–2004) is indirectly asking a fun-
learning to philosophize. phy. For example, philosophy has damental question concerning the distri-
Learning to philosophize involves lear- always fed on things outside itself, and bution of philosophy class hours in the
ning to think through appropriating philo- we wouldn’t be able to philosophize the final year of secondary school. There
sophical and non-philosophical know- least bit about science, art or religion can be no question of covering, in the
ledge. In exaggerating, often to the were we not equipped with a solid and space of a school year, all of the philo-
point of caricature, the legitimate dis- precise knowledge about certain funda- sophical problems about the world or
tinctions between thinking and knowing, mental episodes in the history of society that can legitimately be posed,
between philosophy and knowledge, or science, certain artistic and aesthetic or that we all, in one way or another, ask
between the course of a living thought currents, certain religious texts. If philo- ourselves. Nor can there be any ques-
and the wisdom of the philosophers, one sophy is to remain pertinent, we cannot tion of explaining all stages of the his-
winds up rejecting all serious reflection avoid the question of the place it should tory of philosophy, or of covering each
on how to integrate all of these in the give these indispensable elements of of the doctrines that were developed
classroom. For example, in a philosophy knowledge, given that they are not within them.
course organized around particular pro- actually taught in secondary school. In
blems, students cannot take these on asserting that ‘the aim of teaching philo-
seriously without knowing the main philo- sophy in final-year classes is to encou-
sophical options that they have engen- rage students to engage in critical thin-
dered, and through a progressive mas- king and to make rational judgements,
tery of the conceptual distinctions that and to offer them an introduction to phi-
give them meaning. These options and losophical knowledge’, and that ‘these Manifesto proposed by the French group
these distinctions are neither natural nor two goals are substantially united’, and of ACIREPH(37)
spontaneous. They arose in the history that ‘the study of works by the major
of philosophy and can only be encounte- authors is a constitutive element of any
red there. We cannot avoid the question philosophical education’, the French
of what students in an introductory class general syllabus in philosophy
70
PHILOSOPHY: A SCHOOL OF FREEDOM
published in April 2001. We reproduce themes to avoid giving too much impor-
here the parts most directly tied to the tance to knowledge relative to the thinking
dynamic between the historical, pro- process. We’ve moved away from a purely
blem-solving and didactic philosophical thematic or historical organization because
approaches, the sixth project of the such programmes tend to emphasise
Manifesto (see Box 18). knowledge as opposed to the cognitive
process – learning often becomes memory-
Let us close this section with a synthesis of based, and teaching tends to stick to the
these elements developed in a different book and to a predetermined body of data
context. Professor Mauricio Langon of to amass, without any real interest for the
Uruguay proposes an indicative argument. student. In centring the course on its
According to him, ‘the third-year syllabus is content, it becomes impossible to treat pro-
focused on philosophical problems and blems in any real depth, and we end up
draws on readings of philosophers from sacrificing quality for quantity. A problem-
different times and cultures. This pro- oriented course takes into account a uni-
gramme develops a problem-solving que and fundamental characteristic of phi-
approach – with students deepening and losophical thought, which is that any pro-
justifying their analyses – which creatively perly-presented problem involves the whole
integrates philosophy’s beneficial aspects of philosophy, but through argumentation
and its thematic (systems and concepts) and not through an accumulation of
and historical details, without distancing it facts’(38).
from the real interests of the students.
Students focus on concrete philosophical
71
CHAPTER II
Box 19
An illustration of the interactions between philosophy and the sciences
An experiment at a gymnase(41) in the approach, proponents were not trying to losophy and economics and law, philoso-
canton of Bern allows us to observe a give philosophy any role other than the phy and music, philosophy and the visual
number of possible ways that philosophy service of each of the other subject arts, philosophy and modern languages,
can be integrated with different subjects areas: their objective was to illustrate, philosophy and psychology and peda-
in the sciences. The teachers at the for example, the complex reasoning gogy. The fact that students are disco-
Bienne Gymnase are convinced of the involved in the formulation of an explana- vering philosophy through the areas of
importance of this, and have instituted tory or interpretive hypothesis. knowledge in which they have made the
an original way of teaching philosophy in greatest investment, with which they
which students are introduced to the his- A relationship based on dialogue and often have a personal interest in – and
tory of philosophical ideas alongside a reciprocity can be established between which some of them will continue to be
study of various contemporary issues. philosophy and other subject areas, involved with in their professional lives
This method of teaching philosophy in even if philosophy plays the role of a as well – makes for greater motivation in
terms of its interaction with other sub- meta-discourse. This interdisciplinary their analysis. This motivation can help
jects demonstrates to students that the approach highlights the extent to which them to overcome the difficulty of taking
focused approach to reality practised in the history of philosophical ideas is una- on philosophical themes. The detour
any particular academic subject, scienti- voidable, even if its point of departure is through philosophical analysis hones
fic or otherwise, must also be integrated outside philosophy – in the experimental their perception of their own field of study,
into a philosophical questioning of reality sciences, the human sciences or the and many of them become aware of this
as a whole, and of the overall meaning arts. This method aims to arouse stu- during the process.
of our presence in the world. The dents’ curiosity about the classical
method highlights the fact that human canon, to show that these documents
reality cannot be reduced to the single- from the past continue to speak to us,
focused perspective we find in, say, bio- by still confronting us with choices. After Mireille Lévy, Daniel Bourquin
logy, psychology or sociology, or even three years of working under this model, and Pierre Paroz
to an interaction of various scientific the school has come to a largely positive Teachers, School of Philosophy,
viewpoints in a more complex model. In assessment of the interaction between Gymnase de Bienne
proposing this interdisciplinary philosophy and maths and physics, phi- (Switzerland)
72
PHILOSOPHY: A SCHOOL OF FREEDOM
in the process of being born. But Merleau- on evolutionary psychology regarding the
Ponty argues to the contrary,that modern relationship of self and society. The class is
science makes the world comprehensible to asked to study Laborit's image of humanity
us. For example, Einstein’s relativity shows and the world, which is known as natura-
that there is no such thing as an observer lism. This image is frequently defended by
without a location, and that no knowledge biochemists, sometimes unconsciously, and
is complete. An interdisciplinary approach the philosophy teacher will counter it with
that brings together philosophy and physics another. The students take sides and argue
can open students to a new understanding the two positions, first on the level of gene-
of the great texts of the canon by moving ral truths, then with the help of ethics-
from their knowledge and preoccupations based problem-solving, the contribution of
to a better view of the pertinence of the Declaration of Human Rights, or an
philosophical enquiry. examination of the principles of philoso-
pher John Rawls’ A Theory of Justice(42). To
An interdisciplinary approach: finish, the students form a bioethics com-
philosophy and biochemistry mittee charged with setting priorities in
organ donor cases. The discussion and
‘Proof’ is a word much favoured by science debate take off quickly. and those who
students. Science, especially chemistry and take an active part will gradually acquire an
biology, are proven; ethics are not. As such, expanded awareness of rationality.
the means of ‘proving’ non-scientific thin-
king, such as philosophy, religion, poetry An interdisciplinary approach:
and art, tend to make science students philosophy and music
smile. They are aware that many spheres of
existence are exempt from the type of veri- This course is constructed so that solo-
fication used in the natural sciences. taught classes allow for a critical perspec-
However they tend to think that this makes tive of the themes and works studied in the
them matters of opinion – subjective ques- duo hour with two teachers, thus providing
tions, that is, questions of taste and prefe- matter for reflection and analysis. There is
rence. Many science students feel that thus both complementarity and tension
rationality is the monopoly of scientific between the two parts of the approach.
practice: a restricted, narrow concept that Whereas in the music course the accent is
would seem to be ruinous to philosophers. put on Gregorian chant, with texts by
To philosophers, on the other hand, ratio- Boece as support, the solo philosophy hour
nality is understood in quite different carries out Kantian and Pascalian critiques
terms, as a counterpart to arbitrariness and of knowledge. At the same time as the
fanaticism. This is where philosophy’s role theological and hermeneutic approach is
comes in. As the proof-based notion of sketched out on the theme of Johann
rationality corresponds to the general way Sebastian Bach’s St. John Passion, the main
of thinking among these students, then currents of contemporary atheism and their
we’ve no choice but to take it as our star- hermeneutical principles – Feuerbach,
ting point and try to develop it further from Marx, Nietzsche and Freud – are presented
there. Here are two brief historical exam- in the solo class hour. The student is thus
ples. First, the attempt to reconstruct the destabilized, or moved towards the need to
historical aspect of the development of take a position. Such an approach puts the
modern chemistry as a science. During the question of meaning at the heart of aesthe-
eighteenth century, the old alchemical tic emotion. It urges each musician to
model was replaced with a new theory entertain an existential dialogue with the
based on the hypothesis of phlogiston, a musical works.
premise resting on the supposed existence
of a fiery matter liberated upon combustion An interdisciplinary approach:
and the weight of which was thought by philosophy and visual arts
some to be ‘negative’. Following a discus-
sion of this, the students watch Alain Introducing a philosophical approach to
(42) John Rawls, A Theory of Justice.
Resnais’ film Mon oncle d’Amérique, a film students of the visual arts is similar to intro- Cambridge, Massachusetts, Harvard
written to illustrate Henri Laborit's theories ducing it to music students in principle. University Press, 1971.
73
CHAPTER II
Two particularly powerful points in the philosophical teaching methods into other
course should be noted. First is the study of courses or the teaching of philosophical
an icon by the medieval Russian artist, skills. The cross-disciplinary approach to
Andrei Rublev. This is preceded by an analy- teaching philosophy, which is aimed at
sis of images from the press or Benetton developing philosophical skills or reinfor-
advertisements. Students also watch Andrei cing philosophical approaches in other sub-
Tarkovsky’s movie Andrei Rublev. The stu- ject areas, must not be thought of as a
dents, who are often irritated at first by substitute for philosophy as a wholly inde-
having had to sit through the three-hour pendent subject area – a subject that is cen-
long film, begin to construct an analysis of tred on the development of critical thinking
a work that is resistant to any immediate and the intellectual faculties through stu-
understanding, and in the process they dying the knowledge, concepts and history
come to understand the interaction bet- of philosophical thought. Brazil academics,
ween aesthetics and subjective truths. A in particular, stress the importance of reco-
second powerful part in the course introdu- gnizing philosophy as a subject in its own
ces a painting by Pierre Bonnard which by right, and point out the momentum that
challenging the conception of the body as philosophy can in this way give to a greater
objective gives access to the body as lived in interaction between the study of philoso-
the fragile moment of a meeting. phy at secondary and higher levels. They
also emphasize the importance of teachers
One of the questions that arises when we having qualifications appropriate to the
speak of an interdisciplinary teaching stra- different configurations of classes.
tegy for philosophy concerns the co-exis-
tence of philosophy as a separate school
subject, alongside the introduction of
74
PHILOSOPHY: A SCHOOL OF FREEDOM
courses or lessons given to technical stu- (44) Alfredo Reis, ‘La situation de la
philosophie’. Diotime-L’Agorà 1,
dents, it is clear that their objectives, 1999.
content and teaching approach are often www.crdp-montpellier.fr/ressources/agora
Box 20
Introduction to philosophy in Portugal: a meeting place for knowledge and experience
The subject ‘Introduction to Philosophy’ is tal power to it. I would even say that the has a distinctly formative and interdiscipli-
included in the general education group in Education Reform gives it a civilizational nary aspect, and is intended to develop
the tenth and eleventh years of schooling, dimension in the sense that it demonstra- openness to contemporary questions by
with three hours per week of classes. All tes awareness of the importance of having being student-focused, so that students
Portuguese secondary students take two or not having philosophy as part of our edu- can become dynamic agents in their own
years of philosophy. The Education Reform, cation during our youth. The “Introduction learning process.
which stipulates that ‘Introduction to to Philosophy” course was conceived as a
Philosophy’ is the second-most important ‘meeting place for knowledge and expe-
subject of the core curriculum, has given rience, a special place for the emergence
philosophy a level of dignity almost equal to of critical thought, the expansion of
that of Portuguese classes, and accords conceptual fields, the exercise of freedom Professor Alfredo Reis(44)
irreplaceable educational and developmen- and the widening of horizons’. This course (Portugal)
The fundamental difference between this goals come up against the communication
type of teaching and the discipline of philo- of content that can help prepare for subse-
sophy as it is taught in the literary secon- quent university study. In another article,
dary schools – in Portugal a third year of Reis stresses the different skills that these
philosophy, entitled simply ‘Philosophy’, is functions require of the teaching body, and
included in the final year of study in the the difficulty, for teachers of the
humanities, economics, and social studies ‘Introduction to Philosophy’ class, of rethin-
streams – lies where formative and critical king traditional models of the course while
75
CHAPTER II
at the same time avoiding the danger of a Proposals designed to democratize philoso-
simplification of philosophy for students in phy teaching in countries where it is essen-
the vocational streams. It is a matter of tially reserved for secondary schools tend to
ensuring that philosophical categories and inspire the liveliest discussion, particularly
concepts serve the development of the stu- at the point when the courses are being
dents’ character, no matter the academic finalized.
stream in which they are enrolled.
76
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 21
Recognition of philosophy at federal level in Switzerland
The Règlement de reconnaissance des week during the last two years, or, phical skills, sometimes on textual analy-
maturités (RRM)(45) introduced in 1998 finally, as diploma work (TM) for one sis, and rarely on a philosophical disser-
brought about considerable modifica- hour per week during the final year. This tation. The goal remains essentially to
tions in secondary studies in general is done with one or more teachers if the make the students themselves willing
and philosophy teaching in particular. subject is interdisciplinary and results in and able to think philosophically, and to
This field does not appear as a core a ten-page written report and a year-end be inspired by thinkers from the past.
mandatory subject for all students, oral exam. The dominant practice is
excepting, it is true, in certain principally rather historicist in the sense that it is as
Catholic cantons (Valais, Fribourg, Uri, much about learning philosophy as it is Christian Wicky(46)
Schwyz, etc.) where philosophy is a about learning to philosophize, with Secretary of the Secondary Education
mandatory subject, taught during the course content from the Pre-Socratics Philosophy Teachers’ Society
last two years for three or four forty-five- to Sartre being not at all unusual. Given (Switzerland)
minute periods per week. What is truly however the great freedom granted to
new is the federal recognition of philoso- the cantons as much as to schools and
phy’s status, which has had multiple teachers, it is quite difficult to sketch out
consequences, such as the right to phi- a dominant model. All the more so in
losophy for all, obliging all cantons to that even final-year exams are not at all
offer philosophy either as an supplemen- centralized. It is the teachers themsel-
tary option (OC) for two hours per week ves who set the exams for their own stu-
during the last two years, or as a speci- dents. The focus is sometimes on histo-
fic option (OS) for four or five hours per rical knowledge, sometimes on philoso-
consciousness. Nonetheless, the absence reforms regarding the final year of secon-
must be addressed. Philosophy courses are dary school, which have reduced the num-
offered in some secondary schools in the ber of teaching hours of literature and phi-
United States, although they are not pres- losophy to the benefit of the sciences. In
cribed by the national school system. They Burundi, students are taught only a compi-
are in fact complementary courses left to lation of philosophy authors and certain
the initiative of each academic theories. Continent-wide, there is a pro-
establishment, or to the good intentions of blem in the lack of a critical mass of univer-
a few teachers. Rarely will a secondary sity-level teaching capable of ensuring a
school hire a teacher primarily in order to stable presence of philosophy in schools.
teach philosophy. This remains a secondary Through these different situations we see
duty given, if need be, to teachers of other typical examples of the interdependence of
subjects who happen to have some compe- secondary- and university-level teaching.
tence in the subject. On the other hand, On the one hand, the best professors tend
philosophy courses are regularly offered in to be recruited by universities in other
the very prestigious Prep Schools, the regions of the world – Europe and the
jewels of secondary schooling in the United United States, but also China and Australia;
States. on the other, those who remain cannot
manage to attract enough students to gua-
In French-speaking Africa and a number of rantee a minimum number of high-quality
other countries, philosophy is taught accor- graduates and scholars. It is a veritable aca-
ding to the French system, not appearing demic brain drain that not only deprives the
until the final year of secondary school. This continent of its best resources, but also
is true in Mali, and also in Burkina Faso. The shuts off the means to regenerate them.
testimonies we received draw a complex
picture. Writers from Côte d’Ivoire indicate Latin America and the Caribbean
that at the secondary level, philosophy
courses are offered as of the second-last Brazil. The Brazilian example is of great (45) ‘Regulation for the recognition
year of secondary education, but there importance in a number of ways. For one, of secondary school diplomas’.
have been suggestions to introduce philo- it allows us to observe the difficulties invol- (46) Christian Wicky,
‘L’enseignement de la philosophie’.
sophy into the preceding year. In Niger ved in the introduction (or reintroduction, Diotima-L’Agorà, 7, 2000.
there is some discontent with recent rather), of philosophy as an independent www.crdp-montpellier.fr/ressources/agora
77
CHAPTER II
Box 22
The development of philosophy teaching in Brazil
Philosophy has been part of the school subject in 1925, with a frankly encyclo- shape of the courses required to arrive
curriculum in Brazil since the opening of paedic face. The educational reforms of at such a goal, the practical result of
the first secondary school by the Jesuits 1932 and 1942 maintained logic and which has been the inclusion of philoso-
in Salvador de Bahia, in 1553. This said, the history of philosophy. With the esta- phy as a mandatory subject, but under
for more than three hundred years, until blishment of the military dictatorship, the aegis of the states and municipali-
the middle of the nineteenth century, phi- philosophy was once again officially ties. On the one hand, since being exclu-
losophy in Brazil had a clearly doctrinal deleted from the secondary curriculum ded by the last military dictatorship it
character, marked by Jesuit ideology. by Law 5692, and replaced by the new has become a sort of social dream, with
With the arrival of the deeply positivist- subject ‘Moral and Civic Education’ des- the freedom to teach it wedded to
influenced Republic near the end of the igned to guarantee national security and democratic conditions and the existence
eighteenth century, philosophy was to dampen its critical and communistic of a critical and non-authoritarian citi-
removed from the curriculum for the first counter-revolutionary impact. The new zenry. On the other hand, its concrete
time since its inception, because for reform in 1982 brought it back as an situation in the various states is preca-
positivism, science and not philosophy optional subject, a state maintained by rious. Many of them do not include it
constitutes the solid foundation of edu- the last basic legislative directive from among the secondary-level subjects, or
cation. From this moment onward, philo- the Ministry of National Education, num- do so only in a tenuous fashion, for
sophy was caught up in a series of poli- ber 9394, written into law in December example with only one class hour per
tical and pedagogical movements that 1996. In fact, according to Article 36 week during the last school year.
alternated between including and exclu- (Paragraph 1, Sub-paragraph 3), at the
ding it. It was to return in 1901 as a end of secondary schooling students
logic class in the last year of secondary must master, among other things, the
education, only to be withdrawn in philosophical and sociological know- Professor Walter Omar Kohan(47)
1911. It came back again as an optional ledge needed for the exercise of citi- University of the State of Rio de Janeiro
subject in 1915, then as a mandatory zenship. But nothing is said about the (Brazil)
subject matter. For another, it highlights the the Brazilian secondary school curricula.
social and cultural roles that teaching can After numerous legislative vicissitudes,
play in the democratizing of a country. In including a presidential veto in 2001, a
the third place, it makes patently clear the modification of Article 36 of the 1996 law
trouble with training and recruitment of was approved in July 2006 by the Brazilian
teachers in this field. Philosophy teaching in National Council of Education. The new
Brazil has followed the rhythm of the coun- text stipulates that ‘philosophy and socio-
try’s democratization. It was reintroduced logy shall be presented as mandatory sub-
into schools through the teaching reform jects at secondary level’. At the heart of the
law of 1996 after a long eclipse during the debate was the problem of training the tea-
years of dictatorship(48). ching faculty. The difficulty in training and
recruiting philosophy teachers, quite aside
In 2003, a team of scholars from different from its financial implications, was at the
Brazilian universities, under the directorship source of the 2001 presidential veto and
of Professor Kohan, conducted a detailed also of certain measures adopted at the
study of philosophy teaching in secondary provincial level.
schools in Brazil, a study that deserves to be
read(49). The main issue at stake in this In a study conducted in 1998 by the
debate in Brazil, which has been ongoing Organization of Ibero-American States (OEI)
(47) Walter Omar Kohan, for the past few years, is the introduction of and devoted to the philosophy curriculum
‘La philosophie pour enfants’. philosophy and sociology as independent at the secondary level among eighteen
Diotime-L’Agorà 6, 2000.
www.crdp-montpellier.fr/ressources/agora subjects into the secondary curriculum. Latin-American countries(51), we see that
(48) Roger-Pol Droit, Philosophie et Introduced in 1996, the LDB (Lei de ‘wherever philosophy is still taught, the
démocratie dans le monde. Une Diretrizes e Bases da Educação, ‘National educational process put greater emphasis
enquête de l’UNESCO. Paris,
UNESCO. 1995. Education Bases and Guidelines Law’) man- on the history of philosophy than on philo-
(49) Alberto Favero Altair, Filipe dated that students master certain philoso- sophy as such’. Philosophy seems to be
Ceppas, Pedro Ergnaldo Gontijo, phical and sociological knowledge, but absent from the majority of school curricula
Silvio Gallo, Walter Omar Kohan,
‘O ensino da filosofia no Brasil: without requiring that these subjects be in Central America. In Nicaragua, where,
um mapa das condições asuais’, taught in and of themselves. This ambiguity we are told, it ‘has not been taught in
Cadernos CEDES, 24: 64,
September/December 2004. sparked a very lively debate about how secondary since 2000’, we also learn that
www.scielo.br these subjects should be incorporated into ‘the pedagogical trend in curriculum reform
78
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 23
A vision for philosophy... in the Dominican Republic
A study entitled ‘How philosophy and the reinforces values such as honesty, logi- philosophy; and develop training mate-
teaching of philosophy in the higher cal rigour, respect, tolerance and a criti- rials designed for philosophy classes.
levels of secondary school are viewed cal awareness. The study came up with
by first-year students at the Pontifical the following recommendations: create The study also suggested that all school
Catholic Madre y Maestra University, forums to raise awareness of philosophi- libraries should have sections devoted
Santiago’(50) arrives at the conclusion, cal knowledge; offer philosophy courses purely to philosophical texts, and that an
among others, that the course content with anthropological and epistemologi- annual philosophy competition should be
offered in philosophy at secondary cal themes in the final years of secon- established for young people.
school rely largely on memory-based dary school; increase teacher-training;
learning, whereas the teaching techni- emphasize that augmenting the teaching
ques, on the other hand, call upon parti- of-philosophy helps students develop Maria Ireme Danna, Johnny González
cipatory methodologies. Students think values; develop a teacher-education pro- and Ramón Gil, Professors
of philosophical knowledge as a tool that gramme specifically for the teaching of (Dominican Republic)
Haiti. The new National Education and Uruguay. Philosophy is taught in the last
Training Plan (PNEF – ‘Plan national d'édu- three years of secondary school (students
cation et de formation’) aims to improve of fifteen to seventeen years of age), irres-
the quality of education across all levels. In pective of the academic stream taken by
this regard, a reform of secondary schoo- the student. Weekly hours differ according
ling is already in the pilot testing stage. to the option chosen. Mauricio Langon,
More precisely, the need for more teaching National Philosophy Inspector and
staff in the field of philosophy has been President of the Philosophy Association of
pointed out. A significant shortfall of philo- Uruguay, describes the way the subject is
sophy teachers can be expected and can taught in the school system in his country:
lead to an eventual decline in the subject. ‘Since 1885, philosophy has been taught in
the final three years of secondary school,
Paraguay. In response to the UNESCO for three hours per week. We estimate that
questionnaire, we read that ‘educational 60 per cent of students of fifteen to seven-
reform has diminished the subject so that it teen years of age receive at least one year
exists only as a specialized baccalaureate of training in philosophy, and 50 per cent
subject. In the past, technical baccalaurea- receive three years. There is great unifor- (50) Prepared as part of the October
tes included it in at least one year, and two mity in philosophy teaching at the national 2005 programme, in which
UNESCO participated, entitled
for the humanities. Philosophy has thus level, the same curricula, assessment ‘The development of critical thinking
been enormously reduced at the secondary methods, teachers and inspectorates. We through philosophy education
in the Dominican Republic’.
level. But the technical baccalaureates do do not necessarily find this same uniformity
(51) OEI, Análisis de los currículos
offer subjects such as ethics and citizenship in the official guidelines and freedom of de filosofía en nivel medio en
education, sociology and cultural anthropo- teaching tends rather to be increased than Iberoamérica. 1998.
logy, and politics and mathematical logic’. excluded’(52). (52) Mauricio Langon, ‘Aperçu sur la
didactique de la philosophie’.
Diotime-L’Agorà 5, 2000.
www.crdp-montpellier.fr/ressources/agora
79
CHAPTER II
Box 24
Excerpts from the Arequipa Declaration
Assembled at Arequipa Peru for the and enhance the status of philosophy disappear from the current curriculum;
Sixth National Colloquium on Philosophy, teaching in Peru by redefining its core - To express our concern, in the face of
we declare objectives and by outlining rules, adap- the weak interest manifested by the
- That philosophy constitutes a consubs- ted to the reality of each region, for the Peruvian government, for the strengthening
tantial part of the fundamental heritage diversification of the curriculum; and reinforcing of philosophy teaching;
of human reason; - That it is necessary to institutionalize - To recommend that Peruvian universi-
- That our philosophical vocation is a the fundaments of a tradition of the tea- ties and educational institutions, as well
vocation for humanity, its history and its ching and learning of philosophy in Peru. as the Peruvian Philosophy Society,
problems; To this end, the universities and educa- come out publicly in support of the
- That in the face of the expansion and tional institutions should organize acade- necessity and urgency of philosophy for
consolidation of mass consumption, we mic events and exchanges; young Peruvians;
hold that it is necessary and urgent to we decide - To draw the attention of the national
stimulate among our youth a culture of - to proclaim philosophical education for philosophical community to the neces-
the philosophical mind that will enable young Peruvians as an urgent priority for sity of creating a tradition of research
future citizens to build a general unders- the veritable national education of future into and reflection on the teaching and
tanding of humanity and the world; Peruvian citizens; learning of philosophy in Peru, as occurs
- That philosophy enables the training of - to demand that the Peruvian governent in other countries in America and the
the critical mind and freedom of thought, give new support to the teaching of phi- world.
and promotes reflection on humankind losophy in our country’s educational ins-
and its destiny; titutions, and that it not be diluted in Source: http://redfilosofica.de
- That it is indispensable to strengthen other subject areas or be let simply to (Peru)
80
PHILOSOPHY: A SCHOOL OF FREEDOM
that an efficient school system must com- an impact on their mutual evolution. These
bine both the immediate environment and points of contact of one language with
the general international context. In a another, one word with another, one philo-
recent text, Pierre Okoudjou, a member of sophical concept with another, come about
the school for training school inspectors in in and by translation – in the act of transla-
Benin, writes that ‘learning to think, to ting, which is both a manifest act of crea-
speak and to write in one’s native language tion and of reproduction. The translated,
is to give the advent of African philosophy, reflected word does not come from
understood in both the singular and the ‘nothing’ yet at the same time it must say
plural, its best chance’, for ‘once again, something once translated. Any process of
philosophy is to be found in the native lan- reflection upon or contemplation of other
guage and culture’(54). One might question cultures must necessarily be distilled via lan-
the pertinence and limits of these claims, guage. How is one to transpose a word, an
which seem to ignore the beneficial effects idea, a concept from one language to ano-
of multilingualism in many African coun- ther without denying, assaulting, dulling or
tries. But linguistic diversity and multilin- falsifying it? Language both defines and
gualism are, in different ways, among the bears an identity, and at the same time it
major preoccupations of African teachers continually calls on itself to go beyond
and scholars. It is not a simple matter of the itself, its continual evolution is an indispen-
organization of instruction. In an article sable condition for its existence. We can
that appeared in Politique africaine in refer here to a remarkable labour, the fruit
2000, the Senegalese philosopher of many years of work, the Vocabulaire
Souleymane Bachir Diagne clarifies the cog- européen des philosophies – Dictionnaire
nitive – epistemic – issue underlying linguis- des intraduisibles(56). Even though it focus-
tic diversity. He asks: ‘Does language deter- ses on European philosophy, the issues this
mine the logical categories we employ, and book raises and its overall polemic are
our fundamental notions of being, time equally relevant in other regions of the
and so on? What about translation, its pos- world. The book is a powerful invitation to
sibilities and effects? What we might call thought, notably through its vision of the
the philosophical and linguistic question in complex relationships between language
Africa today would benefit greatly from a and thought.
look at the history of translations of Greek
philosophical texts in the Islamic world, and
the way in which these translations turned
Arabic into a philosophical language.
Translating a philosophical problem into
Kanyarwand, Akar or Wolof, three langua-
ges that I speak, never fails to teach me,
first off, something about that language
and the referential system that it constitutes,
and secondly, something about the nature of
the philosophical problem itself’(55).
(54) Pierre-Claver Okoudjo,
‘Comment enseigner aujourd’hui
We can also cite the testimony of a Haitian
la philosophie en Afrique?’ In P.J.
respondent to the UNESCO study, accor- Hountondji (ed.), La rationalité,
ding to whom ‘the St. Francois de Sales une ou plurielle? Dakar, CODES-
RIA, 2007, p.288.
Institute of Philosophy has just launched a (55) Souleymane Bachir Diagne,
review of philosophy teaching, aiming ‘Revisiter la philosophie bantou’.
among other things to teach philosophy in Politique africaine, 77,
March 2000.
Haitian Creole’. www.politique-africaine.com
(56) Barbara Cassin (ed.),
It is in fact very enriching to consider the Vocabulaire européen des
philosophies – Dictionnaire des
porosity that can occur between different intraduisibles [European
languages: in ways they can inflect one Vocabulary of Philosophy: A
Dictionary of the Untranslatable].
another, ways they interact, and other ways Paris, Éditions du Seuil / Le Robert,
their encounters with one another can have 2004.
81
CHAPTER II
Box 25
Moving from one language to another: language and thought
The Vocabulaire européen des philoso- henceforth be held, or we could play the So each entry starts with a knot of
phies: Dictionnaire des intraduisibles pluralism card in making the meaning untranslatable concepts and proceeds
covers fifteen languages of Europe or and importance of differences manifest. by comparing networks of terminology
associated with Europe. The main lan- In this dictionary we have opted for the related to the concept – the distortion of
guages considered are Arabic, Basque, latter of the two, and it has been our which constitute the history and geogra-
English, French, German, Greek, ambition to construct a sort of cartogra- phy of language and culture. This is both
Hebrew, Italian, Latin, Norwegian, phy of European philosophical differen- a new kind of working tool that should
Portuguese, Russian, Spanish and ces by amassing our different transla- prove indispensable to the expanded
Swedish. The book contains 400 entries tors’ expertise. We wanted to explore scientific community presently develo-
and examines 4,000 words or expres- the connection between language and ping, and a guide to philosophical
sions, provided by 150 contributors wor- thought, by drawing from the problems Europe for students, teachers and aca-
king over a period of 12 years. The lan- commonly encountered when moving demics.
guage question is in fact one of the between languages: does mind mean
most urgent problems facing Europe. the same thing as Geist or esprit? Is Barbara Cassin
We could resolve it by choosing a domi- pravda justice or truth? What happens Philosopher and philologist
nant language in which all exchanges will when we translate mimesis as imitation? (France)
82
PHILOSOPHY: A SCHOOL OF FREEDOM
schools for two hours per week. It is cove- Europe and North America
red in the context of other subjects, such as
literature, history, ethics, religious studies, The International Association of Philosophy
civics or science. A holistic approach is Teachers (AIPPh) regularly updates informa-
generally employed. The respondents to tion about curricula and pedagogy on their
the questionnaire emphasize among other user-friendly on-line map of Europe(59). The
points their desire to improve the students’ Amiens school district also offers summary
abilities to come to grips with social and documentation in French on philosophy
economic problems. They indicate the teaching in most European countries.
importance accorded to philosophy tea- Some of this information has been taken
chers in Thailand, be they school teachers directly from the AIPPh Web site, but it also
or religious leaders such as Buddhist includes links to new material on Web sites
monks. that follow specific developments in diffe-
rent European countries(60). What is most
The study provided limited information striking in considering this region is the
from other countries in this region. diversity of educational systems in Europe.
Philosophy is taught in India at the upper
secondary level in years eleven and twelve, Professor Michel Tozzi(61) of the University of
for three to four hours per week on ave- Montpellier in France has identified five
rage, as part of classes in the scientific main co-existing educational paradigms
method and logic, and in history of philoso- within Europe, which allow us to see the
phy courses. In Indonesia, for the moment overall trends at work in this area. What is
there is no plan to introduce philosophy interesting in his work is his objective of
below the university level. Nonetheless, the identifying the pedagogical practices that
Department of Philosophy at the University help to establish philosophy as a school
of Indonesia (UI) has organized secondary- subject in its own right: in other words, to
school competitions on philosophical sub- move from a view of philosophy as a body
jects, particularly in the area of human of texts to an understanding of how philo-
rights. In New Zealand, we are told, there sophy, as a historically and university-based
is no official curriculum in the sense that field of knowledge, can be taught in the
philosophy is not treated as a separate sub- context of secondary education (and now
ject in secondary school. Certain ethical primary as well) – that is, how it can
and philosophical themes, notably to do become a school subject.
with interracial relations, are included in
the history and social studies text books as The dogmatic and ideological paradigm:
well as in language studies. Since This is the teaching and learning of a state
Uzbekistan’s independence in 1991, the philosophy. Philosophy appears as an orga-
education system has been reformed and nized and coherent response to fundamen-
new instructional norms are in place in tal questions about humanity. The focus is
accordance with the Education Law of on its doctrinal aspects – questions are
1997. Philosophy is taught in all years of asked, but their answers are provided,
secondary schooling, with course titles such incontestable by virtue of being based on
as ‘Cultural Identity’, ‘History of World reason. Doctrine is a world view, a theore-
Religions’, The Individual and Society’, tical construct that wants to account for
‘Family Psychology’, ‘Aesthetics’, and ‘The reality and enter into a relationship with
Idea of National Independence and Basic Truth – understood as absolute knowledge.
Enlightenment Principles’. We learn also Students can ask questions to make sure
that in Pakistan philosophy is taught in the they understand the lesson, but any objec-
sixth and seventh years (upper secondary), tions will be used solely to drive the doc-
as an option in the Literature, Economics trine ever more deeply home. Hence the
and Social Sciences sections. Philosophy is use of the term ‘dogmatic’: one cannot call
taught in combination with other subjects the pillars of doctrine into question with
such as literature, history or religious impunity, because it would crumble and fall
studies. without them. This world view is necessary (59) www.aipph.de/euro.html
to the maintenance of global society, and (60) www.ac-amiens.fr
its function is to justify it. That is why there (61) www.philotozzi.com
83
CHAPTER II
84
PHILOSOPHY: A SCHOOL OF FREEDOM
that they entrain – that is, to size up what The decision-making (praxeological) and
is essential and what needs to be resolved ethical paradigm: named to draw attention
in order to think about the human condi- to the aspect of praxis, or action, this
tion, and the obstacles that can get in the concerns learning to act, and not solely to
way of that thinking. The teaching is struc- think, in order to live well and in accor-
tured around philosophy texts as well as dance with values. Doing philosophy invol-
the teacher’s lessons, which present exam- ves consciously adopting a certain ethical
ples and models of rational thinking and of conduct. To focus philosophical education
the concepts in question. Their aim is to exclusively on learning to think would be to
make sense of these questions in such a amputate the subject from a fundamental
way that the students begin to develop for dimension that, as Marx wrote in his essays
themselves an appropriate manner of thin- on Feuerbach, aims not only ‘to interpret
king that will progressively become their the world’, but ‘to transform it’. A histori-
world view. No history of ideas is needed, cal form of this paradigm is the wisdom of
because the concepts, doctrines and cour- the philosophers extolled in antiquity. As
ses are only there in order to prompt the the philosopher Pierre Hadot said, it takes
students to think; dictating an official philo- more than thought alone to illuminate our
sophy is even less welcome, because the understanding of the world. It targets a
goal is the students’ own personal evolu- certain kind of ‘good life’ true to reason
tion. This is the case in France, for example, and leading to happiness, be it through
where the culture must be invested in the judicious pleasure, Epicureanism, or the
positioning of the problems and the exercise of virtue, Stoicism. So in this para-
methodical attempts at formulating and digm philosophy is not just an intellectual
solving them, and where ‘the aim of tea- guide to its disciples, but also a guide to
ching philosophy in the final year of secon- action. We find a modernized notion of this
dary school is to encourage students’ to paradigm in the ethics courses of countries
access the deliberated exercise of judge- such as Belgium, Canada (in French-spea-
ment, to develop a sense of intellectual res- king Québec) and Germany. In Belgium,
ponsibility, to train independent minds from the starting point of an ethical
capable of employing a critical awareness dilemma for example, students must use
of the contemporary world’ (new analysis to learn to clarify and prioritize
curriculum for 2003). values, with a view to judiciously acting
ethically, and without these values being
The democratic and discussionary para- imposed, for they are the result of unfette-
digm: Here as well the aim is problem-sol- red examination. Engagement is a central
ving. What is different is the attempt to link notion here, in both the individual and the
the goal of learning to think for oneself to collective senses.
democratic objectives. Thus in the legisla-
tor’s mind, the teaching of philosophy is The Arab World
included in the prospects of education
towards citizenship or democracy (as it is As a general rule, philosophy at the secon-
put in English-speaking countries), but dary level has a long tradition in North
without being completely subordinated to Africa, and goes back in particular to the
it. The idea is that for democracy as a poli- French school system. Nonetheless, there
tical system to mature, it needs to have a are considerable differences among the
thinking citizenry, that is to say, citizens different countries.
with critical minds who can avoid the
excesses of which democracy is always Algeria. Abdelmalek Hamrouche, Dean of
capable: doxology, majority rule, sophistry, Philosophy Inspectors in Algeria, wrote in
persuasion by any means, demagoguery, 2001 that ‘since the colonial occupation,
and similar. As democracy is consubstan- no Arab country has managed to initiate a
tially tied to debate, which guarantees the pedagogy equivalent to Arab philosophical
right to speech and diversity of opinion, the thought and reality, or even to reconcile
issue is to instinctively consolidate the Western and Muslim philosophy. This state
democratic debate. of affairs has had disastrous repercussions
in the sense that students in this situation
85
CHAPTER II
have but little respect for the course’s evaluation for philosophy training. At the
analysis and profundity, and turn instead to secondary level this is done through com-
whatever is superficial and simple’(64). missions composed of teachers and inspec-
Another inspector of philosophy, Mohamed tors of philosophy. No other authority inter-
Tahari, wrote in 1999 that philosophy ‘is venes in this field, neither religious authori-
considered an essential subject in the arts, ties nor political parties. Only occasionally is
and marks in the subject are given a strong there consultation with political parties or
weighting factor in the baccalaureate exam scientific and professional organizations’.
(factor of five). It also receives a weighting According to reports that we have received,
of two for the sciences, maths and techni- the textbooks used today in Tunisian state
cal streams. Weekly class hours vary schools, and particularly the current text-
according to the student’s academic book for the final year of secondary school
stream. The philosophy curriculum is the and the new student book published in
same throughout Algeria’s forty-eight 2006, give specially attention to the spirit
departments – it is unified. It was put into of pluralism and diversity through their
place by a ministry commission, after selection of texts that cohere to criteria of
consultation, of course, with the speciali- diversity and cultural richness. In this case,
zed inspectors, who meet once or twice per the centralization of teaching materials
school year to discuss different issues in the seems to form a dam against the prolifera-
teaching of this field’(65). tion of doctrinal or proselytizing works. It is
worthwhile noting that, according to
Tunisia. Philosophy teaching in Tunisia has Professor Triki, ‘in secondary schooling as in
benefited from a policy of continuity at the higher education, study of the classics
secondary level. This direction has been occupies an important place. Their texts
confirmed and strengthened through two make up two thirds of the student text-
educational reforms, in 1988 and 2006, book’. Courses run according to the model
which introduced the teaching of philoso- of text and commentary, rather than follo-
phy in the year preceding terminale, in the wing the historical or problem-solving para-
Arts stream at first, and then in all streams. digms. All in all, it amounts to an education
As Professor Fathi Triki, UNESCO Philosophy in reading and textual comprehension
Chair at the University of Tunis, notes in a aiming to develop the essential skills of a
report on philosophy teaching submitted to philosophical education, that is, to develop
UNESCO in 2006, ‘the organization of one’s own ideas on the basis of direct exa-
philosophical studies in secondary and mination of a communicative text. This skill
higher education comes under the central is clearly developed under the tutelage of
public power, because the ministries of the teachers, who, just as for the commen-
Education and Training and of Higher taries included in the texts, are there to
Education are the authorities in charge of orient the students’ reading in one direc-
this subject. Especially at the secondary tion or another. Nonetheless the lesson
level, they contribute to the definition of structure must be underlined over and
the curricula to be taught, they decide on above the central fact of Ministerial compi-
the number of teaching hours to be given lation of the textbooks. As Triki notes, ‘the
to it and the evaluation methods to be prescribed methods have an interactive
used. The Ministry of Education and character where students are no longer
Training also organizes the development of simple receivers but partners who are called
philosophy textbooks’. This last remark to take responsibility for themselves and to
about the oversight of student books could participate in the building of knowledge
be considered perplexing. Nonetheless, he from the basis of the textual aid. Teachers
adds, ‘the role of the public authorities in are trained with this end in mind and a dia-
(64) Abdelmalek Hamrouche, the administration of the study of philoso- logical pedagogy in the sights. Some resis-
‘L’enseignement de la philosophie’. phy is to define the general aims of the tance has been observed among the least
Diotime-L’Agorà, 10, 2001.
www.crdp-montpellier.fr/ressources/agora educational system and student profiles at young of the teachers. Students’ work is
(65) Mohamed Tahari, the end of each year of study. But this does submitted to a formative evaluation which
‘L’enseignement de la philosophie not lessen the role of the educational allows the teacher to properly prepare the
en Algérie’. Diotime-L’Agorà, 1,
1999. authorities, which is to define and to put candidates for their examinations, which
www.crdp-montpellier.fr/ressources/agora into use the content, form and methods of occur in two ways: i) in the third year of
86
PHILOSOPHY: A SCHOOL OF FREEDOM
secondary school, students sit a test in the ‘literature’ and the ‘economics and social
form of separate exercises relating to speci- sciences’ streams. The course is entitled
fic objectives, ii) in terminale, or final year, ‘Basic Principles of Philosophy’. Philosophy
there is only one kind of test: to write a is also taught within literature and ethics
thesis on a given topic. A few sessions may courses. Philosophy is taught in Qatar, we
sometimes be given over to student presen- learn, in the final three years of secondary
tations’. Let us add that the latest reform in school for one or two hours per week.
secondary-level philosophy, which came Finally, responses from Jordan and Sudan
into effect in the autumn of 2006, attemp- indicate that philosophy is not included in
ted to bring the classroom texts into their secondary-school curricula.
alignment with current issues in philosophy
by increasing the amount of time devoted
to modern and contemporary philosophy
from different regions of the world.
87
CHAPTER II
Box 26
The complex relationship with the Other highlighted in a study of four Tunisian high schools
Analysis of interviews with Tunisian interviewees’ image of the West is a aspects of these cultures, but in stu-
students shows clearly the concurrent mixture of a number of different dying their philosophies we are still
frequency of two inferred variables: aspects, with scientific progress, trying to critique them and to adopt
social and cultural obstacles to the atheism, technological power and the whatever suits our thinking and our
practice of philosophy, and the short- colonial past all mixed together. This society, above all because we are
comings in Philosophy teaching in the image remains strongly tied to the essentially a religious society’. We
country. In fact, the structure of philo- collective imagination in terms of pre- have to conclude, then, on the basis
sophy courses seems based on a uni- judice, reductionism and distrust with of these ambivalent attitudes to other
directional model in which discussion, regard to Western philosophy. cultures, that these students are not
seen as a value that emerges from Students can feel inspired to criticize contemplating the values of dialogue
the teaching of philosophical themes, Western philosophical culture, but and communication in their rational
is not given any concrete pedagogical they do so not to rethink particular and critical senses. The philosophy
weight. Interviewee X7 said that ‘in ideas, nor to reveal the limitations or that is being taught is not perceived
class, students try harder to receive what is unsaid in a particular philoso- as a form of analysis that enriches the
than to participate because it is a phical system. Their criticisms serve universality of human thought, in what
heavy curriculum and there’s not more to underline contrasts with the it calls reason or the analytical faculty
enough time. Students are only thin- traditional values of Islam, from which potentially possessed by every human
king about remembering what is being they draw an essential element of being. Imprisoned in the elevation of
taught so that they can use it later. their identity. That is why there is an their own beliefs and a purely utilita-
Given how little time there is, from the ideological cast to the doubts and cri- rian relationship with other people or
moment he or she enters the class- ticism they express. They are acting cultures, the students see in Western
room the teacher tries to dictate the out a withdrawal into the self more philosophical thought only advantages
lesson to us and that’s it’. than a natural openness to philoso- or disadvantages understood in refe-
phy. Consequently the collective and rence to their religious values. That it
Even though the value of openness to conformist ‘we’ that assimilates the is impossible to consider this sort of
other cultures or ideas is something individual wins out over the reflexive relationship with other people or cul-
touched on frequently in philosophy ‘I’, as the students’ comments show. tures as real openness is amply pro-
lessons, the students’ actual images Interviewee X16 said that ‘it is within ven by the contradictions that we wit-
of different cultures or different world the reach of anyone who has studied ness in these students’ comments.
views is not in fact influenced by phi- philosophy to enter into a dialogue
losophical concepts, and instead with Western cultures and to adopt
conforms to narrow traditional views, whatever suits his or her personality, Zouari Yassine
bearing witness to an absence of any society and culture. For example, we Doctor of Sciences of Education
reflexive link to philosophy. Thus the can study the intellectual and literary (Tunisia)
88
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 27
The International Philosophy Olympiads
All students participating in the Olympiads that Asian students are among those who
write their essays in foreign languages. One have achieved the best results at the
can expect that philosophising in a foreign Olympiads.
language opens new dimension for transcul-
tural communication, using philosophy as a Two students and two teachers from each
common intellectual resource. The criteria participating country take part in the IPO
of evaluation are: relevance of the written yearly meetings. Nonetheless, thousands of
text to the chosen topic, philosophical students and teachers throughout the world
understanding of the topic, persuasive participate in national competitions – for
power of argumentation, coherence and ori- example, various national philosophy olym-
ginality. It should be made clear that we do piads. In many countries, the IPO has been
not expect students to just write an essay an incentive and an example that has been
presenting the ideas of a specific philoso- used to instigate national competitions in
pher. Rather, we hope that he or she will philosophy for secondary-school students.
focus on the problem suggested by the quo- Philosophical competitions such as these
tation using all relevant knowledge at hand. are an excellent way to encourage students
Since 1995, the IPOs have been assisted by to develop their interests in philosophy.
UNESCO. In 2001, FISP also became offi- Involving teachers in the long competition
cially engaged supporting the Olympiad. At process also opens new possibilities for
present this engagement involves FISP them to expand their professional compe-
representatives, together with representati- tences, and will certainly help in sending
ves of UNESCO, in the IPO’s Steering Board, positive messages to government decision-
which has a very important task in relation to makers and politicians. Countries participa-
the Olympiads: the final selection of topics ting in the IPO have very different systems of
for the competition. The IPO is one of a very education. In many of them philosophy is not
few educational activities for secondary stu- taught at schools, and preparing students
dents that are international, transcultural for national and then international competi-
and can fully be credited to the initiative and tion in this area requires truly devoted tea-
efforts of the teachers engaged. While chers and strongly motivated students.
European philosophical traditions have domi-
nated so far, the constructive effects of brin-
ging this into an encounter with other philo- Professor Josef Niznik (67) www.philosophy-olympiad.org
sophical backgrounds has become clear in Institute of Philosophy (68) Founded in 1946, FIST is the
many of the essays written at the Olympiads Polish Academy of Sciences world’s most highly placed non-
during the past years. It is very interesting (Poland) governmental organization for
philosophy. Its major aims are as
follows: to contribute to the
development of professional
relations between philosophers of
all countries, conducted freely and
3) Other examples of initiatives at national with mutual respect; to encourage
contact between institutions,
and international levels societies and periodical publica-
tions devoted to philosophy;
collect useful documentation for
The International Philosophy Olympiads where they write a test on subjects selected by
the development of philosophical
(IPO(67)) is an annual international philosophy the FISP. In most cases they will have a choice study; sponsor the World Congress
competition for secondary students that has between sentences or thoughts from well- of Philosophy every five years, the
first having taken place in 1900;
been held since 1993. It was the initiative of known philosophers. The examination is set as promote philosophical education;
Professor Ivan Koley of the Philosophy either textual commentary or composition, to prepare publications of general
interest; contribute to the impact
Department at the University of Sofia in be written in a second language: French, of philosophical knowledge on
Bulgaria. Since 2001 the Olympiads have been English or German. world problems. Members of FISP
are not individual philosophers but
held under the auspices of the International philosophical societies and other
Federation of Philosophical Societies (FISP)(68). Another telling example on this point is that of such philosophical institutions at
the national, regional and
Students are selected from participating coun- the secondary-school philosophy clubs in
international levels. (Excerpt from
tries and invited to the organizing country, Turkey. the FISP web site. www.fisp.org )
89
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Box 28
Secondary school philosophy clubs in Turkey
90
PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
The reciprocal relationship between the The first section relates to a deliberation on
production and the transmission of academic teaching, an approach that today
knowledge, or more simply between research appears to be abandoned, at a moment
and teaching, is at the origin of the forms when academia stands accused of turning in
governing the presence of philosophy in on itself. It addresses the question of bridging
universities. the ever-widening gap between secondary
and further education in a growing number
In further education, philosophy teaching and of countries. However, where philosophy is
research are inseparable. However, there is a actually present in schools, the interaction
considerable diversity of lesson content, between the two levels represents a conside-
depending on the competences of individual rable asset to anchor the development of phi-
teachers, the teachers present within each losophical learning in society and transmit a
department or faculty, the curricula, the conti- vital and rich understanding of current
nuity or multiplicity of the philosophical and debates to students.
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In addition, this section tackles the question is also difficult to ignore. When confronted
of possible developments with respect to tea- with the increased globalization of economic
ching philosophy in universities, which can be competition and the need to share the pla-
combined together under the heading of net’s resources, the continuing presence of
educational diversification, and which are philosophy will depend, to a large degree, on
aimed more at students of other faculties, or the possibilities available to philosophers to
those following other courses, rather than at sustain their profession. There is still a long
students who have chosen philosophy as the way to go, but a diversification in these pros-
main subject of their studies. The same goes pects on an international scale is already
for the internationalization of learning prac- apparent, creating new directions and tech-
tices at the undergraduate and master’s niques in teaching and new philosophical
levels, as well as at the doctoral level. Lastly, specializations, as demonstrated in particular
this first section discusses the question of aca- by UNESCO’s worldwide network of
demic freedom, the very foundation of uni- Philosophy Chairs.
versity activities, which represents a necessary
pre-condition for the development and the The third section presents an overall view of
production of university learning. This free- philosophy teaching at the university level.
dom is currently under threat on a number of This general outline is coupled with a more
different fronts, in particular those related to focused look at some particularly important
the radicalization of cultural and religious philosophical practices and at their underlying
identities or traditional practices. It is also sub- scientific, cultural and social functions, such
ject to various types of political conditioning, as Interregional Philosophical Dialogues or the
to increasing pressure to answer to economic constitution of an International Network of
considerations and, in a somewhat subtler Women Philosophers; two global initiatives
manner, to the creation of academic climates recently inaugurated by UNESCO.
that have an effect on how teachers and
researchers carry out their professional activi- The chapter is constructed around the ques-
ties. By virtue of its general nature as a theo- tion of the relationship between philosophy
ry concerned with different forms of know- and freedom: because, in its role as funda-
ledge, philosophy today appears particularly mental condition for plural intersubjectivity,
vulnerable to these external pressures. freedom remains the raison d’être of all philo-
sophical teaching.
The second section relates to the questions
and issues caused by the confrontation of phi- In this context, the complex and often difficult
losophy with emerging challenges. The ans- relationship between the universalism of rea-
wer to the challenges posed by modernity lie son, as endorsed by any philosophical rationa-
in the free exchange of ideas. It also depends lity, and the diversity of cultural traditions sur-
on communication and dialogue among rounding it, represents a crucial issue for phi-
people and cultures. Intellectual co-operation losophical learning. But philosophy must also
on an international scale represents an extra- avoid the danger of being reduced to the role
ordinary opportunity for researchers from dif- of a mere accessory to prevailing political
ferent backgrounds – who do not always movements, at the risk of being stripped of its
have the possibility of comparing their respec- own specifically abstract nature – which pre-
tive theoretical approaches. vents it from being identified with the contin-
gencies of any particular cultural denomina-
This is especially the case, also thanks to the tion. Philosophy is, by nature, enduringly par-
UNESCO initiative, with philosophical com- tisan in the way it chooses one ethos rather
munities that in the past have been only able than another, and not one party rather than
to meet together for conferences or conven- another.
tions, but are now free to meet unfettered by
any mediating influences, thus embracing
new directions of thought in a world that is
increasingly multipolar.
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PHILOSOPHY: A SCHOOL OF FREEDOM
Methodology
Several methodological questions arose at analysis through synthesis documents d e a -
the time this chapter was drafted. On the l i n g w i t h v a r i o u s p ro b l e m s f a c i n g
one hand, the very nature of this work led p h i l o s o phy teaching, including contribu-
to thinking initially about the level of gene- tions from UNESCO Philosophy Chairs. The
ral information it should incorporate. qualitative reports we received were, for
Baring in mind the extent of this document, the most part, integrated into this chapter.
it proved difficult to deal in detail with These analyses are invaluable in that they
every system of tertiary education throu- relate directly to the experience of research
ghout the world. In addition, the objective professors while placing them into a much
was as much to establish a state-of-the-art broader context. This flood of responses
analysis of the place of philosophy in higher gives rise to an initial observation. The
learning today as to identify future pros- UNESCO investigations represent an oppor-
pects, thereby putting the assembled data tunity for researchers to consider the state
to the service of a body of considerations and evolution of teaching practices in their
and suggestions on the directions to take respective fields, and to make their voices
and actions to consider. As for the sources heard through an organization able to
used, the method was to synthesize the mobilize the international community in
information collected through the study, order to transform these contributions into
whether in terms of documentary resources recommendations destined for national
available to UNESCO or from Internet political authorities. As Josiane Boulad-
research, with a certain reserve relative to Ayoub, UNESCO Chair in Studies of the
the scientific credibility of the information Philosophical Foundations of Justice and
collected in this way. This work of synthesis Democratic Society at the University of
is in no way designed to exhaustively cata- Québec, Montreal (UQAM) wrote: ‘We are
logue the teaching methods present in the pleased to have here a striking example of
world’s different institutions of higher lear- the effectiveness of such investigations in
ning. Reference tools of this kind already their real role as both theoretical and
exist and are easily accessible to all(1). political catalyst’.
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PHILOSOPHY: A SCHOOL OF FREEDOM
Today, this permeability between the two place in research centres and intellectual
levels appears, in many cases, to be in dan- circles, can exert a considerable influence
ger. Where secondary-school teaching is no on their students, and can introduce to
longer viewed as a privileged route to a uni- them the topics approached at these higher
versity career but, on the contrary, is seen levels and the problems they entail.
as an impediment to further career deve- However, it is known that, in a number of
lopment, teaching personnel appear to authoritarian regimes, any relative freedom
have lost their motivation. The UNESCO of research is only possible at the price of a
questionnaire reveals a number of firsthand clear separation between the technical and
reports of this crisis in secondary education the educational settings. The participation
throughout the world. There are certainly of schoolteachers in such debates repre-
circumstances, as in certain African or Latin sents a virtual conveyer belt for ideas that
American countries, where schoolteachers would not normally transcend the circles
regularly take part in scholarly conferences where they are produced and discussed. It
organized in their region. In a majority of is not unusual for university students to be
European countries, this interaction is particularly receptive to heterodox ideas
encouraged through continuing professio- after having been students at secondary
nal development programmes that range school of inspirational teachers who taught
from organized training courses to being them to be open to new points of view.
excused from teaching to attend confe- This point alone highlights the importance
rences which importance is recognized at of including philosophy teaching in secon-
the ministerial level. However, these mea- dary education – and perhaps also explains,
sures appear to be merely palliative. It is at sometimes, its absence.
the level of the university recruitment sys-
tem and in the access that secondary- The example of Québec, concerning the
school teachers have to research-develop- dynamics between secondary and further
ment tools (publications, journals, confe- education, can appear contradictory –
rence papers) that any action aiming at because in Québec, as in the rest of
bringing the two levels closer must be Canada, philosophy is not taught in secon-
undertaken. This is undoubtedly necessary dary schools. However, differences of style,
to slow down the current tendency methods and directions between pre-uni-
towards separating these two levels of versity teaching – represented by ‘General
schooling, either at the academic and Vocational Teaching Colleges’ (CEGEP:
community or governmental level. Collèges d’enseignement général et profes-
sionnel) – and higher academic levels
In addition, exchanges between secondary demonstrate the complex relationships that
and further education often represent an exist between these two levels, and which
important driving force in the democratiza- can be recognized in secondary teaching in
tion process throughout the world. It has many countries at the moment.
often been the case in the past, and conti-
nues to be so today, that intellectual oppo-
sition to authoritarian regimes finds in
secondary-education teachers an essential
means to forming a democratic conscience
(2) French-Canadian secondary
in younger generations. The action of these schools that offer both technical
teachers, when it reflects debates taking and pre-university studies.
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Box 29
A particularly significant development in the interaction between secondary and higher
levels: the Québec model
The conflict that arose from the gradual flight:, energetic, sharp-edged philoso- phical societies; annual gatherings, both
reduction of philosophy teaching hours phically, inventive on the methodological regional and national, where teachers
and the progressive refocusing of curri- and teaching levels. Students are called from all levels of education can exchan-
cula on more applied disciplines in the upon, as part of their philosophical trai- ge and report progress in their activities;
CEGEPs caused a sympathetic solidarity ning, to think critically about housing and numerous new centres and research
to develop between secondary-school conditions, for example, or their demo- groups, generally interdisciplinary but
philosophy teachers, students interested cratic institutions. A few years ago, with a philosophical focus, which are
in philosophy and university-level philoso- secondary-school teachers and universi- very active and often generously subsidi-
phy teachers on a national and internatio- ty professors could count on solid inter- zed by provincial organizations or the
nal scale. active tools. It is relevant to mention the Canada Council for the Arts. Finally,
impressive list of specialized philosophi- there seems to be a fundamental diffe-
Along with an increased awareness of cal journals for philosophy teachers of all rence concerning the teaching content
the social and pedagogical responsibili- levels, including Philosophiques, the between the secondary level – which is
ties of philosophy teaching, now challen- mouthpiece of the Québec Philosophical aimed more at providing courses in
ged to reconcile necessity and freedom, Society since 1974(3). Historically open civics, cultural criticism and a considera-
in the eyes of philosophers, this new- to contributions from secondary tea- tion of the philosophy’s role in society –
found solidarity was to have a powerful chers, this international journal has evol- and the university level, which is more
impact on the place of philosophy tea- ved along with recent changes affecting marked by a technical and professional
ching. This movement had its highs and the philosophical and social circles of approach to philosophy.
lows, but it stimulated the organization of Québec’s intellectuals. Wanting to be University teaching is primarily an acade-
numerous conferences and workshops; more ‘academic’, the journal more or mic activity, whereas secondary-level
the inauguration of new, more confronta- less deliberately stopped publishing teaching is first and foremost a social
tional, associations that focused more articles written by school teachers, and procedure. This state of affairs affects
on pedagogy than on theoretical discus- turned themselves more clearly towards the direction teaching takes within each
sions and brought together young secon- the British and American tradition in sup- context, especially on the theoretical
dary-level philosophy teachers; the crea- porting the organization of special edi- level, in which the secondary-school envi-
tion of new, lively journals; and the publi- tions, connected more to collective than ronment is more sensitive to socio-cultu-
cation of new teaching manuals and to the traditional subjects of a journal. ral developments than its academic equi-
compilations of traditional texts with valent. Although this situation is still evol-
accompanying notes, for the most part This tendency, which began five or six ving, secondary-school practice conti-
collective works. years ago, has largely contributed to nues to be inspired predominantly by the
increasing the division that began in the French or German traditions, while uni-
Lastly, attempts have been made to re- 1990s between the different levels of versities are leaning increasingly towards
take the offensive, by moving into new philosophy teaching in Québec and the the English–U.S. philosophical tradition.
areas in secondary education that up to respective schools of thought from
now had been excluded from philosophi- which they drew their inspiration. is it not
cal teaching. For example, religious stu- astonishing to see, as we mention
dies having been affected by the secula- above, secondary-school teachers crea-
rization of school commissions, it is ting their own philosophical journals, with
understandable that secondary-school a teaching focus, reflecting their scienti- Josiane Boulad-Ayoub
philosophy teachers are currently trying fic concerns and their traditional philoso- UNESCO Chair in Studies of the
to influence the teaching of ethics and phical references, as well as new asso- Philosophic Foundations of Justice and
civics. All these activities and projects ciations satisfying their more practical Democratic Society at the University
lead to a very positive conclusion: the interests? Moreover, other forums for of Québec in Montreal
taking up of philosophy teaching is in full exchange have been developed: philoso- (Canada)
(3) www.erudit.org/revue/philoso/
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PHILOSOPHY: A SCHOOL OF FREEDOM
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CHAPTER III
and results of research undertaken by teaching and research, they often mean
research professors are normally reflected that students should be taught only by tea-
in the contents of their lessons, whether on chers who are at the cutting edge of resear-
the level of individual teachers or on the ch in the subject. It is this extreme claim
level of their administrative and curricula that is rejected by the government, on the
units: departments, institutes or faculties. grounds that most undergraduate teaching
This means that the persistence of traditio- is not done by leading experts in the sub-
nal methods of thought or research, which ject taught, and that much state-of-the-art
can sometimes characterize the same insti- research is too difficult for undergraduates
tution for several generations, is expressed to understand. Obviously teachers need to
through teaching but also finds a means to have up-to-date knowledge of what they
perpetuate itself, because students trained teach; but such knowledge does not pre-
in a given tradition will have a tendency to suppose active involvement in research.
prolong that tradition through the mecha- However, if it is accepted that high-level
nism of co-optation in which they will be university teaching can take place in institu-
selected when the time comes to renew the tions where there is no research, the
teaching corpus of the institution. But Humboldtian ideal of the indivisibility of the
beyond course contents, there exists a research and teaching mission of the
second method whereby research work university will be lost’(5).
exerts an influence on teaching. The repu-
tations of a department’s members play an Even in systems in which one could imagi-
important role in the choices students ne a very clear separation between tea-
make when selecting which university to ching and research, such as the American
attend. University recruitment policies take model, which presents a clear divide bet-
this capacity to attract students into ween undergraduate and graduate studies,
account. However, a research professor’s the passage of teachers from one level to
renown is only partly built through his or the other is often dependent on results
her qualities as a teacher, being derived pri- obtained in their research activities.
marily from research work and scientific
prestige, rather than teaching experience. Particular modalities
The need to improve the connections bet- Sometimes there is an intermediate stage
ween teaching and research, to increase between the secondary and higher levels,
their influence on each other and the where philosophical teaching often occu-
cooperation between them, has been the pies a position of distinction. This pre-aca-
subject of a number of debates at the aca- demic level acts as a preparatory school for
demic and the institutional levels. In the entry into university. Examples can be
current debate over the connections bet- found in the CEGEPs in Québec and in
ween teaching and research in higher edu- some other states of Canada and the
cational establishments in the United United States, the Ciclo Básico Común
Kingdom, a text posted on the Web site of (CBC) in Argentina, which in 1985 became
(4) www.heacademy.ac.uk
the UK Higher Education Academy presents a prerequisite for acceptance into the
(5) ‘Case studies linking teaching
and research in philosophical and the problem in the following terms: ‘Ever University of Buenos Aires (UBA), and the
religious studies’. Higher Education since the publication of the 2003 White preparatory classes for the French grandes
Academy, UK, August 2006.
http://www.prs.heacademy.ac.uk/
Paper on higher education(4), there has écoles (France’s elite higher-education esta-
projects/researchlink/index.html. been widespread debate as to whether tea- blishments, which are outside the mains-
(6) These pre-university establish- ching is better conducted in the context of tream framework of the public universities
ments are present in several
Canadian provinces (Québec,
subject research. In general, academics system). These preparatory courses are
Alberta, British Colombia and believe that it is; the government believes usually attached to higher education, on
Ontario) and American states
(Ohio, Kentucky, Florida,
that it isn’t; and educationalists believe that which they depend. Within the Québec
California, Illinois). The students there is no empirical evidence either way, educational system, the CEGEPs act as an
enrol after completing six years of but that teaching is likely to be better if intermediate collegial level between secon-
primary and five years of seconda-
ry schooling, at the age of seven- there is a deliberate strategy for linking tea- dary and higher education, fitting adminis-
teen or eighteen. Approximately ching and research at the institutional and tratively into the higher-educational sys-
40 per cent of seventeen or eigh-
teen year olds in Québec attend departmental level (…) When academics tem(6). Since the reform of 1993, philoso-
such schools. www.fedecegeps.qc.ca say they believe in the link between phical teaching in the CEGEPs saw a
104
PHILOSOPHY: A SCHOOL OF FREEDOM
105
CHAPTER III
business school, in the other countries perceived as sound, stable and only in
mentioned philosophy actually is taught. In certain particular cases as threatened by
Burundi, philosophy courses are obligatory ministerial or academic policies. A majo-
for all first-year students. Departments of rity of respondents (56 per cent) noted a
philosophy are present in a majority of the tendency to increase philosophy tea-
universities in South Africa, just as in ching at the higher level – data that must
Jordan, in Burkina Faso and in Uganda. be cross-referenced with the 70 per cent
International calls for professors in the of researchers who do not see any real
Department of Philosophy of the University threat of a reduction and the 85 per cent
of the United Arab Emirates have also been that exclude any danger of suppression.
posted recently. The University of El In Bolivia, it is revealed that two institu-
Salvador offers a licenciatura (Bachelor of tions offering this discipline have plans
Arts, or B.A.) in Philosophy as well as a for improvements in the near future. In
maestría (Master’s, or M.A.) in Human Cameroon, a doctoral school of philoso-
Rights and Peace Studies. As for Viet Nam, phy is in the process of being created.
the Web site of the undergraduate philoso- From Indonesia, we learn that teaching
phy programme of the National University philosophy is now regarded as important
of Hanoi clearly shows the lesson content at the university level. At the University
taught there. With regard to Monaco, of Indonesia (UI) philosophy teaching,
higher education follows the French univer- particularly in fields such as the philoso-
sity education system. On the other hand, phy of science, is obligatory. In Lebanon,
no instances of teaching philosophical sub- we can see a notable increase in the
jects are mentioned at universities in the number of philosophy courses at univer-
islands of the South Pacific. sity level, and the introduction of a major
in philosophy. In the Russian Federation,
An assessment of the presence of philo- a teacher at the Academy of Sciences
sophy in universities and other higher- indicates: ‘Over the last fifteen years,
educational establishments throughout new philosophy faculties have been
the world implies the need to constantly founded in both established and new
consider the diversity of philosophical universities. A recent example is the
courses. Often, philosophy is introduced Higher School of Economics, one of the
through specific topics, such as human country’s most renowned higher educa-
rights, religious, social or political stu- tion institutions, which established a
dies. In addition, lessons are not neces- faculty of philosophy in order to put it
sarily organized in philosophy depart- on an equal footing with the more tradi-
ments or institutes, and have only a limi- tional universities’. In Lesotho, ‘the
ted presence in certain faculties. Courses National University of Lesotho expanded
in the philosophy of art, philosophy of its Department of Philosophy and exten-
science, music or law, environmental ded this teaching to other communities
ethics or business sometimes form part outside the university – including pri-
of the curricula in professional faculties, sons, the police force and the Ministry of
without ever being grouped within spe- the Interior’. This embracing by philoso-
cifically philosophical institutions. phy of the public sphere can be seen in
other countries, such as Turkey, where
Although certain countries do not teach the philosophical teaching of human
philosophy as a discrete subject, philoso- rights in prisons is practiced, or Uganda,
phy is in fact entirely absent from almost where the Department of Philosophy at
all levels of education in others. These Makerere University, the country’s main
are: Dominica; the Maldives; the university, offers professional positions in
Marshall Islands; Oman; Saint Lucia; the public administration. Doctoral stu-
Saint-Vincent and the Grenadines; Saudi dies in philosophy have just been foun-
Arabia; the Seychelles and Timor-Leste. ded in Mali, while in Mauritius they have
just announced the imminent introduc-
According to reactions collected by the tion of a Master of Arts in Indian
questionnaire, in spite of a certain num- Philosophy. An Uruguayan respondent
ber of difficulties, philosophy in universities is recalls that ‘over the last few years, a
106
PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
enhance student learning. The practice is communities and, especially the domi-
not universal, but eighteen (44 per cent) nance of one language or a restricted
reports commented positively on the number of languages, puts the cultural
successful use of this learning resource; diversity of students at risk. We should
three reports particularly praised the be delighted that a student from East
effectiveness and innovation of the Africa can follow courses from the
department’s use of Internet and University of Oregon thanks to the
Intranet resources to enhance the delive- Internet, but it is important to prevent a
ry of courses’. By 2009, 50 per cent of situation where such students can only
the courses offered in the European follow courses provided by American or
Union, across all disciplines, will be avai- European universities. The growth in
lable online, and 80 per cent of students establishments producing distance
will use mobile learning. In the majority courses and their linguistic diversifica-
of American universities, lectures, semi- tion should thus represent one of the
nars or other teaching practices are priorities for the future of this discipline.
already available by podcast. The Another resource related problem lies in
University of California, Berkeley, for the difficulty of access to international
example, puts the majority of its lectures publications. In the changing context of
online, organized by semester(10). On the publication in the social sciences, espe-
University of Oregon’s Web site, it is now cially with regard to journals that the
possible to view interviews and conver- majority of publishers are increasingly
sations with research professors, several editing and distributing in digital format,
of which pertain to the university’s the means of access to these intangible
philosophy department(11). assets represents a considerable prize.
Today, the majority of scientific publi-
Access to online teaching broadens the shers offer contracts for distribution on a
audience for philosophy courses of repu- national scale, allowing library networks
table universities, at the same time allo- and educational establishments to access
wing students in other areas of the all their publications. A shining example
world to have access to an unpreceden- of this is the Brazilian CAPES Foundation
ted diversity of resources. This practice (Coordenação de aperfeiçoamento de
seems particularly likely to play a part in pessoal de nível superior – Foundation
areas where territorial continuity is bro- for the Coordination of the Improvement
ken, such as the Pacific archipelagos or of Staff in Higher Education), an organi-
islands in the Indian Ocean, but also in zation created by the Ministry of
continental areas further away from Education that gives online access to
large university centres. An action in more than 11,000 periodicals in 188
favour of distance learning seems thus higher educational and research
completely desirable, while taking care institutions.
to prioritise two particular aspects of this
phenomenon. Initially, it is obvious that It constitutes a veritable digital portal(13)
the digital divide has not spared the phi- for the world of scholarly publications: a
losophical teaching. In Africa in particu- banner on the home page of their Web
lar, with the lack of documentary site draws attention to the ‘15 million
resources, up-to-date philosophical articles downloaded in 2006’. This is a (9) Subject Overview Report
bibliographies and other reference tools particularly successful instance, but it is Q011/2001. Philosophy, 2001
is exacerbated by an important hold-up by no means isolated. Comparable to 2001. Quality Assurance Agency
for Higher Education.
in the process of computerization. The consortia exist in Germany, through the http://qaa.ac.uk/reviews/
problem seems to stem less from a lack Max-Planck Institute, in Canada through (10) http://webcast.berkeley.edu/courses.php
of access to computer networks than the Canadian National Site Licensing (11) http://oregonstate.edu/cla/philosophy/
engage/index.php
from the lack of availability of a suffi- Project (CNSLP), and the Canadian
(12) Most African researchers
cient quantity of material. Besides, a Resource Knowledge Network (CRKN), in compensate for the lack of local
diversification of teaching sources Greece through HEAL-LINK, in Italy servers by using email provided
by major international services –
appears to be desirable. The dissemina- through the Consorzio Interuniversitario Yahoo, Google, MSN – or dedicated
tion of courses coming from one or a Lombardo per Elaborazione Automatica networks such as Refer.
limited number of philosophical (CILEA, the ‘Inter-University Consortium (13) www.periodicos.capes.gov.br
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PHILOSOPHY: A SCHOOL OF FREEDOM
political loyalty. This is the case when oaths a case of an attack on the freedom to learn
of allegiance or political orthodoxy are in a national, or in any case, public,
imposed periodically on academic commu- context, when students registered in philo-
nities. This can also be in the form of sophy or in philosophical studies are forbid-
prohibition, which one still finds under den, on a national scale, the possibility of
many different circumstances, of taking their research in the direction they
including certain subjects in teaching wish, including secular perspectives or reli-
programmes; the proscription of academic gious criticism.
theories regarded as opposing the ethical
principles approved by the state; or the Thirdly, because philosophy is also critical of
imposition, on a country’s research profes- cultural forms, it has a direct impact on a
sors, of a philosophical orthodoxy with culture’s corpus of traditions. Therefore, it is
which they are supposed to conform. All not surprising that cultural conditionings
these are examples of acts that undermine can also attack the freedom of teaching
freedom in research, teaching and training and research. This is the case when philoso-
in the academic and student community. phical concepts, with their critical mandate,
There is also a more subtle form of pressu- are considered dangerous for a range of
re on teachers and students that is difficult ethical principles or knowledge considered
to detect, and which has been denounced as invaluable to safeguard a certain cultural
by several research professors. This acts, in identity. There are professed cultural identi-
particular, on the political climate establi- ties that have a tendency to see a danger in
shed at the core of an academic communi- philosophy, and feel that protecting their
ty, and takes the form of self-censorship on identity requires considering philosophy as
behalf of the members of this community, a Trojan horse harbouring values conside-
in particular when one touches on political- red as ‘modern’. This situation is especially
ly sensitive or controversial subjects. This difficult because freedom of education and
phenomenon, widely experienced by the freedom to be critical regarding a
researchers having undergone the trials of culture impinges, in extreme cases, on
authoritarian regimes, is visible today even the right of cultural identities to protect
in certain democratic countries, where themselves.
researchers no longer dare to even express
political opinions even in the absence of The monographic course
laws or written legislation forbidding them
to do so. Secondly, there are several cases Any research professor must be free to
where religious conditioning impacts on assign courses on subjects of his or her
philosophical thought, to such a degree choice. This is a principle that must
that it is identified with religious thought – remain immutable, under penalty of
or sometimes, with religious studies – or it menacing the very principle of academic
is destroyed in the name of an alleged freedom. This constitutional practice in
conflict between religious values or morali- European universities, known under the
(14) www.unesco.org/iau/index.html
ty and philosophical concepts. The situation name of ‘monographic course’, seems to (15) The ICPHS is a non-govern-
is all the more delicate in that the borders need some explaining. Indeed, some- mental organization within UNES-
between a spiritual approach to philosophy times there is, in the philosophical curri- CO that federates hundreds of dif-
ferent learned societies in the field
and the imposition of a denominational cula, a juxtaposition of specialized of philosophy, human sciences and
dogma are often blurred. Indeed, several courses in which the curricula does not related subjects. The ICPHS coordi-
nates the international works and
respondents expressed the sentiment that allow for any integration of these subject research carried out by a huge
philosophical learning is in the process of areas, which could allow students to constellation of centres and net-
works of scholars. It favours the
being expropriated by religion, often with form an overall vision of the subject mat- exchange of knowledge among
the more-or-less open support of political ter. Although these deficiencies are not faraway scholars and fosters the
international circulation of scho-
powers. But, on the other hand, is it wise to generalized, they represent a conside- lars, in order to improve the com-
consider religious philosophy simply as an rable problem in a certain number of munication among specialists from
oxymoron? Any philosophical deliberation countries, where it is possible for stu- different disciplines; enforce a bet-
ter knowledge of cultures and of
within the framework of a religious faith is dents to finish their studies with a very their different social, individual and
obligatorily subject to conceptual limits, uneven preparation in the different philo- collective behaviours; and bring to
the fore the richness of each cultu-
without these necessarily constituting a vio- sophical disciplines, and sometimes even re and their fruitful diversity.
lation of academic freedom. Here it is more within a single discipline. There are cases www.unesco.org/cipsh/
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PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
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of other research paths that may be less level, providing that this support does
appealing to some, but are just as likely not purely benefit any particular domain
to give rise to unexpected developments. of philosophical work. While not all phi-
In philosophy, as in research in general, it losophical communities are necessarily at
is impossible to anticipate the constant the forefront of knowledge in their field,
evolution of priorities. All action aimed philosophers remain in the best position
at reinforcing the presence of philosophy to decide what priorities should be given
in research and educational institutions to their research. In addition, we need to
throughout the world should respect this recall that the emphasis on ethics that
principle of self-determination of the has characterized policies supporting
academic community. What seems ancil- philosophy over the last few years is now
lary today can prove to be essential shifting in response to new approaches
tomorrow, hence the absolute require- insisting on the importance of knowled-
ment not to penalize any field of research. ge systems to human and social interac-
tion. This is one example among others
To this end, it is desirable to support the of the reversal of priorities that is typical
activities of philosophical communities of research in philosophy and, in
within countries as on the international general, in all academic disciplines.
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PHILOSOPHY: A SCHOOL OF FREEDOM
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CHAPTER III
‘consequently, many Australians are not work, even if the time it takes to find
quite sure just what ‘Philosophy’ is’, we employment corresponding to their trai-
read: ‘philosophy is, above all, concer- ning can be longer more than in the case
ned with the examination and critical of other careers. Testimonies assembled
appraisal of arguments, and the ability by the questionnaire return a vague
to subject complicated problems to care- concern: the tenuous nature of profes-
ful logical analysis. Any philosophy gra- sional positions does nothing to encou-
duate will have been trained in the skills rage in young people the idea of under-
of critical thinking and the analysis and taking studies in philosophy. ‘There is no
appraisal of arguments. As a result of work for graduates’ explains a Jordanian
their training, philosophy graduates have academic, with a similar sentiment
skills that are valuable in a wide range of coming from an academic from Portugal:
working environments. Major employer ‘there is a lack of availability of work for
groups within Australia are also now holders of philosophy diplomas’. In
beginning to realise the value of skills Tunisia, ‘graduate unemployment’ and
conferred by an education in philosophy. the ‘job market’ are seen as the worst
It is commonplace to say that we live in enemies of philosophical studies. It is in
a time of increasingly rapid change. The Africa that the urgency for employment
specific technical training that students possibilities is the greatest. One respon-
receive, particularly in areas such as dent from Mauritania, commented that
information technology, will become ‘students are not motivated to study phi-
obsolete in a few years. But the ability to losophy because they cannot find work’.
think logically, independently and criti- In Niger, two testimonies denounce ‘the
cally, and to apply that capacity to new absence of employment prospects for
areas and new domains as they emerge, students’, the fact that ‘many students
are skills that will always be valuable in leaving university turn towards other
the future. These are precisely the skills fields of professional activities’ and that,
that philosophy education confers. In within the social sciences, there is a ten-
addition, specific philosophy courses will dency to forsake philosophy to the bene-
have particular value for particular pro- fit of ‘more professionalized paths like
fessions and activities, and can profitably sociology’. A similar remark comes from
be included in those study programmes France, where philosophy is faced with
as electives to enhance employment ‘competition among the social sciences’,
opportunities’. due to ‘a lack of job opportunities reser-
ved for philosophy’. Two Indologists wri-
This range of possible places where a ting from Mauritius say: ‘those who seek
philosophical education could prove work choose other subjects’. However,
valuable also includes all kinds of ‘creati- not all the news is discouraging. Often,
ve’ professions: in the media and in obtaining a philosophy degree is a
cultural institutions. The Department of means to social assertion. In the presen-
Philosophy at the University of tation of the Philosophy Department at
Ljubljana(19), in Slovenia, emphasizes, in the University of Makerere(20) in Uganda,
addition to teaching in secondary a paragraph devoted to career-advance-
schools and research work, ‘jobs in cul- ment opportunities is interesting: ‘The
tural and public institutions, libraries, courses offered in the Department of
publishing houses, newspapers, maga- Philosophy may offer one opportunities
zines, television and other media, wri- to teach in tertiary institutions or to
ting and translating philosophical and serve in the civil service in areas such as
other theoretical texts – as well as jobs the President’s office and ministries of
as publicists and translators in foreign affairs, labour and social welfare,
interdisciplinary fields.‘ gender, culture or community develop-
ment, and with NGOs and other private
The public sphere institutions. Philosophy graduates can
(19) www.ff.uni-lj.si
also serve with the security forces,
(20) Philosophy Department,
University of Makerere The majority of graduates in philosophy particularly within the police force and
http://arts.mak.ac.ug/phil.html eventually derive a living from their the prison system’.
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PHILOSOPHY: A SCHOOL OF FREEDOM
Box 30
What is a UNESCO Chair in Philosophy?
It is firstly a pole of excellence for a and requires in the name of the right to awareness of democratic values and the
living philosophy, based on a tradition philosophy the community of equals in culture of peace.
where modernity is not the repetition of the work of philosophical deliberation.
the same but the invention of the new.
Secondly, it is a privileged forum where A UNESCO Chair of Philosophy, from its
professors, researchers and high-level natural place which is the university, has
students can mingle and exchange the vocation to bring the rigor of philoso- Patrice Vermeren
knowledge. Finally it is a theatre of free phical thought to bear on the problems Professor of Philosophy at
expression of dissensus – in the image of the modern world, and making this University of Paris VIII,
of democracy – which accepts both the available to the greatest number of Director of the Centro Franco-Argentino
pluralism of references and schools, people possible, because this is an de Altos Estudios
seeks a dialogue beyond all frontiers essential element in creating a greater (France/Argentina)
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Box 31
UNESCO Chairs in Philosophy throughout the world
UNESCO currently lists eleven chairs in philosophical knowledge through its of clarifying legislative and institutional
philosophy, or ethics, according to the publications and the development of acts in the domain of ethics and public
title employed. Some of these attest to partnerships so as to strengthen the policies. It organize an interdisciplinary
an expanding energy and activity in their international philosophical community. reflection and debate on the ethical and
chosen field, while others seem less The UNESCO Chair in Philosophy at cultural dimension of policy and develop-
active and sometimes even absent from Simon Bolivar University ment, bringing together personalities
the panorama of international university (Venezuela) promotes actions towards from the worlds of culture, education,
research, at least in so far as the infor- improving standards and conditions for Sciences and arts with personalities
mation that is available concerning their the research and teaching staff within representing the political, economic and
annual activities. the university’s doctoral programme in social circles.
philosophy.
1996. 1999.
The UNESCO Chair in Philosophy at 1997. The UNESCO Mobile Chair Edgar
the University of Chile aims to reposi- The UNESCO Chair in Philosophy at Morin in Complex Thought at the
tion and raise the profile of philosophy in the University of Tunis I (Tunisia) is Universidad del Salvador (Argentina)
the country’s social debates by inciting a one of most active on the network of aims to consolidate the Latin American
critical reflection on contemporary pro- chairs and has the objective to promote and Caribbean region research network
blems. It also proposes to promote com- tolerance and democracy, starting from concerning the philosopher Edgar Morin
munication relations between philosophy research on the various contributions of and complex thought, as well as to pro-
resulting from the academic world and Arab and Islamic scientific and philoso- mote teaching, research and documen-
philosophy teaching practices in the phical culture, and leading to the explo- tation on this subject.
educational environment. With this inten- ration of the various modes of constitu-
tion, the Chair intends to initiate and tion and use of reason and its relation- The UNESCO Chair of Studies of the
implement a diploma (Postítulo) intended ship with the requirements of modern Philosophic Foundations of Justice and
for secondary-school philosophy tea- life. It also promotes intercultural dia- Democratic Society at the University of
chers and expects to promote a philoso- logue by reworking, starting with the Québec in Montreal (Canada) has expe-
phy programme for children, by training Arabic philosophical inheritance and in rienced considerable success in the
teachers of basic education. This chair light of Western philosophical assets, many activities it promotes. By concen-
was also an important participant during concepts to develop an ethic of demo- trating its research in political philoso-
the celebration of World Philosophy Day cratic mutual understanding. phy and in the philosophy of law, this
in Chile, in 2005. chair deliberates on the fundamental
The UNESCO Chair in Philosophy at theoretical questions emerging from cur-
The UNESCO Chair in Philosophy at Hacettepe University (Turkey) contri- rent changes in society, in particular
the University of Paris VIII (France) is butes considerably to the deliberation those relating to discussions around the
very active and committed to a broad on the promotion of human rights in principal prerequisites for democratic
and varied philosophical education, by focusing its activities on research, edu- rights and the reterritorialisation of the
focusing its activity on teaching and cation, teaching and information on phi- socio-symbolic space in the context of
research in the aim of contributing to the losophy of ethics and human rights. This globalization.
development of philosophy in developing chair has been exemplary in particular in
as well as industrialized countries. It terms of devising courses for the 2001.
implements activities that align directly ongoing training of personnel in the The UNESCO Chair in Philosophy at
with the UNESCO Intersectoral Strategy country’s security forces. the National University of Comahue
concerning philosophy, while concentra- and at the Gino Germani Institute of
ting its efforts on its preferred themes of The UNESCO Chair in Philosophy at the University of Buenos Aires
culture and institutions, as clearly Seoul National University (Republic (Argentina) aims to promote an integra-
demonstrated by its project to create a of Korea) develops teaching and ted system of research, training, infor-
European University of Culture. The research activities in philosophy and mation and documentation activities in
objective of this project is to promote a democracy. It encourages international the philosophical domain and, in particu-
space for the intellectual development of collaboration between researchers via lar, in philosophy of science and political
culture directly related to artistic, litera- the publication of a philosophical review philosophy as well as to facilitate colla-
ry and philosophical creation. Humanitas Asiatica, which addresses boration between philosophers, high
the current points of view and problems level researchers and world renowned
The UNESCO Chair in Philosophy of of Asia. It has, in particular, played a cru- teachers from universities and other ins-
Human Communication, at Kharkiv cial role in facilitating the interregional titutions of higher education in Argentina
State Technical University of philosophical dialogue between Asia and and the countries known as ‘Southern
Agriculture (Ukraine) aims at promo- the Arabic world. Cone’ from Latin America.
ting and developing an international net-
work in the field of the philosophy of 1998.
human communication in the perspecti- The UNESCO Chair in Ethics and
ve of an intercultural dialogue. Activities Policy at El Honorable Senado de la
of this chair focus on the distribution of Nación (Argentina) works with the aim Source : www.unesco.org
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PHILOSOPHY: A SCHOOL OF FREEDOM
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human sciences. Philosophy courses are university education is a recent fact, and
also often included in faculties of law, that this is a sign of real progress, other
economic science, social sciences or edu- more worrying tendencies become appa-
cation. Centres for research and philoso- rent. Initially one notes, in certain more
phy teaching are relatively rare, however, advanced countries, a redeployment of
and are almost always to be found scientific and academic resources to the
within humanities faculties. A specific benefit of applied sciences and industrial
aspect of French-speaking African coun- research. This is a result of science policy,
tries is the network of Écoles Normales – often at the national level. Testimonials
institutes of higher learning in the huma- from South Africa report a growing
nities – which are present in almost all disenchantment with regard to philoso-
these countries and often account for phy, which is often regarded as unable to
most of the social sciences and philoso- contribute to the economic and scientific
phy teaching at the tertiary level. They progress of their country. The same atti-
represent an important resource in the tude can be seen in Botswana, where
context of higher education in these one respondent deplored ‘the current
countries. tendency to allocate resources to science
and technology’; in Kenya, where ‘the
Where there is no philosophy depart- preoccupation with profitability and the
ment, we can only deplore the absence. employment opportunities after obtai-
Thus, two research professors in ning a university qualification determines
Burundi expressed the country’s despe- the choice of which subjects are stu-
rate need for philosophy. There is a mar- died’; or in Lesotho, where one
ked absence of any pure philosophy bemoans ‘a lack of sponsors, because
degree course, but according to these social sciences are not as much a part of
testimonials, an Introduction to the government’s priorities as exact
Philosophy course is taught in the first sciences are’. In Nigeria, there is a more
years of all faculties, with philosophy general ‘lack of perception of the value
found in later years in the form of of philosophy’. It is as though economic
courses in logic (in the Faculty of Arts) development has been at the detriment
and ethics (in the faculties of law and of philosophy – a phenomenon found in
economics). Moreover, it is reported that other regions around the world and
philosophy is taught in almost all univer- which represents one possible axis for
sities and its presence is far from dimini- intervention. It is also important to
shing, ‘because a few years ago, it was a underline a stunning lack of documenta-
good as inexistent’. However, the Faculty ry and human resources in almost all
of Arts and Social Sciences of the African countries. This is a known phe-
University of Burundi comprises five nomenon and particularly affects those
departments (African Languages and subjects seen as having a weak economic
Literature, English Language and Literature, impact – such as philosophy, which cor-
French Language and Literature, respondingly suffers from a redeploy-
Geography and History), but philosophy is ment of resources towards other priori-
only offered within the Department of ties. A respondent from Gabon
African Languages and Literature. denounces the negative effects of a
structural insufficiency in terms of the
The testimonies assembled by UNESCO availability of teachers, linked to weak
reveal a general sentiment that philoso- interest in philosophy on the part of stu-
phy is weakening on the continental dents. A ‘teacher crisis’ is also observed
scale in Africa. These reactions are inva- in Mali and Niger, where ‘the teaching
luable, because they offer an overview of profession is being jeopardised by the
how teachers and academics are living contractual formalization of teaching
the evolution of their subject and an and the absence of documentation’.
insight into the place they occupy in the
various African societies. Even though In the Central African Republic, ‘the
respondents from Burundi agree that collapse in the number of students enrol-
the introduction of philosophy in ling in philosophy faculties’ is similarly
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PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
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to take science courses and gain practi- study (27). Let us mention simply the
cal qualifications’ and point out that ‘the numerous academic centres that offer
emphasis on science has led to the mar- philosophy degrees throughout the
ginalization of philosophy and to a spe- country, some of which provide an excel-
cialization of disciplines’. The situation lent level of teaching in uncommon
appears to be extremely complex and places, such as Goa or Darjeeling,
must be elucidated. A specialist in making the Indian philosophical commu-
Chinese philosophy from Thailand ack- nity one of the world’s largest in quanti-
nowledges that the philosophy program- tative terms. India is also the only coun-
me does not ‘equip you to earn money’, try in the world, to our knowledge, to
and that consequently ‘the subject is not have created a national Council of
very popular’. However, Thailand has Philosophical Research (ICPR, Indian
one of the leading schools of logic and Council of Philosophical Research); a
the philosophy of science in Asia, and a support organization for philosophical
very prestigious doctorate in philosophy research which for some years now has
programme is offered by Chulalongkorn played a pre-eminent role in the deve-
University. In the Republic of Korea, lopment of studies on a national scale
too, research professors lament ‘a loss of and has contributed considerably to
interest in philosophy’, and add that embracing international relationships
‘recently, students have tended to take with the Indian philosophical community.
more practical subjects’.
The situation is very similar in Central
The disparity between the perception of Asia, where the wave of interest in phi-
the role that philosophy can play in society losophy education that stemmed from
and the extent of its teaching, which can the process of reconstructing national
also be found in several parts of the identities seems to have been prolonged.
Western world, reflects a characteristic fea- An epistemologist from Kyrgyzstan see
ture of philosophy’s presence in Asia. The no weakening of philosophy teaching
modernizing role that it exerted historically and is delighted at the fact that ‘philoso-
in many Asian countries now seems to have phy courses are taught in all universities
been supplanted by other methods of tech- and institutions of higher education for
nical and scientific innovation. In other all first-year students and others’.
words, although the incidence of philoso- Nevertheless, some changes have most
phy courses appears altogether satisfactory certainly occurred. Whereas in the midd-
within higher-education establishments in le of the 1990s, one of the priorities of
Asian countries, the image that philosophy the FISP consisted in promoting the
has in these societies has altered. spread of philosophical thought to coun-
Philosophy seems to be regarded less and ter the successive sectarian impulses that
less as a key skill towards modernization – arose after the disintegration of the
a role monopolized increasingly by techni- Soviet Union, today the academies of
cal subjects – to become, on the contrary, a Central Asian countries appear more
support for resurgent cultural traditions or, focussed on a political and cultural
in some cases, to become ‘standardized’ reflection aimed at reinforcing the social
within university departments and their reconstruction, and the memory, of their
teaching practices. Testimonials from cultural identities. It is in this context
Cambodia and the Lao People’s that, for example, the Philosophy Faculty
Democratic Republic, however, point to a at the National University of Uzbekistan
substantial deterioration of philosophy tea- fuses together courses in sociology, poli-
ching in their countries, due to the ‘lack of tical sciences, psychology and pedagogy.
qualified philosophy teachers and teaching In the Islamic Republic of Iran, intro-
materials’. ductory courses on Islamic philosophy
are obligatory in all faculties. Lastly, we
The complex relationship between philo- should point out a characteristic pheno-
sophical enquiry and traditional know- menon seen in the majority of countries
ledge is at the heart of philosophy tea- in Asia, namely that postgraduate stu-
ching in India – a country that, on its dies are very often followed by a specia-
(27) http://icpr.nic.in own, requires an entirely separate lized (doctoral or post-doctoral) sojourn
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PHILOSOPHY: A SCHOOL OF FREEDOM
Box 32
The unique support structure for philosophical research in India
Since India’s independence, there has phers and institutions and those of and their relevance to a national
been a persistent demand on behalf other countries; to promote teaching reconstruction; normative questions;
of the country’s intellectuals, expres- and philosophical research; to provide human, environment, social and politi-
sed in different professional philoso- technical assistance and advice for cal philosophy; philosophy of law,
phical and non-philosophical forums, the formulation of projects and philo- logic, linguistic philosophy; critical
to re-examine both ancient and sophical research programmes; and and comparative studies of philosophi-
modern philosophical systems so as to organize and support education ini- cal systems or movements and reli-
to evaluate them and derive from tiatives in research methods. The gions; and philosophy of education.
them new directives for today’s chan- ICPR suggests fields in which philoso-
ging conditions. There is a definite phical research should be promoted The ICPR undertakes numerous activi-
impetus towards an independent and takes specific measures for the ties. It awards research grants, orga-
Indian philosophical identity. development of neglected or underde- nizes symposiums on different philo-
veloped fields of philosophy. It also sophical topics, conferences with
There is a sense of an urgent need, provides grants for the publication of eminent Indian philosophers and
on different levels, to reinforce papers, journals and studies in the more. It grants travel scholarships so
research and philosophy studies in field of philosophy and supports the philosophers can participate in sym-
India. In the mid-1970s, a team of introduction and administration of posiums and conferences abroad,
academics undertook a study of the scholarships and awards for students, organizes an annual competition for
question of reviving India’s philosophi- teachers and others and the develop- young researchers, aged between
cal tradition and suggested that the ment of documentation services and twenty and twenty-five years old, to
government found the Indian Council an inventory of current philosophical encourage critical and philosophical
of Philosophical Research (ICPR). The research, including a national databa- enquiry into the challenges facing
basic idea behind the ICPR was se of philosophers. Moreover, the India. The ICPR also manages an
accepted in 1976, and it was registe- ICPR plans to develop a group of exchange programme between India
red in 1977. Nevertheless, it only young, talented philosophers and to and other countries to facilitate the
became active in 1981, under the encourage research among young flow of ideas among philosophers. It
presidency of professor D. P. philosophers in general. On request, it publishes a quarterly journal of philo-
Chattopadyaya. The principal func- advises the Indian government on sophical works from academics and
tions of the ICPR are: to review questions concerning philosophy tea- researchers working within the ICPR,
advances in and coordinate the activi- ching and philosophy. In accordance as well as analytical publications
ties of philosophical research, and to with these considerations, the ICPR containing creative interpretations of
encourage interdisciplinary research has indicated areas of priority in traditional Indian texts.
programmes; to promote research research, such as the theory of truth
collaboration between Indian philoso- and knowledge; Indian cultural values Source : http://icpr.nic.in
abroad, generally in the United States or these countries. Firstly, the force of
in Western Europe. This tendency is attraction their recruitment policies exert
being reversed in the case of China, upon the international scene. Today,
which has even established a public Australia and, in a lesser measure per-
agency aimed at repatriating researchers haps, New Zealand present excellent
from abroad, but it still remains wides- possibilities for an academic career.
pread. Lastly, in Pakistan, philosophy is While young local philosophers largely
taught at the University of the Punjab in occupy this job market, there are gro-
Lahore, the University of Karachi and the wing numbers of Americans, Canadians,
University of Peshawar. These universi- Indians and British among them. An
ties offer doctorates in philosophical increasing number of Europeans with
areas including Western and Islamic doctorates in philosophy are also turning
Philosophy. As for Palau, philosophy is to Australia for their first university post.
taught at higher levels in the form of an In addition, the multiplication of interna-
introductory course to philosophy and tional conferences in Australia and the
religion in Palau Community College. increasingly visible presence of acade-
mics from the region participating in
In Australia and New Zealand, philoso- international academic exchanges is
phy diplomas are available in almost all reinforcing the tendency for these sou-
universities, although it is necessary to thern countries to become important
mention at least two aspects specific to philosophical research centres. The great
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PHILOSOPHY: A SCHOOL OF FREEDOM
has been a considerable reduction in phi- they argue are too focused on Western
losophy teachers following policy deci- philosophical thought. A researcher in
sions to lower financial assistance provi- Croatia sees a positive sign in the fact
ded to universities. Reducing the tea- that several new universities have been
ching of philosophy is probably not the established recently, all of which have
principal goal of the political decision- arts faculties and philosophy depart-
makers – however, this is the end result ments. The questionnaire reveals a gro-
of their decisions and they do not seem wing interest in philosophy in Greece, a
to feel uncomfortable about it’. These country that suffers (paradoxically!) from
various impressions from people working an historical deficit in terms of university
in the field of philosophy teaching must philosophy teaching. This optimism is
be understood in the context of a stan- shared by a respondent from the
dardization process in higher educational Netherlands, for whom ‘faculties of
systems taking place at the moment in philosophy are seen as “Key Faculties” in
Europe (the Bologna Process). Academic Dutch universities – so there is little
degree standards and quality assurance chance of them being closed down’. In
standards are becoming more compa- Ireland, on the other hand, there is ‘a
rable and compatible throughout greater emphasis on “hard” sciences for
Europe. We must consider the presence pragmatic economic reasons’. In effect,
of philosophy programmes within the the European university reforms appear
context of this new teaching organiza- to be accompanied by the promotion of
tion. However, because of the freedom more vocational directions in undergra-
that university establishments have to duate and master’s courses. Several
set their curricula, the situation remains German academics have the impression
extremely diversified. Moreover, the cre- that ‘the alleged reforms of German uni-
dits system, which sees curricula broken versities are favouring technology and
into various subject units, has contribu- natural science’ and argue that ‘for eco-
ted considerably to an increase in the nomic reasons there are fewer philoso-
diversity of subjects taught. phy departments in Germany, and philo-
sophy runs a risk of marginalization
While we cannot go into detail here on a because of the priority these policies
case-by-case basis, an overview of the place on “economic output”. This senti-
responses provided to our questionnaire ment is shared by one university teacher
allows us to highlight certain concerns who evokes: ‘an inadequate understan-
common to all of the university profes- ding of the value of philosophy’, while
sors consulted. These reactions show a another notes that ‘because of decrea-
general concern for the role of philoso- sing financial resources, many of the tea-
phy teaching in today’s society. In ching and lecturing positions have been
Belgium, there is general satisfaction at lost’. One testimony appears to synthesi-
the fact that the University of Antwerp ze, in a rather ambiguous form, this
has recently introduced a master’s vague perception concerning the tea-
degree in philosophy, but some respon- ching of philosophy in Europe: ‘the decli-
dents raise questions regarding the ne has been sizeable, but not dramatic’.
content of philosophy courses, which
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Box 33
The Bologna Process or the construction of the European Higher Education Area
The model recommended by the and coherent systems of higher educa- higher education: among them, Albania,
Bologna Process, which is being establi- tion in Europe, a unit of common measu- Germany, Andorra, Armenia, Azerbaijan,
shed through several university reforms re was introduced in 1998, called the Belgium, Bosnia-Herzegovina, Bulgaria,
in various countries, is based on a two- European Credit Transfer and Cyprus, Croatia, Denmark, Spain,
tier undergraduate–master’s structure, Accumulation System (ECTS), a quantita- Estonia, Russian Federation, Finland,
with a more general undergraduate pro- tive computational tool managed by France, Georgia, Greece, Hungary,
gramme followed by a more specialized each establishment according to the Ireland, Iceland, Italy, Latvia, Lithuania,
master’s programme, followed by a doc- principle of university freedom. The fun- Luxembourg, Macedonia, Malta,
toral level recognized throughout damental principle of this system Montenegro, Norway, Netherlands,
Europe. Although the majority of coun- consists in replacing years or semesters Poland, Portugal, Republic of Moldova,
tries are currently implementing it, this with hours worked as the basic unit for Czech Republic, Romania, the United
model varies from country to country, in measuring university training. One credit Kingdom, Holy See, Serbia, Slovakia,
particular concerning the number of corresponds to twenty-five to thirty Slovenia, Sweden, Switzerland, Turkey
years comprising the first two degree hours of work, and a year is sixty cre- and Ukraine. But the success of the
levels: three then two in Italy, four then dits. Therefore one year’s training is defi- reform, and in particular the ECTS sys-
two in Spain, three or four years, plus ned in terms of the number of hours wor- tem, seems to go beyond the borders of
one or two years for an M.A. in the ked, whatever the effective duration of a Europe. It is becoming a standard of
United Kingdom, and so on. It is, in par- year and the number of lesson hours per reference in international circles and can
ticular, the relationship between the first week. Although this does not settle all be found in several countries throughout
two degree levels that makes the diffe- the problems with respect to specific the world, from Africa to Australia.
rence. The LMD Reform (B.A., M.A., university systems (one thinks for
Ph.D) in France foresees a B.A. in three example of the problems in integrating
years, followed by two years for an M.A. into the new system the years spent in
and three years for a Ph.D., while Italian preparing for the French grandes
reforms introduced two levels for a B.A. écoles), it makes it possible to create Luca Maria Scarantino,
(an initial three years, then a supplemen- European standards of higher education. Deputy Secretary General,
tary two years) followed by a one-year International Council for Philosophy and
M.A. and three years of doctoral stu- Today, more than forty countries are Humanistic Studies
dies. To create comparable, compatible involved in this process of standardizing (ICPHS)
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PHILOSOPHY: A SCHOOL OF FREEDOM
the past. This is a reaction to the the United States there has been a
dogmatism (based on Marxist-Leninist proliferation of interesting approaches to
ideology) of the philosophy teaching that philosophy. Developments in areas such as
was obligatory for all students during the feminist philosophy, African-American phi-
Soviet period. This is a mistaken tendency – losophy or native-American philosophy are
but instead of reforming philosophy tea- notable. At the undergraduate level,
ching to eliminate its dependence on an courses in these subjects and in what has
official ideology, there is an attempt to limit traditionally been called ‘American
philosophy to the philosophy of science’. In Philosophy’, as well as courses in non-
Belarus, one respondent simply states that European philosophies such as Buddhism
‘educational programmes have been redu- or Confucianism, are now far more fre-
ced to programmes in professional speciali- quently offered than they were twenty or
zation’. In Estonia, one academic points thirty years ago – thanks in part to the
out that philosophy is no longer ‘an obliga- great demand for them on the part of stu-
tory course in all faculties’. Although in the dents. Nevertheless, a good number of phi-
Russian Federation the situation of philoso- losophers working in various areas, and
phy teaching cannot be considered at risk, including some of the country’s most well-
one respondent reveals the complexity of known academics, have found that depart-
the problem in recalling that ‘the number ments other than those of philosophy – in
of hours allotted to teaching philosophy particular departments of English and forei-
was gradually reduced. Certain philosophi- gn languages, but also of rhetoric, as well
cal subjects, such as ethics, aesthetics or as law schools, for example – are more
political philosophy, which had been offe- suitable for their interest and give them
red to students in the past – at least as more support’.
optional subjects – are now excluded from
the majority of curricula in educational ins-
titutions. Nevertheless, they can be found
in universities known as ‘traditional’. The
effects of the European reforms are also
being felt. A professor from the Republic
of Moldova argues that the Bologna
Process is responsible for a weakening of
university philosophy education.
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Box 34
Philosophy teaching in higher education establishments in the United Kingdom
Philosophy is offered in a variety of Concerning teaching methods, under- With regard to evaluation methods, they
forms in the U.K. Of the forty-one institu- graduate lectures are supplemented by include written essays and exams. Other
tions looked at, twenty-one offer single- small workgroups. In five cases, tea- methods used in some cases also inclu-
honours philosophy programmes, com- ching in small groups constitutes the de open-book examinations, oral exams,
bined-honours programmes, and post- core of the programme, and lectures are smaller tests taken during the course,
graduate research programmes. either non-existent or supplementary. and group work. A distinct characteristic
Undergraduate philosophy programmes Tutorials exist in 30 per cent of the pro- of one department is the obligatory final
always include courses in analysis and grammes and projects, with individually oral exam, designed to test the stu-
rhetoric, but there is a certain variation supervised projects or dissertations in dents’ oral presentation of ideas and
in the approaches adopted. Philosophy 41 per cent. Other methods of teaching arguments. Overall, 85 per cent of stu-
can be studied in terms of formal pro- include group work, workshops and, par- dents say the evaluation criteria are
perties (symbolic logic) or informally (cri- ticularly in interdisciplinary programmes, clear, they relate directly to the course
tical reasoning). Greek philosophers, team teaching). In 44 per cent of institu- content, and they feel they are well
epistemology, the history of modern phi- tions, learning opportunities are reinfor- understood by other students.
losophy and ethics are often the princi- ced by the Internet and its resources
pal fields of study. Courses dedicated to and, in at least ten cases, particular writ-
non-Western philosophy are rare. ten materials are available on the depart-
Master’s programmes offer a variety of ment’s or the programme’s Web site.
study fields, from general philosophical Postgraduate programmes are based
studies to distinct specialisations. on seminars and tutorials. Two major Quality Assurance Agency for Higher
postgraduate programmes organize Education
courses that combine lectures and a http://qaa.ac.uk
question-and-answer session. (United Kingdom)
If we consider things from the point of and students from other faculties, sup-
view of this disciplinary mix, we have to plementing their training with lessons in
recognize that higher-educational esta- philosophy or logic. The ratio of these
blishments in the United States –colleges different student profiles changes accor-
and universities(29) – have not avoided ding to establishments, but it is interes-
philosophy. The majority have philoso- ting to note that the choice of philoso-
phy departments at the undergraduate phy as a principal subject at the under-
and graduate levels. Moreover, philoso- graduate level sometimes leads to gra-
phy classes are also included within duate studies in other subjects (law, for
other departments. Courses in philoso- example). Teachers are free to teach
phy are less present in community col- exactly what they choose. No university
(29) Historically, the difference leges – establishments that offer two- curriculum is drawn up at the federal or
between colleges and universities in year diplomas, often of a technical nature – state level. However, there is a system of
the United States is that universities
offer courses at undergraduate and but they are not completely absent. accreditation that allows the quality of
graduate levels, while colleges are Course content is not far removed from lessons to be verified and possible gaps
limited to undergraduate courses.
However, this distinction is the standards of Western universities, in the courses proposed to students
becoming blurred and some concerning both the history of philoso- identified(30). The great variety of studies
colleges are claiming university sta-
tus after creating a master’s phy presented and the subjects that the at the graduate level is the trademark of
programme, while others, even discipline is divided into. An Introduction the American system. Graduate studies
after the inclusion of graduate
studies, prefer to retain their
to Philosophy course is generally inclu- are an entire world in itself. In American
time-honoured title. ded. The distinction between major and universities, they represent the real dri-
(30) This is a system based on minor subjects, which is found in all ving force behind the academic process
periodic inspections by expert
independent agencies appointed
undergraduate courses in the United and make an essential contribution to
by educational establishments to States, also influences the relationship their international appeal. Today,
validate the various departments between teachers and students in the approximately one hundred American
against current scientific and
academic standards. Most field of philosophy. Philosophy classes universities offer postgraduate studies in
university or college presidents, usually include , students taking philoso- philosophy, of which approximately one-
but also faculty deans, initiate
these independent assessments phy as their major; students taking philo- third are limited to the master’s level.
regularly. sophy as a secondary, or minor, subject; The huge competition at this level, both
134
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 35
How do we evaluate graduate studies in philosophy in the United States?
What criteria for a possible classifica- contradictions that exist between them. studies. This attitude, commonly indica-
tion? For example, examination results are far ted in contemporary American jargon by
from being infallible indicators of future the expression ‘my way or the highway’
At first sight, quantitative measurements professional success, and departments has an obvious incidence on how we
give the impression of greater ‘objectivi- that accept more students for whom evaluate a programme as well as on cur-
ty’ than qualitative measurements. English is not their first language auto- rent and future philosophy teaching,
However, nobody would support the matically have lower average grades in since it is this that is adopted, or in cer-
idea that the quality of an advanced stu- entry examinations that evaluate oral tain cases rejected, by future teachers.
dies programme in philosophy is directly abilities. However, when we try to devise
proportional to its size. There are other qualitative measures, obstacles imme- The fact that there is an unofficial classi-
quantitative measurements, more diately arise that are at least as formi- fication of advanced philosophical study
convincing for some, such as – just to dable as those encountered in quantitati- programmes in the United States illus-
mention a few – the total number of ve criteria. I certainly do not wish to sub- trates particularly well this alarming
publications, or pages of publications, scribe to the sceptic’s viewpoint, accor- trend. This classification, known as the
written by teachers and/or students of a ding to which no evaluation of quality is Leiter Report, is established by only one
university department; the number of possible in philosophy, but I am not the person, Brian Leiter, who teaches philo-
references to their work in books and first to stress that, more than other dis- sophy and law at the University of Texas
professional journals; the average natio- ciplines, philosophy is distinguished his- (http://leiterreports.typepad.com).
nal examination (Graduate Record torically, and is still distinguished today, There is a general attitude of scorn
Examinations, or GRE) results that philo- by the broad range of styles and towards non-analytical approaches to
sophy departments require for enrol- methods it employs. Hence, it is virtually philosophy, and young students conside-
ment in their courses; the percentage of impossible, or worse still, morally ring a career in philosophy are advised
professors at the university who hold a impossible, to evaluate the quality of all not to interest themselves seriously in
doctorate degree (counting only working philosophies and of all philosophy pro- such approaches. His website is fre-
professors, excluding those who are grammes according to a single crite- quently visited not only by young people
retired or have died!); or the percentage rion. However, there is a persistent atti- in search of simple and quick advice, but
of non-Americans, or members of an tude of intolerance in American philoso- even by administrators of various esta-
ethnic minority or women in the depart- phical circles towards philosophical blishments, who are looking for advice in
ment (since, in the United States, philo- approaches that differ from those that the absence, admirable in my opinion, of
sophy is of all the social sciences the find favour or share our ideals. Be it far any ‘official’ classification.
one most dominated by men). These cri- from universal, this attitude is neverthe-
teria have all been proposed already, but less very widespread and is transmitted Professor William McBride
it is easy to see the objections that to following generations of philosophers Secretary General of the FISP
could be raised to them, as well as the via certain programmes in advanced (United States of America)
between professors (to obtain teaching neither is there any consensus on the cri-
posts), and between establishments (to teria that should be used to define it.
attract the greatest number of students Although the question of the need for
or simply to increase their prestige), such evaluation remains, teaching and
poses an obvious problem when trying research practices sometimes suffer from
to evaluate the graduate programmes on an excessive attachment to such types of
offer. No official ranking or evaluation classification.
system for philosophy courses yet exists,
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136
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 36
The first Summer University on the didactics of philosophy in Algeria
From 18 July to 30 July 1998, for the scientific means of evaluation. This will values. This isolation could be breached
first time in Algeria, more than one hun- make it possible, thereafter, to change by the distribution of high-quality docu-
dred philosophy teachers took part in a and re-establish traditional evaluation mentation; the provision of further
summer school, of which I was the methods. The experiment undertaken by ongoing teacher-training, both inside
Director, in the Hassiba Ben Bouali colle- the wilaya of Skikda during the and outside the country; and the encou-
ge, Algiers. Here is the introduction to 1993/1994 school year, in which the ragement of initiatives such as the
the published summary. didactics of philosophy was tested by Summer University, which enlightened
teachers in their classes, greatly inspi- participants on their responsibilities in
A glimmer of hope. Participants in this red certain aspects of this gathering. their daily practice and led to a reflection
summer school, despite the organizatio- This experimental Summer University in on educational reforms and general
nal difficulties stemming from the topic’s philosophy attained its goals despite the social changes.
isolated nature and lack of framework, material and morale difficulties encoun-
came away with a rather encouraging ini- tered. We hope that future events will
tial education in the important realm of focus on a more scientific education in
philosophy. The participants hope to this field, in view of optimising the sub- Abdelmalek Hamrouche
develop these assets on further occa- ject’s future development, because iso- Dean of the General Inspectors in
sions and to in future organize their tea- lation results in the extinction of creativi- Philosophy
ching and didactic practices using more ty and a decline in society and its human (Algeria)
this major are Ethics, Metaphysics, levels in Arab and Islamic philosophy, and a
Symbolic Logic, Arab Logic, Philosophy of secondary-school level Certificate of
Science, Greek and Medieval Philosophy, Aptitude in philosophy. The Faculty of Arts
Modern Western Philosophy, Theories of and Social Sciences at the Lebanese
Knowledge, Philosophical Problems, University in Beirut also offers a philosophy
Philosophy of Language, and Aesthetics. It specialization at the B.A., M.A., graduate
is also of note that, for some time recruit- diploma (Diplôme d’études supérieures, or
ment at this university has been done DES) and doctorate levels, dealing with
through job offers on the international various topics from philosophy and literatu-
market. re, eastern philosophy, philosophical aes-
thetics and Sufism to the foundation and
In Egypt, philosophy is taught as a separa- epistemology of Arab philosophy. For its
te subject at the higher levels. Its is taught part, the Philosophy Department of the
in the Faculties of Arts, Education and American University in Beirut has a long
Religion as well as in the Faculties of Arab tradition of introducing students to philo-
and Islamic studies, such as in Cairo’s Dar El sophy. The courses offered cover the sub-
Olum faculty. The Philosophy Department ject’s principal domains, ranging from
of the American University in Cairo offers ethics to logic, aesthetics to epistemology.
both a major and a minor in philosophy, Authors and texts studied include Western
and accepts students beyond the introduc- and Middle-Eastern traditions, the Pre-
tory level. Courses tackle questions arising Socratics to Ibn Rushd, and Descartes to
from reflections into religion, ethics, art, Rawls. The university offers a minor and a
politics, science and the theory of knowled- major in philosophy, and also has a master’s
ge. Course titles include: Philosophical programme in philosophy. Several of its
Thinking; Informal Logic; Self and Society; graduates have gone on to careers in jour-
Philosophy of Religion; Introduction to nalism, law, management, education or
Ethics; Political Philosophy; Philosophy and information technology.
Art; Ancient Philosophy; Metaphysics;
Islamic Philosophy; etc.
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CHAPTER III
Latin America and the Caribbean. Peru fears that ‘certain academics in
The first thing we notice when we look fields other than philosophy (for example
at this region is the scattered presence of in the social sciences) want to eliminate
philosophy – with individual instances all reference to philosophy and limit
subject to economic and social research to their own subjects’. Another
constraints. Low wages for teachers and aspect that seems often to characterize
the attraction of young students towards philosophical teaching in the region is
other fields of study are both issues that the call for ‘national thinkers’ and a ten-
came up frequently in contributions to dency to want to build a repository of
this study by researchers from Latin- ‘Latin-American philosophy’, if not of
American countries. However, every outright national philosophies. This
researcher knows the intellectual wealth trend reflects the nationalist urges that
of Latin America’s philosophical commu- periodically traverse Latin America and
nities and the abundant opportunities can be observed, for example, in the
for exchange and co-operation among continent-wide presence of Philosophy
these philosophers and with the rest of Chairs in Latin-American thought, such
the world. In effect, despite numerous as we find in Nicaragua and Cuba. In
structural difficulties, philosophy tea- this context, philosophy courses are
ching seems to receive a certain atten- often, though not necessarily always,
tion from public authorities and speciali- connected to a theoretical movement for
zed associations. In Argentina, we see a ‘localized philosophy’ or ‘localized uni-
that special one-day programmes aimed versalism’, particularly well represented
at improving philosophy teaching are on the South American continent.
organized annually by UBA (the Similarly, a study carried out in 2003 on
University of Buenos Aires) and the how students in secondary school and
Asociación Argentina de Profesores de higher education in Costa Rica percei-
Filosofía (SAPFI). In Colombia, ‘the com- ved philosophy, revealed that ‘in univer-
plex situation in the country and the rest sities, students often quote national
of the world has made philosophy even authors’(33).
more important’. In other countries,
such as El Salvador, Uruguay and From Guatemala, we hear that most of
Venezuela, emphasis is placed on the the efforts currently carried out in favour
political aspects of philosophy teaching of philosophy teaching concentrate on
and the successive repressions and higher education: the state-run
reconsiderations this field has experien- Universidad de San Carlos de Guatemala
ced through changing authoritarian (USAC) and nine private Universities
regimes and a return to democracy. (Universidad Rafael Landívar;
Argentina, in particular, is a country that Universidad Mariano Gálvez of
occupies a considerable position on the Guatemala; Universidad Francisco
international philosophical scene – the Marroquín; Universidad del Valle of
presence of various philosophical socie- Guatemala; Universidad Galileo;
ties, including the FISP, testifies to this Universidad Panamericana; Universidad
political commitment. A respondent Rural; Universidad del Istmo and
from El Salvador says that ‘during the Universidad Mesoamericana) are all loo-
war of the 1980s, philosophy ceased to king into the possibility of establishing
be important because it was regarded as courses or studies in philosophy.
an instrument of subversion’. This is an Moreover, respondents noted that other
observation that can be applied, a academic fields – such as medicine,
contrario, in a good many other coun- management, legal and social sciences,
(33) Álvaro Carvajal Villaplana and
Jacqueline García Fallas, ‘Cómo
tries, where the process of democratiza- and the political and social sciences –
perciben los estudiantes universita- tion saw a spectacular resumption of also include philosophy components.
rios la enseñanza de la filosofía, enrolments in philosophy, and in the Examples of such discipline-related sub-
según sus experiencias en la edu-
cación diversificada costarricense’. humanities and social sciences in gene- jects include: Philosophy of Intercultural
Instituto de Investigación para el ral, where philosophy courses are usually Education, Political Philosophy,
Mejoramiento de la Educación
Costarricense, 2004. taught. This situation seems to generate Philosophy of Central American Regional
http://revista.inie.ucr.ac.cr/ some tension: a phenomenologist from Integration and Philosophy of Law, and
138
PHILOSOPHY: A SCHOOL OF FREEDOM
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140
PHILOSOPHY: A SCHOOL OF FREEDOM
141
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142
PHILOSOPHY: A SCHOOL OF FREEDOM
143
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144
PHILOSOPHY: A SCHOOL OF FREEDOM
145
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Box 37
Call for the constitution of a UNESCO International Network of Women Philosophers
The Social and Human Sciences fight against gender-related discrimi- sustainable intellectual partnerships
Sector of UNESCO, nations and for the defence of the in favour of philosophy.
cause of women in finding their full
Convinced of the crucial and central place in our societies, 2) Asks you all to assist us in giving
place of women in philosophical this initiative its necessary depth by
reflection and their precious contribu- Attentive in particular to the preoccu- responding to this call and thereby to
tion to an insightful understanding of pations of young philosophers regar- kindly send us a list of the names of
the great challenges of our time, ding the evolution of their curricula by women philosophers who work today
encouraging them in earnest to take in research, teaching and for the ope-
Working to associate women to actions part in this network and by inviting ning of philosophical debate to the lar-
undertaken in all fields of competence of their professors and research supervi- gest possible public, as well as send
UNESCO, and in particular those aiming sors to support them in such an us, as far as possible, their contact
at the promotion of reflection and dia- endeavour, details and biographies, so as to be
logue among the different regions in the included, together with references of
world in the spheres of research, tea- 1) Announces the launching on 8 their work, in the database of the net-
ching and debate, March 2007, on the occasion of work.
International Women’s Day, of the
Noting the need to reinforce the par- UNESCO International Network of 3) Invites you to diffuse this call
ticipation of women philosophers in Women Philosophers, assembling the as widely as possible to your philo-
the different activities implemented greatest possible number of women sopher colleagues, acquaintances
by UNESCO in the field of philosophy, philosophers – philosophers/artists, and friends. You will find herewith
and recalling in this regard the provi- philosophers/writers, philosophers/ below the text of this call in the six
sions of the UNESCO Strategy on poets and similar – from all countries official languages of UNESCO
Philosophy, which aims at reinforcing and philosophical traditions, so as to (English, French, Arabic, Chinese,
the networks of philosophers throu- involve them in a dynamic and partici- Russian and Spanish).
ghout the world and encouraging phi- pative manner in the different projects
losophical reflection in all its forms, and activities of UNESCO in the field
of philosophy, and to convey to them
Determined to pursue tirelessly the the support of the Organization in the UNESCO, January 2007
action of UNESCO in favour of the development of interdependent and www.unesco.org/shs/en/philosophy
146
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 38
Interregional Philosophical Dialogues
Through this project, UNESCO proposes The dialogue between these two regions during this two-day event centred on the
to act as an interface for the formation was launched with a brainstorming mee- overarching theme of democracy and
of dynamic networks of philosophers ting held in November 2004 in Paris, social justice in Asia and the Arab world.
from different parts of the world, and back-to-back with World Philosophy Day. In this age of globalization it is indeed
particularly from regions between which Its aim was to provide a space to dis- even more important to look at the ways
there is no tradition of philosophical dia- cuss the issue of establishing a philoso- in which the heritage of Asia and the
logue. Meetings organized within the fra- phical dialogue among scholars of the Arab region has coped with democracy
mework of this programme aim to foster two regions and cultures, the possible and social justice in the past, and how
constructive, free and open–if need be, challenges and obstacles, and the objec- we may work together to find new solu-
critical–dialogue between two regions, tives of such encounters. tions to implement philosophy into prac-
so that the philosophers can exchange tice to promote justice. [… ]
ideas on all of the great questions that The philosophers present at the meeting
interest them. […] Regardless of the underlined the need for an Asian-Arab UNESCO, acting on the strength of its
regions that have been involved, the philosophical dialogue to counter the conviction, is wholeheartedly committed
meetings organized so far within the obstacles of prejudice and fanaticism to actively promoting philosophical dia-
context of this programme have all and to narrow the cognitive gulf between logue. The meetings held so far have
addressed questions such as: […] In the two regions. clearly demonstrated the enormous
what way could philosophical dialogue interest in initiating and strengthening
contribute to the development of the While emphasizing the existence of interregional exchanges among philoso-
study of philosophy? […] Which transcending and universal questions phers from various regions of the world.
themes/problems should such dia- and issues common to the philosophical Unfortunately, at present we lack the
logues focus on? What action plan traditions of the two regions, partici- financial means to bring together all the
should UNESCO take up in order to laun- pants also stressed the importance of philosophers in these regions who would
ch a successful programme of interre- understanding the particularities of like to participate in such conferences,
gional dialogue? What methodologies these traditions and developing a plura- but by acting in cooperation with exis-
could be employed to teach Asian philo- listic conception of philosophy. With this ting forums for dialogue, together we
sophy in different parts of the world, in mind, and in view of a need for philo- can awaken the calling of philosophers
such as Africa and Latin America? What sophers from all regions to critically to break through the barriers of geogra-
types of programmes directed at capa- respond to contemporary problems rela- phy and other dividing lines. […]
city-building and the exchange of ideas tive to the general human condition, par-
could be considered that would offer ticipants agreed that it was essential to
young philosophers a possibility for reci- have a dialogue on such topics as demo-
procal learning? How can an understan- cracy, poverty, social justice, moderni- Extracts from the introduction by Pierre
ding of each other’s traditions of thought zation, terrorism or violence. The inter- Sané, UNESCO’s Assistant Director-
be promoted in the two regions? […] regional conference at the origin of the General for Social and Human
present publication took place in Sciences, to the publication Inter-
In the framework of a philosophical dia- November 2005 in Seoul, Republic of Regional Philosophical Dialogues:
logue between Asia and the Arab region, Korea. In a follow-up to the conclusions Democracy and Social Justice in Asia
two events have already taken place. from the meeting in Paris, discussions and the Arab World.(40)
(40) Pierre Sané, ‘Introduction’, in Inwon Choue, Samuel Lee and Pierre Sané (eds), Inter-Regional Philosophical Dialogues: Democracy and Social Justice in
Asia and the Arab World. UNESCO / Global Academy for Neo-Renaissance of Kyung Hee University / Korean National Commission for UNESCO, 2006.
www.unesco.org/shs/fr/philosophy
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PHILOSOPHY: A SCHOOL OF FREEDOM
149
CHAPTER IV
151
CHAPTER IV
152
PHILOSOPHY: A SCHOOL OF FREEDOM
Methodology
Our purpose here is to imagine how a and what is its future? In tackling these
specific kind of philosophical activity questions we learn from the examples of
might be developed which, while not the diverse practices already instituted in
ignoring academic work, is not itself aca- different parts of the world. Some come
demic but seeks to be deployed in from personal interviews and some from
various forms throughout society. We written accounts of meetings, collo-
shall accordingly be looking at the ori- quiums and other encounters. Their
gins of this need, strongly manifested for main purpose is to inform, to show, to
many years now, to engage in philoso- illustrate, the many ways people approach
phy. We shall also be paying attention to ‘philosophy elsewhere and otherwise’.
the nature of this non-academic tea- These examples and illustrations from
ching of philosophy: how did it begin? such a variety of sources bear witness to
How is it practised? What are the issues the growing importance – and real pre-
at stake? How is it perceived by conven- sence – of such philosophical practices in
tional or academic philosophy? What the world today. Finally, this chapter will
forms can it take? What varieties are draw from these varied experiences a
there? How long has it been around – series of practical ideas and suggestions.
153
CHAPITRE IV
The nature of this need and the reasons for noting that this ‘concern with oneself’ has
it are doubtless heterogeneous and com- always been somewhat at odds with the
plex, as always in this type of paradigm major philosophical doctrines. Although
shift. Rather than analyse its origins, this such doctrines themselves have to do with
chapter represents a study of the forms reality (of the world, of thought or of
that it takes: after all, the desire to ask phi- being), it is generally viewed more as a rea-
losophical questions is utterly natural, as lity that conditions the individual, as oppo-
natural as the desire for beauty. We can, sed to activities involved with the singula-
nonetheless, put forward some suggestions rity of individuals, which were regarded as
as to its origin. Most obviously, this revived more prosaic and less elevating. Even exis-
need to philosophize, to think critically and tential philosophy, although it makes much
creatively, has risen from the collapse (or of the notions of ‘identity’ and the ‘perso-
loss) of numerous traditional ways of life, nal project’, seems more concerned with
whether in terms of ideologies, politics, the universal than with the particular. It is
morals or religion. Even references to tradi- ironic that the founder of Western philoso-
tion involve ‘re-establishment’. Intellectual phy, Plato, who espoused Socrates’ ‘know
life nowadays, especially within the sphere thyself’, hardly ever made use of it as an
of influence of ‘Western’ culture, is largely everyday practice.
a matter of suiting oneself. Even those who
adhere to a particular world-view often Conceptualizing, formulating problems,
claim the right to adopt tailored variants or classifying ideas, generating systems, logic,
autonomous ways of relating to it, either dialectics, critical thought: these are the
for themselves as individuals or for their tasks that have remained at the heart of
particular community: people seek to for- Western philosophical work; the cross-exa-
mulate for themselves the values, aetiologies or mination of the subject behind all this
existential purposes that give sense and exposition has virtually disappeared. Noting
direction to their personal lives. this, indeed, Lacan was led to denounce a
corporation of ‘Filousophes’ for their denial
In this context, ‘thinking’ – philosophy – of the Subject. Here and there in the course
offers a path or a perspective that may be of history we catch a glimpse of the exis-
ideally suited to a real search for such mea- tential notion of philosophy as consolation
ning. This kind of goal is at odds with the (Boethius, Seneca, Abelard), or as concern
academic outlook, in which existential with the self (Montaigne, Kierkegaard,
needs, though not entirely absent, play a Foucault); but these initiatives never made
distinctly less dominant role. A second rea- more than a passing appearance.
son, which echoes the first, is the transfor-
mation of traditional socioeconomic We find another echo of the same modern
mechanisms: these ever-accelerating chan- phenomenon in pedagogy, in a growing
ges destabilize established structures of elevation of ‘thinking’ above ‘knowing’.
identity and force people to look for new Many educational reforms around the
anchor-points and new values. A third world tend - rightly or wrongly, to a proper
consideration is the spread of a popular or an excessive degree - to de-emphasize
psychology in which ‘searching for oneself’ the transmission of knowledge and instead
is set up as a legitimate preoccupation, foster work on appropriation, dialogue and
with the natural consequence of a prolife- analysis. It may be in the form of ‘critical
ration of practices aimed at ‘personal thinking’ exercises, classroom discussions, a
growth’. As a matter of history, it is worth community of enquiry or ‘learning to
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PHILOSOPHY: A SCHOOL OF FREEDOM
learn’, but today’s taste is for the conversa- these motives, for they clearly vary among
tional, subjective, interpersonal aspect of themselves and in some cases are even
knowledge. Demonstration by what is flatly opposed. While there may be simila-
objective and universal has become rity of form and substance among the
somewhat suspect, with the risk, of course, expectations and demands in an absolute
of glorifying the singular instance and the sense, they can nevertheless be distingui-
merest opinion. Personal experience trumps shed quite markedly. We shall try to deli-
thought a priori, it seems. This is the amor- neate a few main categories in this chapter,
phous compost that provides the rooting which should be seen not as corresponding
medium for the present resurgence of a to clearly-defined groups of people but
desire to engage in philosophy. rather as tendencies which overlap but
have different versions or weightings.
What drives this desire? We find many
kinds of motive among those who choose
to become involved with philosophy. It is
surely worthwhile to understand and map
1) Cultural
We begin with the cultural demand for phi- courses which give them a panorama of
losophy, not because it is necessarily the the big issues rather than going into a par-
most important or even the most common, ticular subject in depth; otherwise they
but because it is the most traditional. This is would be taking a more conventional uni-
the driving force behind philosophy in versity course. Among the retirees we often
many Open Universities, Leisure find men and women who have worked all
Universities, All-Age Universities – institu- their lives in some technical, administrative
tions offering courses, lectures or conferen- or other domain that has left them cultu-
ces for the public at large. Those who rally unsatisfied, and who would like to use
attend – mainly housewives and retirees – their leisure to make up the deficiency.
are usually embarking on something of There will also be people who have not had
which they know little or nothing before- a great deal of education but have read
hand but which they feel, as part of a books all their lives or done their best to
desire to improve their general knowledge. educate themselves by their own means,
The homemakers find themselves with a and would now like to engage in the task
little more free time and wonder what use more continuously. Some, for each of these
they might make of it. As they grow older, groups, will go on to more formal or advan-
they might find they want to devote a little ced studies, aiming for the self-esteem that
less of themselves to others (even their nea- comes with a degree. For others, the goal
rest and dearest), and a little more to them- will be their first postgraduate degree.
selves. Some will have interrupted their Open Universities have more recently been
education to start a family, but feel too old looking for ways to overhaul the format, by
now to take on advanced study: an ama- offering more participatory arrangements
teur, generalist format accordingly suits or even workshops.
them very well. Those who attend this kind
of institution very often prefer a wider, less
specific view; they appreciate lecture
2) Existential
In the above category it was knowledge take part in philosophical activities on their
that came first, although the search for it own initiative. There are two reasons for
may of course be connected with other, this, and they have to do with existential
more existential aspects. We find that it is matters. First, it is around the age of forty
mainly those in their forties or older who that people tend to review their personal
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CHAPTER IV
existence for the first time. In economically practical matters to the next generation;
developed societies, this is roughly the start one steps back, one becomes a sage,
of the second half of life, and there may be moving away from the ‘pursued course’,
an attempt to examine what has happened whether that course had been practical
in the first half, namely its benefits, its mea- activity, the conduct of business or the
ning, its value, and so on. People begin to search for worldly pleasure. Depending on
wonder whether ‘all that’ is not rather individual temperament, knowledge and
empty, whether life is perhaps something means, this stage generally begins around
other than an accumulation of small daily the age of forty; but its timing and form
acts. will vary with character and circumstances.
We should also not forget that there are
The second reason, connected with the social and economic situations in which,
first, is that the practical side of life is now even at a considerably greater age, it is
to some extent more settled. The effort to impossible for practical reasons to escape
find a career is over: it is more or less map- the struggle to survive.
ped out. One’s status is fairly established
and it becomes harder to fantasize about To sum, when it is a matter of existential
what one might do or become. On top of quest, philosophical activity generally res-
that, there is a certain mental and physical ponds to a need to understand oneself, to
fatigue; running around to build castles in understand the world better, to think about
the air – even for practical or material the finite nature of existence, to come to
‘rewards’ – becomes less attractive. This terms with an imperfect world, even to
corresponds to the third age of the begin to contemplate death. It is the echo
Brahmanical tradition: the first is apprenti- of this that we find in the popularity of
ceship, the second action, and the third ‘personal development’ initiatives of
meditation. At this point one leaves various kinds.
3) Spiritual
The spiritual quest is very closely connected opposition between the human and the
with the existential one, but with more spe- divine. Its recurring concepts or subjects are
cific formulations and needs, which we can universal one-ness, global harmony and
call ‘metaphysical’. This category may be personal autonomy; a new age in which
considered a special case of the existential humanity is supposed to realize its physical,
quest, but it encounters specific issues if psychic and spiritual potential, in which
only because particular or personal exis- individuals will be themselves and
tence can here be seen as secondary or of limitations will be overcome.
lesser consequence than ontological issues
or more abstract concerns. Philosophy in One of the paradoxes of this sensibility’s
this case is regarded as a substitute for relationship with philosophy is that the
religion, the risk being that it may be seen New Age advocates ‘getting beyond
as a dispenser of truths. The rejection of thought’: that is, it champions intuition
institutional religions, especially because of against conception, which is somewhat
their ritual obligations, rigid hierarchies and contrary to the classic ideas of philosophy.
moral imperatives, has done much to It is, however, possible to see some rela-
encourage this craze. We commonly find tionship with philosophical activity, firstly
quite a marked receptivity among these because the New Age influence is not
groups for New Age(1) ideas and oriental always at its most radical or extreme, and
philosophy. A quick review of this sensibility secondly because new philosophical practi-
(1) ‘New Age’ is a widespread shows it is a syncretism of highly disparate ces are widening the domain of philosophi-
Western spiritual trend of the elements: religious and philosophical, cal knowledge and its cultural references as
twentieth and twenty-first centuries:
its main features are an individualistic Oriental and Western, theological, esoteric well as its paradigms of thought. A consi-
and eclectic spirituality driven by a and animist. Its tendency is to depersona- derable number of ‘cultural Christians’, in
desire to prepare humanity for the
coming of a ‘new age’ of universal
lize the deity and to deify the human being, particular non-practising Catholics, will
harmony. mainly with a view to overcoming the likewise find themselves engaged in
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LA PHILOSOPHIE, UNE ÉCOLE DE LA LIBERTÉ
4) Therapeutic
Another particular form of the existential maintain that it is going too far to
requirement is the therapeutic one. The classify as pathological behaviour which
main difference between the two is that may simply arise from existential pro-
the problem posed in the latter is more blems: for existential problems also may
acute. When the search for meaning on occasion be acute, but can and
takes the form of a pain that is hard to should be addressed by the practice of
bear, when the questioning becomes an philosophy rather than of some suppo-
obsessive dread and doubt paralyses eve- sedly medical discipline. They charge the
ryday functioning, then there is what current climate of ‘psychologism’ with
may be regarded as a disorder verging infantilizing humanity, with a loss of
on the pathological. If a distinction can human autonomy, overblown medicali-
be made between the philosophical pro- zation, regressive reductionism or even
blem and the psychological problem, it is mental consumerism that suggests that
perhaps at the point where there is still everything must be done to ‘feel good’
an ability to reason, to stand back a little and so eclipses the tragic and the finite
from oneself; but it is not so clear or in human existence. The issue brings up
obvious where such a supposed line is to another important question, about the
be drawn. From time to time, for exam- status of rational thought in relation to
ple, philosophy presents itself as a acti- feeling, pain, grief and passion. Should
vity that provides consolation in the face rational thought be regarded as that
of the world’s woes; and even if this is which makes the individual a person, or
not (or not avowedly) its most usual is it on the contrary what stops the indi-
form, it nevertheless remains one of the vidual from being truly alive? There are
possibilities within its scope. Indeed, few, of course, who would take up
some philosophers explicitly work with either of these extreme positions, but
people recognized by the experts as everyone will tend towards the one or
mentally ill – in hospitals, for instance, or the other. As for those wanting to take
in special schools – with a view to recon- part in a philosophical activity, there will
ciling them to their status as thinking be some who find over time that it does
beings. Quite apart from such extremes, answer their purpose and ‘resolve’ their
some people attend workshops or parti- problems or relieve some of their suffe-
cular forms of consultation when they ring, while others will only find
are suffering from difficulties that are themselves back in the same old swamp.
evident even to a non-specialist. In these
various situations one may ask how
much real philosophy can be done in
such cases, or even whether it has any
use or relevance; but the fact is that
some of philosophy’s consumers do
belong to this category. There are practi-
sing philosophers who openly and
directly challenge the unwarranted
appropriation of all mental disturbance
by clinical psychology, psychiatry,
psychotherapy or psychoanalysis, and
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Box 39
Philosophy, suicide prevention and ‘mental illness’
For the last two years I have been a In my own practice as a counsellor with housing estates east of Paris. For two
voluntary counsellor and trainer with SOS SOS Suicide Phénix, I am confronted with hours every seven days, the patients of
Suicide Phénix, a charity founded in Paris what I could, simplifying somewhat, call this day-care hospital meet as a group
in 1976. Thinking about suicide entails two kinds of despair – and despair is the with a clinical psychologist to review their
thinking about death more generally, and only motive for suicide. One is where phi- week, talk about their experiences, both
the history of philosophy offers many losophy, in the sense of reflection on the in the world outside and in the depart-
points of view on this, as well as a meaning of life, is no help at all: there ment in which they follow their courses of
wealth of different approaches. Some are, for instance, suicidal callers who treatment and take part in art and craft
even say, with Montaigne and following despair not through the lack or loss of activities of all kinds. I join them once a
Plato, that the main object of philosophy meaning, but because they do not have month: we start by getting each one in
is ‘learning to die’. Now the Association any occasions of happiness, pleasure or turn to express his or her concerns and
volunteers are not taught the history of joy. The only thing to do in such a case is desires, and then choose a subject for
philosophies concerning death and sui- to help the caller search in his or her life discussion. The patients are very keen to
cide, but new counsellors are put and see whether perhaps some occa- get away from solely psychological
through an exercise in the Socratic vein, sions are being neglected or passed considerations of their unhappiness,
in which each of them tries with help heedlessly by, some of those ‘moments which they find rather too constricting.
from the others, to elucidate his or her of being’ (as Virginia Woolf named them) The ability to connect their individual lot
own stance on death generally and on which he or she finds necessary for ‘life to a broader, more universal issue, as
suicide in particular. The group facilitator to be once more worth the trouble of philosophy has sought to do ever since
(who draws on personal familiarity with living’. Socrates (‘Know yourself and you shall
the history of philosophy) only reformula- know heaven and earth’), has a therapeu-
tes, clarifies, connects, reintroduces or The other kind of despair, though, is a tic effect that cannot be denied.
extends the new counsellors’ contribu- clear call for philosophical reflection, first
tions. There are two hours of this initial and foremost. This is the caller who des- Patients who are closed and self-obses-
training at present, but there are sugges- pairs because his or her life has ‘lost its sed at the start of these discussions
tions that it might be followed up by regu- meaning’. The ensuing conversation then open up remarkably and become far live-
lar, ongoing training sessions. The initial turns on what kind of thing ‘a life’s mea- lier when they find that a particular point
introduction to personal reflection on ning’ might be: something to be found, or exchange ‘hits the spot’ – and later
death and suicide is also a part of two as one finds buried treasure? Something conversations with a therapist may fur-
other training courses, one on the history to be constructed, alone or with others? ther their progress to a clearer unders-
of suicide prevention and sociology of sui- In the case of this second kind of despair tanding of why.
cide, and the other on psychopathology of the dialogue that follows is not very diffe-
suicide. rent from that which occurs in all the phi- Günter Gorhan
losophical discussions I facilitate, for ins- Philosophical discussion facilitator
tance in a psychiatric hospital among the (France)
5) Political
Just as some people treat philosophy as a but to be ‘free and independent’; we prefer
substitute for religion, others come to it as informal structures – clubs, action groups,
a substitute for politics. There are many committees – to parties, factions or clans.
reasons for this. First, the refusal to ‘buy’ We like to discuss ideas because such dis-
ready-made schemes. Such schemes are cussions are open; opinion is the fashion-
out of fashion; we all want to put together able matter of debate, in private as in
our own ideology, though we may not public, in the media as at work. Now there
always be aware of it. Next, there is today remains of course the question whether
a prevailing lack of trust in politicians, who philosophical activity lends itself to this type
are widely perceived as greedy for power or of exercise, whether it can espouse the
money, corrupt and given to underhand debating of political opinions. As to their
dealings. Thirdly, the immanent is nowa- relationship with debate and opinion, phi-
days valued above the transcendent, inter- losophers will no doubt have individual and
personal relations are more popular than even jarring views; but it is clear that there
institutions, fellow-feeling receives better are many people who come to philosophi-
press than justice, and the humanitarian is cal activity precisely for this reason: to
regarded as more trustworthy than the debate their ideas about justice, econo-
politician. Fourthly, commitment is out of mics, ethics, politics, the environment, free-
style: the ideal is not to be a party worker, dom, the power of money or the media –
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PHILOSOPHY: A SCHOOL OF FREEDOM
to mention only some of the subjects that the two are not always easily distinguisha-
arise. They are looking for a place to ble. There are philosophical situations,
express their ideas and hear what others though, which would quickly be blighted
have to say, to share their opinions with by the confinement that can follow if a par-
their fellow citizens or to confront them, to ticular vision or tendency gains an ascen-
hone their arguments or demolish those of dancy there, a blight that settles wherever
others. Do they come to convince, to learn, a particular way of thinking about a given
or to reflect? After all, professional philoso- subject becomes the established order. The
phers frequently defend systems: why only difference is that political debates tend
should the amateurs not want to do the to stir up ideological enmities more readily
same? In some philosophical arenas it is than other subjects. In any case, this kind of
maintained that philosophy has no mea- debate still allows a somewhat deeper exa-
ning unless it ‘leads to action’, or that it has mination of the issues by getting people
to be political if it is to have any reality at involved in the discussing of ideas rather
all. However that may be, the desire for a than mere political showmanship, the pro-
better or fairer society is surely one that can tection of special interests, or political
in theory furnish material for philosophical advertising – provided, of course, that it is
as well as political reflection, and indeed carried on properly.
6) Social
Oddly enough, part of the impetus behind who would be ill at ease speaking can sim-
philosophical activity, and one of the rea- ply keep quiet and listen. There is an aspect
sons for its existence, is the desire to make of caricature about such places, to be sure;
contact with one’s fellows. Philosophy is and some purists will find them laughable;
indeed an excellent way of meeting other but they do help to weave the fabric of
people, especially in large cities where society. The people we find to talk with will
opportunities for sociability and conversa- not always be exactly the ones we want,
tion are not always obvious. This is particu- especially if we want to talk about ‘impor-
larly true for those who want such encoun- tant’ subjects which are not everyone’s cup
ters to include a certain amount of thinking of tea. Furthermore, since philosophy
and subject-matter, rather than just a chat covers a whole range of activities with very
with anyone or everyone. We may expect different requirements, everyone will be
that somebody who frequents a philosophy able to find the right place with the right
venue will have a certain level of education, company to match his or her expectations –
a certain social and financial standing, a or possibly not. Surely it is useful that such
grasp of good manners, and so forth – places exist: places where one can go to
though experience tells us this is not neces- meet one’s fellows simply to exchange
sarily so! Magazines sometimes recom- ideas, just as there are places where one
mend the philosophy café as a place for can go to play football or to visit a museum
meeting people, not least because talking in a group. Once more, though, the purist
with the people at the next table is entirely will complain that this dating activity deba-
natural in such places: discussion is, after ses philosophy by using it as a mere tool to
all, what they are there for. Unlike other make up for people’s poor capacity for
activities, it accepts bystanders: anyone forming relations.
7) Intellectual
Another category is intellectual motivation, intention here that deserves to be mentio-
which has to do with a quite specific need: ned. For while traditional philosophical acti-
learning to think, the pleasure of thinking. vity often takes a ‘general culture’ form,
This can, of course, overlap other motiva- encouraging people to think by teaching
tions – the existential, for example, or the them what canonical philosophers have
cultural – but there is surely a specific written, there are also certain philosophical
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CHAPTER IV
practices (group or individual) that, without who is not necessarily someone who has
necessarily neglecting the cultural contribu- attended a university’s Philosophy
tion, concentrate above all on the activity Department. This mode of philosophical
of thinking – for instance, with the aid of a activity is surely one which rightly deserves
technique such as Socratic questioning, or to be popularized and recognized, for the
maieutics. Here, thinking is set up as an non-initiated will find themselves less spon-
activity in itself, one that is bound neither taneously drawn towards it and yet it is pre-
to cultural elements nor to existential, cisely this kind of activity which is the pre-
social or indeed any other specifics. It will supposition for all the others. How can one
naturally be unable to ignore such particu- think about the world or oneself, if one
lars completely, and all of the time, on the does not learn to think? Strange and ini-
one hand because these issues will always tially unsettling though the exercise may
be present as a backdrop, and on the other be, it is nearer to the essence of what
because it is impossible to philosophize makes us what we are than any amount of
about nothing at all: one has to start cultural enhancement or congenial conver-
somewhere. Nevertheless it is possible to sation. Getting under the surface, casting
approach thinking for thinking’s sake – the problem with care, organizing concepts
thinking about thinking – in which thinking without attending to the implications for
is its own end and its method. Those who immediate existential interests, without
choose to engage in such a mode of prac- immediately giving in to the desire for self-
tice, which can require a serious investment expression, is a hard discipline which does
of energy and even personal risk, will gene- not come naturally or offer an obvious way
rally be among the most strongly motivated forward. This is the principle of the discus-
of all and the most likely to promote philo- sion in the gymnasium, the hand-to-hand
sophy actively. For this, it seems, is the combat of ratiocination as Socrates
essence of the practising philosopher – understood it.
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PHILOSOPHY: A SCHOOL OF FREEDOM
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Box 40
Philosophy counselling in Norway
The philosopher Anders Lindseth set up years, and despite the work done by the ning the philosophers down. In one
the first philosophical counselling group philosophers themselves to raise their case, however, the prison system has
in Norway in the university town of profile by organizing philosophy cafés called in a young philosophy practitio-
Tromsø. He has gathered in his wake a and others discussion groups, no-one ner: it remains to be seen whether this
number of professionals concerned to has yet managed to make a living at phi- exception will confirm the general rule.
bring philosophy to the people by offe- losophy counselling. Though people are More specifically, the key people within
ring philosophical consultations for in general interested in finding out more the NSPP have found work in research
those with no training in the discipline. about a practice, and say they think it a institutions not specifically dedicated to
Young philosophers in Tromsø and also good idea, few actually consult a philo- matters of philosophical counselling.
in Oslo have set about following this sopher. Apart from some successes – Since they are recently trained philoso-
example, and have organized face-to- prisons, for example, which call in philo- phers, few have been taken on for coun-
face consultations for their own training. sophy counsellors to facilitate prisoners’ selling work in either public or private
discussion groups – both private bodies organizations. Others have found jobs
In 1997 these pioneer counsellors foun- and public institutions such as libraries while still doing their training and have
ded their own association, the tend to turn down suggestions for dis- then continued as employees, without
Norwegian Society of Philosophical cussion groups unless offered free of devoting a great deal of time to the esta-
Practice (NSPP), which has conducted charge. At present there is an internal blishment of their own practice. There
training courses mainly in the Oslo debate among NSPP members as to are accordingly very few philosophers at
region. The movement has resulted in a whether it is really advisable to make present trying to make a profession of
philosophical counselling scene in philosophy counselling a profession in their craft. The lesson seems to be that
Norway which has been well-organized itself. There is a move for philosophy it is easier to make a living within a firm
and united from the start. There are now counsellors to give up their ambition of or an institution, while there is very little
more than twenty philosophers who developing a separate practice, and ins- opportunity for the independent
have completed the two-year part-time tead looking for work where their coun- philosopher.
training and been awarded the Society’s selling qualification would be (more or
diploma certifying their competence in less) appropriate. The health sector has
the field. The NSPP aims to make philo- been rather a disappointment in this res- Morten Fastvold,
sophical counselling (or consultancy) a pect: the response has generally been Philosophy counsellor,
fully-fledged profession in Norway; but it to decline any service which does not University of Oslo
is proving a hard task. Despite many hold out the prospect of improvements (Norway)
favourable articles in the press over the in patient health, which has meant tur- www.fastvold-filopraksis.com
situation was quite unexpected; there that Sunday painters paint? Or does
was nothing for it but to organize the philosophy have some sacred essence?
discussion in a way that could include However that may be, we may wonder
these ‘new friends’. Though the occa- why philosophers did nothing to take up
sion was thus rather a matter of chance, this new tool, why they did not throng
it was nevertheless Sautet’s taste for this public gathering, why they did not
‘democratic’ philosophical activity which respond to the ensuing demand, instead
enabled him to turn it into the new of immediately denouncing it as illegiti-
informal institution which has since mate. There were many reasons: let us
become such a great success. Media consider the two main ones. Firstly, there
attention admittedly played a considera- is the view of philosophy as ascetic, for-
ble part in promoting the activity; but mal and learned, the very view which
even so, the reaction of the philosophi- already makes it so unpopular with those
cal establishment was virulent: philoso- who are forced to study it; and secondly,
phy cafés were not ‘philosophical’, and the characteristic professional feeling of
never could be. There were few philoso- impotence, the psychological impotence
phy teachers, therefore, who put their stemming from a more or less scornful
standing at risk by taking part. It has to dismissal of ‘ordinary’ minds in any
be said also that although there was a connection with the ‘sacred cows’ of
show of demanding some degree of philosophy. The result was that a lack of
rigour, many venues that claim the title philosophically-trained participants left a
hardly deserve to be called ‘philosophi- void which was filled by amateurs with –
cal’, but have the feel of a chat session all too often – little real understanding.
rather than an exercise in thinking. Yet
might not there be Sunday philosophers, One consequence of this thorough pola-
who do philosophy in the same sense rization of opposing views was a sort of
162
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 41
The Café Philo’ in Algeria
The first experiment with an Algerian phi- would, of course, be some residual ten- pened, however, was that many of the
losophy café was in 1998 at the annual sion, according to the cultures and situa- teachers found themselves reduced to
poetry festival in the town of Bejaia, the tions involved, and this might have a silence, unwilling or unable to join in on
Poésiades. A meeting was organized in slightly chilling effect on the process: those terms. Some of them tried, des-
the theatre cafeteria, attended by more the task of the facilitator was accordin- pite the rule, to insist on making strong,
than seventy people. Of the ten subjects gly to ‘slow down’ the discussion, res- well-knit, impassioned speeches; others
offered to the floor, the one that recei- train the over-zealous, and put the parti- left the room in frustration and anger at
ved most support was that of ‘Kabylie’. cipants’ attitudes through a thorough finding what they said stripped of its
The debate started with declamatory examination. usual ex officio authority. Later on, in
and fairly dogmatic speeches of the informal discussions elsewhere, many
‘militant’ genre, which provoked replies To illustrate this, here is another exam- people said how much they relished this
and counter-replies in the same style. ple from our experience. This happened manner of proceeding, even though they
Various crucial issues were raised: the during a debate in a tertiary education had been surprised by their first encoun-
problem of identity (the tension between institution in Algiers, attended by a large ter with it. I was offered one rather inte-
the particular and the universal), the pro- number of pupils and teachers. The resting explanation for the opposition in
blem of language (the opposition bet- question of identity was under discus- principle which my rule had provoked.
ween signifier and signified), the issue of sion, among other things; and very ‘You don’t understand the situation,’ I
modernity and traditionalism, and the rapidly a generations gap appeared bet- was told; ‘you don’t appreciate the emer-
relationship between national loyalty and ween the (older) teachers, for whom the gency!’. ‘Emergency’: once that word is
global consciousness. In that this parti- core of the problem was the Algerian let loose then all is drama; emergencies
cular setting provided for the primacy of identity, and the pupils, the younger par- leave no time for rational thought to
an appeal to reason and respect for ticipants, whose national identity was have its say, not even time to breathe.
others, there was a high value placed on evidently less important to them than No time for anything but brutal
the individual; and individuals quite their individual one, as they wanted to be constraint – because ‘circumstances’
understandably tried, together with their part of the world, and felt that ‘modern demand it. When a country is in crisis, of
fellows, to answer important questions culture’ was essential. We had a rule in course there is an emergency: but what
that were often neglected through lack our debate: in order to avoid a mere if the emergency itself is what needs –
of time or problem-characterizing techni- chaotic succession and collision of dis- urgently – to be given up? For emergen-
que. The philosophy café was the per- connected opinions, assertions would cies of every kind, even mutually oppo-
fect response to this demand for a neu- be made to give way to questions asked sing ones – in fact, opposing ones espe-
tral venue where various tensions would by the participants of each other. This cially – all merrily feed and fan the same
be left outside, where people could meant that contributions were valued flames.
meet others with similar concerns entirely according to their listening,
without feeling that a result or even a questioning capacity; and the procedure
consensus had to be the outcome. The was also thought to enable arguments
important thing was to have dialogue, to from all quarters to be more thoroughly Oscar Brenifier,
put one’s own thoughts to the test, and examined so that people could not sim- President of the Institut de Pratiques
to draw from the resulting discussion ply announce opinions or rely on argu- Philosophiques
what profit each might find in it. There ments from authority. What quickly hap- (France)
populism that rejects the heritage of phi- of everyday citizens, has become an ico-
losophical knowledge; with it, though, nic emblem of this movement, in
has tended to go the power and disci- contrast to the elitism of sophists
pline it embodies: a case of throwing out jealously guarding their turf and their status.
the baby with the bathwater.
Nevertheless, although the criticism is Philosophy workshops
broadly fair in the case of France, where
everyone fancies himself or herself as The philosophy workshop is older an
something of a philosopher and such idea than the philosophy café, but it has
venues have proliferated (certainly as changed a great deal with the develop-
many as a hundred and fifty, possibly ment of the latter, which inspired it and
two hundred at present), it does not played the role of a scarecrow. For there
apply in many other countries, where have always been, in this place or that,
philosophy cafés are fewer in number various people with a philosophical edu-
but tend to be led by people with some cation who would like to share their
philosophical education. All this makes it enthusiasm with the general public. Until
understandable that Socrates, with his recently these workshops were quite
simplicity and face-to-face buttonholing rare, or intended for a particular kind of
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PHILOSOPHY: A SCHOOL OF FREEDOM
Box 42
The Mardis de la Philo (Philosophy Tuesdays): A special kind of gathering
The idea behind Philosophy Tuesdays is teaching skill and open-mindedness. and by including the anatomy of politi-
to make the thinking of the great philoso- Each session lasts an hour and a half cal power alongside our usual sub-
phers available to those outside the pro- and includes the initial talk followed jects. There will also be a series dea-
fession, and in particular to those whose by time for discussion. ling exclusively with Spinoza, another
experience of academic philosophy is no on the founding texts of various reli-
more than a distant memory. Philosophy Tuesdays are neither a gions in the history of humanity, ano-
school of meditation nor a philosophy ther looking at ‘Philosophers and
Philosophy Tuesdays are designed to café; they have no connection with Love’, and yet another on leading
set out philosophical ideas in a sim- organized religion, and receive no contemporary artists.
ple, clear and lively way without the subsidies, public or private.
barrier of complicated language. They
offer talks by experienced philosophy This year (2007) we are shifting our
teachers or experts chosen for their horizon slightly by exploring China, Source: www.lesmardisdelaphilo.com
briefly. One is where two or three parti- mentioned here. As its starting date we
cipants each prepare a short presenta- may take 1991, when Sophie’s World(4)
tion on a given subject, and the group by the Norwegian author Jostein
then tries to analyse what is at issue bet- Gaarder was published: it has since been
ween the various treatments of it. Or a translated into many languages and has
short piece of philosophical writing, cho- sold twelve million copies. This was not
sen beforehand and distributed to the the founding of a movement, and our
participants, is read out to the group and choice of date is by no means absolute;
a discussion follows with the aim of brin- but it was a special moment when an
ging out the content of the piece and extensive underground trend was
the issues it raises. Alternatively a debate brought to light and a widespread desire
can be organized on a given subject, in to engage in philosophy was powerfully
which particular people take on various and unexpectedly expressed. To engage
tasks of analysis or criticism. A film may in philosophy, that is, not as the recon-
be shown, or a short play, followed by a dite and superior activity confined to a
debate aimed at deciphering its themes masterly elite, the fiefdom of established
and the issues involved. The French intellectual and academic power, but
Institut de Pratiques Philosophiques(3) is rather as the natural deployment of peo-
one of the bodies which has over a num- ple’s capacity and readiness to think. It is
ber of years developed various highly worth pointing out that the country
structured ways of organizing a discus- which gave birth to this book is not one
sion: one such is the exercise known as of those where ‘formal’ or ‘official’ phi-
‘reciprocal questioning’, where a hypo- losophy is well established; nor do philo-
thesis is put forward that the group must sophy and philosophers have the status
challenge and work together on before and importance in Norway’s cultural or
moving to another, afterwards analysing intellectual life that they have in France,
the issues that have arisen. The emphasis for instance, or Germany; yet Norway
is on the analysis of opinions (of one has nevertheless, somewhat against
another and of oneself), and of recogni- expectation, decided recently to put the (3) Founded by Oscar Brenifier.
zing presuppositions, blind spots, or limi- teaching of philosophy on the official www.brenifier.com
tations, rather than simply increasing the curriculum even in primary schools. (4) Jostein Gaarder, Sophie’s
World: A Novel about the History
quantity of opinions voiced. Other writers (Ferry, Onfray and Comte- of Philosophy, translated from
Sponville in France; Savater in Spain; De Norwegian by Paulette Moller.
London, Phoenix House, 1995.
Publishing successes Botton in England) have also ventured
(5) André Comte-Sponville, L’Esprit
into the publishing of ‘philosophy for all’ de l’athéisme [‘The Spirit
The publishing success of some philoso- texts, with some success both in their of Atheism’], Paris, Albin Michel
(‘Essais’ series), 2006.
phy for the general public has played its own country and abroad. While they
(6) Michel Onfray, La Puissance
part in the philosophical revival, and its have more or less had the media’s blessing, d’exister. Manifeste hédoniste.
origins and development should be they have also on occasion been Paris, Éditions Grasset, 2006.
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PHILOSOPHY: A SCHOOL OF FREEDOM
only handing on factual knowledge, but street children in some developing coun-
also ‘learning to do, learning to be, and tries provide an interesting example of a
learning to live together’(14). This upset- different direction that could be follo-
ting of educational paradigms has wed: they address these children’s pro-
various consequences. One key issue in blems of identity, their cognitive pro-
education is whether philosophy can blems, and their problems in relating to
only be taught by a specialist, as it has other people or society generally.
tended to be until now, or whether, like
mathematics or literature, it can also be Philosophy at work
taught by generalists. There is also the
question of how such workshops can be ‘Philosophy at work’ refers not only to a
set up. venue but also to a specific way of doing
philosophy and a different rationale for
Philosophy workshops for children are a it. It may be a workshop open to the
somewhat special category, as many of staff as part of the programme of activi-
the people involved do not attend and ties organized by a works council, or it
engage in philosophical activity perso- may be part of the employer’s training
nally, but by proxy: they send their chil- programme, which is different in that it
dren. They feel that philosophy is a good is then the employer who decides that
thing, but it scares them: they do not the activity is worthwhile, and either
feel up to it, or they see it is something advises or requires the employees to take
for ‘other people’. At the same time they part. There are various motives: to for-
are attracted by what they feel is a mulate the values of the enterprise, to
necessity, something important or even learn teamwork, for recreation, or to
very important; and it is just this ‘glorifi- provide personal advice. ‘Values’ in the
cation’ of philosophy that both attracts case of a business are what gives it both
and awes them. Just as parents who an internal and an external identity: the
themselves do not paint or play an ins- internal identity means that its staff rally
trument send their children to beginners’ around certain main ideas or principles
workshops in art or music, so some that serve to let them know when they
parents send their children to a philoso- have done well and to provide rules for
phy workshop, if there is one nearby. their behaviour and relationships. The
There are a number of practical problems idea of this philosophical activity, then, is
that arise: first, the children are not to formulate these values, see what they
always as keen on the activity as their mean, examine any problems arising,
parents, initially at least: it may take discuss them and bring them to life by
some time before they become used to seeing how they work in practice, all in
the way it works, accept the lack of conjunction with the establishment’s
immediate gratification, and eventually various stakeholders. ‘External identity’
take pleasure in thinking as an activity. involves the values forming part of the
Children may tolerate things at school, image of the business, representing it in
where they are compulsory and the the eyes of the consumer or the general
question does not arise, which they will public. The idea is to enhance the firm’s
not accept as readily when they view the image, and sometimes also to think
session as a leisure activity. Secondly, about its decision-making processes and
children enrolled in such workshops will the criteria applied, especially in terms of
(9) Jean-Louis Maunoury (Trad.),
often be those who in a sense have the ethics. Sublimes paroles et idioties de Nasr
least difficulty with thinking as an acti- Eddin Hodja. Paris, Phébus
(Collection Libretto), 2002.
vity: their parents will probably have had The second motive concerns thinking
(10) www.philosophynow.org
a certain degree of contact with acade- and working as a team. One of the com-
(11) www.philomag.com
mia, otherwise they would not have monest ways in which energy is wasted (12) www.filosofiemagazine.nl
entered their children for a workshop of at work, as in society generally, is on per- (13) See Chapter 1.
this kind. One way to alleviate this pro- sonal conflicts or clashes of ego. A philo- (14) On this, see Learning: the
blem is to organize philosophy works- sophy workshop can consequently pro- Treasure Within, Report to UNESCO
of the International Commission on
hops at leisure centres, holiday camps vide a way of re-learning to work toge- Education for the Twenty-first
and community centres. Centres for ther, either by taking a look at the daily Century, UNESCO Publishing, 1998.
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Box 44
Philosophical counselling at work
What can be introduced into the work- mean by ‘initiative’? If a business is date their reactions, and present them
place is philosophy as a way of thinking, facing corporate or group inertia, it with my revised, validated and therefore
a culture that allows a special view of might be ‘what is change?’ My dialogues definitive summary. At the next dialogue,
the world. Here I describe the way I set invite people to start with a definition of accordingly, we move on. The philoso-
about helping employees of a company. the concept that is precise yet open, phical points articulate the dialogue and
and then to put questions and ideas appear at the end of the written sum-
The introduction of philosophy in a firm together with a view to understanding mary. During the dialogue itself I cast
starts with two things I will not do: I what ‘initiative’ or ‘change’ means out- light on what is said by referring to phi-
refuse to work mindlessly and mechani- side business. This approach enables losophers, and such references have at
cally with living creatures, and I refuse to them to interact on a different terrain least two advantages: first, they really
do emergency work. This two-fold refu- from that of immediate action; and it get people’s minds off the ground, and
sal is of a piece with my reliance on the enables me to identify the world view secondly they give people a healthy
thinking activity of all those involved in which lies behind each person’s words dose of the narcissistic pleasure of fee-
the situation I am called on to handle. and actions. As the dialogue proceeds, ling smart. People at work tend to forget
That situation could be one of many the participants return to business mat- that their intelligence is not restricted to
kinds: the incorporation of staff from a ters – but now, with the added endow- handling only what the business requires
firm that has been taken over; the des- ment of what they have come to unders- them to handle.
ign and/or implementation of a project; tand, they see things differently. The dia-
a survey or investigation of some sub- logue always ends with a practical ques- My way into the enterprise is through the
ject; a redefining of landmarks after a tion; and that question provides the sub- HR manager, but I only go in on two
change of general manager or a merger. ject of the next dialogue. These dialo- conditions. The first is that the HR mana-
In each case I start from the premise gues reveal the culture of the firm, that ger is open to human considerations
that the people involved in a situation set of representations and behaviours and convinced of the need to think
hold – though they do not yet know it – which helps or hinders the thing at issue before acting. The second is that he or
the keys to optimal handling of that (in these examples, initiative and readi- she must have the senior management’s
situation. I go about my task at speed, ness to embrace change). In my written full confidence.
to keep things lively. Each dialogue summary I set out the dialogue’s out-
bears on a subject connected with the come, avoiding company jargon. I send Eugénie Végléris
matter in hand: if a manager wants his this to all those who have taken part, Consultant, qualified teacher and
or her employees to act independently, asking them to make corrections and Doctor of Philosophy
then the subject could be: what do you additions. I then re-work it to accommo- (France)
168
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 45
A philosophy workshop in a Child Psychiatry Crisis Unit
As part of a multidisciplinary child psy- sense of direction which briefly puts develop their aptitudes for thinking and
chiatry in-patient unit at the University back upright a ‘narcissism gone wrong’. their capacities to think objectively.
Children’s Hospital in Brussels, we set The philosophy workshop works along
up a philosophy workshop. The unit, these lines, serving to help the children After the philosophy workshop comes
which accommodates ten children bet- think by offering them an additional an art workshop, in which the patients
ween the ages of eight and fifteen for dimension of time, which transforms are invited to illustrate a subject that has
four to six weeks, has been in existence their closed universe of suffering into a come up (through drawings or sculp-
since 2001 and treats 80 children a three-dimensional space that is open to ture). These works are shown to the
year on average. On admission, the thought and open onto the world. treatment team at the weekly meeting
patients are offered social and educatio- and are on display in the unit. The artis-
nal help in addition to medical and psy- A member of the treatment team, a tea- tic efforts are astounding combinations
chological treatment. This involves ching assistant, and a primary school- of practical approach (knowledge in
taking part in group activities designed teacher work with the group leader, who action) and manner of thought (interior
to enable them to rediscover some of is a philosopher. The children are invited monologue). The children’s creations
the pleasure of functioning on their own to put their thoughts in a notebook, a reveal raw sensitivity and suffering, both
resources and for themselves – with kind of private diary, which symbolizes in the act of creation and in the expres-
their peers, but with adults around as their inner world – a real sketch of an sion of their ideas about the world.
well. The main reason for these chil- emerging identity. There is a rule that
dren’s admission is a behavioural mani- the team must never look inside this We think – and the treatment team cor-
festation of a deep malaise of identity: notebook, even when it might provide roborates this – that the philosophy
they present self-harming, aggression real therapeutic material. The point of workshops make it possible to help the
towards others, rule-breaking or eating this workshop, then, is to teach the chil- young patients construct their own thin-
disorders. These behaviours, taken as a dren to follow the path of their own king that is open to the world, and to put
whole, are always an indication of the thoughts, to create a place in which they them on the road to independent
search for a structuring and protective can think, and to enable them to direct thought. Philosophy workshops in this
framework for themselves and their rela- and enjoy this new-found ability. We feel setting must of course be properly com-
tions with others: hidden behind the that in this way we make them capable bined with the rest of the therapy: they
masks are lost children who want adults of more finely-shaded judgements are not ‘educational’ in the sense of
to offer them something really concrete (seeing problems and concepts more conveying academic knowledge.
that will give them access to a proper clearly), of learning to express logical
representation of their problems in their and coherent reasons, and of standing Marianne Remacle
own minds, so as to find solutions to back to take a critical view of facts and Philosopher, Professor in Ethics and
their difficulties. Recognition of this suf- their complexity, as they rid themselves Assistant in Pedagogy at the Université
fering by the outside world injects some of emotional assumptions: all this will Libre de Bruxelles (Belgium)
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PHILOSOPHY: A SCHOOL OF FREEDOM
there is a strong temptation to demago- a view – which may be more radical or less
guery, to acceptance of belief in anything, so, and will be characterized as libertarian
a display of saintly relativism in which any or democratic accordingly. In the more
opinion is as valid as any other. This may ini- extreme case there may be a rather passive
tially satisfy the customer, happy to have part for the philosopher; no part at all, per-
found an attentive listener and an opportu- haps, except a mere presence to indicate or
nity for self-expression; but the conversa- symbolize the philosophical nature of what
tion is liable to start going round in circles is going on. Philosophy can, after all, only
before long, especially for those who are happen where people of good will agree to
listening to the litany of opinions but also compare views on a given subject: the fun-
for the one intoning it, who will – with any damental requirements are sincerity, free-
luck – come to realize that he or she is only dom, equality and a sense of community.
regurgitating commonplace views. Some
philosophers regard this ‘unpacking’ phase Of those philosophers who do intervene,
as a sort of preliminary to the real philoso- two categories can be distinguished: inter-
phical activity: it allows people to get to ventionists of form and interventionists of
know each other, and creates a climate of content. The first prescribe the manner of
confidence. Others feel it is to be avoided: expression, length of contributions, allotted
someone must strike the tuning fork and roles or other features of form: in a word,
set the tone of the discussion from the very all the ground rules for the exchange. This
beginning. Once the exercise has become turns the philosopher into a referee who
bogged down in the quicksand of opinion makes sure that the exercise is a philosophi-
it can be difficult to haul it out. There is an cal one by seeing that the rules are applied,
important matter to settle here: whether and working mainly on the basis of those
‘giving an account of oneself’ is a necessary philosophical capabilities which the ground
element of engaging in philosophy, or on rules are supposed to embody. The require-
the contrary just gets in the way. ment here is a matter of capability, self-
development and self-awareness.
Whether as a matter of principle or for
practical reasons, some philosophers refrain The content interventionist, on the other
from intervening in this at all; and there are hand, is more like a conventional teacher,
various theoretical rationales for this non- enthusiastically giving a lesson. As the phi-
intervention. There is the psychological losopher, he or she principally feels called
consideration that one is dealing with a upon to convey elements of cultural
person, with feelings, needs, wants and content; to introduce philosophical
sufferings, who should on no account be authors, schools, and systems of thought;
bullied or frustrated, for this will only add to give an account of established concepts;
to their unhappiness. Then there is a cogni- to develop issues; or to illustrate the back-
tive consideration, based on the principle ground to ideas. This does not necessarily
that any forced intervention from outside mean objecting to any contribution from
may tend to alter or divert the train of ideas the student, but there will be no reluctance
and lead the speaker to traduce himself or to put people right, to interpret, to finish a
herself through reflex defensiveness, imita- statement if it appears incomplete, and so
tion or fear: what is needed is rather to forth. The basic requirements here are
encourage spontaneity and ensure perso- familiarity with and understanding of the
nal authenticity. Then there may be a politi- material. Though it is possible in theory to
cal concern for a thorough-going equality claim that one’s approach includes both
that disallows any claim that qualifications attitudes, experience tells us that each
or position give an entitlement to interrupt, interventionist philosopher will have a very
challenge, re-phrase or interpret another’s strong tendency towards one or other end
words: they belong to the speaker alone, of this scale.
who should determine without interference
what to say, how to say it and at what For each of these three basic stances – faci-
length. Any outside attempt at alteration, litator of discussions, provider of philoso-
influence or constraint of any kind would phical content, and referee of philosophical
be regarded as an abuse of power on such form – we also need to try to determine
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PHILOSOPHY: A SCHOOL OF FREEDOM
ned to improve the assimilation of that a profession and being subject to the law
content by their pupils. These providers of of the market: this, according to them, can
philosophical content will naturally act, only tend to corrupt their judgement or
then, as professional philosophers rather their actions. Indeed, this is one of the main
than merely as members of a group or as criticisms directed at philosophers. The
knowledgeable generalists; for them, philo- most recent criticism, whose origin is
sophy is a specific subject, with its own somewhat different, comes rather from the
canon of authors and texts. world of the philosophy café, where it is
felt that engaging in these philosophical
For those who intend to be referees of phi- discussions is rightly distinguished from the
losophical form, while some philosophical work of the teacher or professor, since it
knowledge will again be necessary, their consists of a gathering of equals, it is not a
core activity is the wielding of philosophical job, and therefore no-one should be paid.
tools. Classic philosophical issues and Both groups, though, champion a vision of
concepts should be familiar to them and philosophy unsullied – not to be sullied – by
will be useful for doing the job, but this money.
knowledge will be in the background, func-
tioning implicitly rather than expressed in Those who think such work should be paid
full. Their concern will not be to transmit include, naturally enough, people who find
content as such, nor to introduce philoso- it hard to make a living at all, either
phical writings for their own sake: the because they cannot find a teaching job or
emphasis is on philosophy’s operational because they live in a country where tea-
requirements alone. They will draw from ching does not earn enough to live on, or
classic distinctions to encourage the discus- simply because they are out of work but
sion, to make the participants’ work more have a philosophical education. Then there
productive, to analyse, synthesize, connect are those who cannot make a living as phi-
problems, conceptualize, and so forth. In losophers; that is to say, they are forced to
sum, the job is one of demystifying the ply a trade that does not suit them, and
genius of the philosopher, to extract the would rather be working in philosophy.
techniques of philosophy and then admi- Again, there are those who remain outside
nister them. General philosophical know- the world of education, perhaps only
ledge is very useful as well, because it because in their view the institutional
enables the philosopher to personally grasp constraints of that world do not favour phi-
and decode the issues that arise, and so losophy, or simply because they find they
guide the questions and challenges put to cannot live with formal academic structu-
those present. That is not to say that for- res. They answer the Socratic objection to
mally referenced connections cannot be payment by saying that time and circums-
made from time to time for purposes of tances have changed: Socrates did not
explanation, if this seems necessary for suc- need to work, was not forced to make a
cessful practice. living; and besides, they add, the present
arrangements have more of Hegel than of
Paying the philosopher Socrates about them: they suit the philoso-
pher as servant of the state – which can be
Should philosophers be paid? We can cer- just as corrupting as money. State money is
tainly ask the question, though some say it no cleaner than private money: the state
does not, or even that it must not arise. Let servant is the prisoner of a system – and
us first consider some of the arguments gaoler, too. Furthermore, this objection is a
philosophers themselves have put forward luxury, the objection of the well-endowed
against payment. The classic one goes back who do not have to worry about making a
to Socrates who, himself driven by a lofty living – though if they wrote a book they
view of philosophy, criticized the sophists(15) would not scruple to pocket the royalties.
who wanted to make money. The argu- Lastly, many philosophers are not necessa- (15) Sophists: teachers of rhetoric
and philosophy who in the fifth
ment is most often advanced by philosophy rily thinking of being paid by those they do century BCE offered lessons
teachers (generally in receipt of a salary philosophy with, but rather by the organi- in the arts of public speaking
and subtle argument in support
directly or indirectly from the state), who zations that invite them or organize the of all propositions, including
reject the idea of philosophers belonging to venues: ministries, local authorities, firms. mutually contradictory ones.
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CHAPTER IV
There remains the problem of volunteers: if is so novel, many have to offer their servi-
some do an activity for a living, there can ces almost free of charge initially, to show
be a fear that unpaid volunteers will be what they can do. We can only conclude that
depriving those who live by it. This issue the various modes of functioning and philo-
can only be settled according to national sophical concerns will no doubt find their
economic circumstances, especially given advocates, and will eventually settle into
that, because the position of a philosopher some more or less comfortable coexistence.
174
PHILOSOPHY: A SCHOOL OF FREEDOM
In sum, this philosophical mindset might this is often perceived as tolerance. The
perhaps be characterized in general as a very idea of critical thought can be felt to
mixture of pragmatism, psychologism and be at variance with this rule against jud-
postmodernism. It is clear that we have ging, as can clearly be seen in the absence
moved on from the reign of transcendence of any critical analysis of methodology in
to that of immanence; or even beyond most philosophical practices. Criticism four:
that, to rupture or fragmentation. discussions bear more on differences of
Furthermore, ‘I think’ has become ‘we opinion than on the consistency or cohe-
think’ (however inchoate this new ensem- rence of the ideas put forward: this shows
ble). This analysis of the paradigm shifts is insufficient depth of analysis. All too often
not, however, necessarily a criticism and what matters is to talk, to express oneself,
nothing else, for in the end these are to share: the behaviour ranges from pedan-
admissible philosophical choices. try to psychologism, from consumerism to
populism. Criticism five: on the pretext of
Critique of this practice encouraging empathy and good relations-
hips, there is often greater concern for the
Whether one agrees with the underlying speaker’s good intentions than for what is
assumptions, or prejudices, of these philo- actually said, the propositions advanced or
sophical practices in general, or of any the logic of their connections; this leads to
practice in particular; there remains the all manner of interpretational abuse and a
task of dealing with the problems (or lack of rigour or authenticity. Criticism six:
indeed the pathology) of such practice. For often thinking is constrained by a ban on
while the movement is quite ready to see any interpretation seen as liable to give rise
and point out certain defects in academic to conflict or tension: indeed, critical analy-
philosophy, it is of course less perceptive sis of another person’s contribution can be
and far more shy about its own. deprecated with the formidable argument
(or counter-argument) that ‘You can never
The first criticism is that, under cover of be sure’, or ‘Perhaps we’ve got it wrong.’
admitting a plurality of viewpoints, they Daring hypotheses and risk-taking become
have a tendency to glorify personal opi- outlawed. Criticism seven: often a strong
nion, which undercuts their critical spirit. desire to be on the right side, to be kind,
This applies mainly to individuals’ relations- well-intentioned and of clear conscience
hips to their own ideas, but also to their tends to obscure the important issues at
relationships to the ideas of others: it is the stake in a debate, and can even result in an
natural corollary of the unspoken non- unspoken ban on all really singular propo-
aggression pact that declares all ideas of sals that might break the existing consen-
equal value. We could call this lack of criti- sus or established moral orthodoxy. In cer-
cal capacity in the face of personal opinion tain venues there is a strong tendency, visi-
‘subjectivism’, though what it fosters is ble in one form or another, to ‘political cor-
sometimes a kind of narcissism or egoism. rectness’, which may take many forms
The second criticism is that any dialogue is including the ethical, psychological, envi-
very liable to take the form of an exchange ronmental or indeed political. Criticism
of opinions, very like the sort of debate that eight: there can be an anti-intellectual atti-
has become a staple of television, in which tude, whether openly expressed or not,
many participants contribute very little in that reveals itself in a rejection of concepts
the way of rigorous argument, objection or and abstractions in favour of a preoccupa-
analysis, and there is little actual work done tion with what is comparatively trivial,
on the issues. Criticism three argues there is concrete and ordinary, under cover of ‘kee-
an absence of judgement – indeed, a rejec- ping closer to real life’. Criticism nine: the
tion, fear or even denunciation of it. primacy of the individual or the small group
Judgement is regarded as a threat to indivi- against the whole of humanity, or tradition,
dual integrity; but this eclipses the most or universality, can result in an anti-know-
characteristic activity of the intellect, its ledge attitude: this can go so far as a rejec-
faculty of discrimination. Through this ban tion of knowledge and objectivity. It is all
on judgement, conversation is admittedly very well to appreciate that each of us
facilitated – but also made facile, though thinks for himself or herself; but one may
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PHILOSOPHY: A SCHOOL OF FREEDOM
For another example, consider Kant’s idea The inverse is also true, especially among
of the necessarily reciprocal relationship philosophers, though also in everyday
between ‘intuitions’ (perceptions) and conversation: we produce concepts,
concepts. Without the concepts, intuitions conscript words, and even claim to give
are nondescript; without the intuitions, them definitions with a view to homing in
concepts are meaningless – thus the on the realities involved, when all the time
famous quotation, ‘Intuitions without we would be at a loss if challenged to pro-
concepts are blind; concepts without intui- duce examples so as to make sure, or make
tions are empty.’ Kant argues that all too visible, what the actual content is. This
often we produce examples without analy- constant traffic between concrete and abs-
sing their content, without going beyond tract, universal and particular, enables us to
the particular to think how it applies uni- realize what we are talking about and what
versally or at least across particulars. We we mean.
restrict ourselves to the concrete without
daring to think about the unity within mul-
tiplicity that ‘abstraction’ denotes and
signifies. So many accounts or discussions
become lost in this way in the unending
wilderness of mere lists of examples,
without ever managing to progress further,
through a sheer inability to unify expe-
rience by means of generating hypotheses.
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We could also consider the refusal to his scientific method and its various rules of
accept the obvious, which we owe to thought can help us work on our own opi-
Socrates, Lao-Tzu and many others. nions and determine their validity, if any.
Whenever one of Plato’s characters says Too often we let ourselves speak out on the
that something ‘goes without saying’, this basis of mere impulse, without daring (or
is a hint that Socrates is preparing a trap for perhaps even knowing how) to assess the
his interlocutor – and for us poor innocent content of what we mean to say against
readers. (Aristotle, incidentally, indulgent some more universal yardstick that would
father of science that he is, does nothing of save us from ourselves, take us out of our-
the sort: for him, general acceptance is selves so as to be able to start thinking. In
actually one criterion of validity.) The True, practical terms, logic enables us to escape
the Beautiful and the Good are always to from our confining subjectivity into reason,
be found elsewhere, never where one from the personal to the universal; and
thinks; and indeed it is to this radical indeed it is this very critique of mere desire
otherness that they owe their worth. and familiarity that makes logic so unpopular.
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philosophical thinking and education One last warning: we need to consider the
where interested teachers were free to issue of the institutionalization of philoso-
attend. It was only subsequently that tea- phical practice, or its systematization. It
cher trainers were able to include this acti- seems not accidental that the rich diversity
vity in the official curriculum of their esta- of non-academic philosophy has grown up
blishments, although in some instances and outside our institutions and is only now
locations the development met with deter- being reintegrated or recycled by them.
mined resistance and even open opposition The power of these practices undoubtedly
from certain members of the hierarchy. stems from their freedom, despite
There have been few countries where this uncertainties about the philosophy itself,
type of practice has been introduced from the uneven value, questionable quality or
above; in most cases it has developed from variable efficacy of these practices.
below, through the personal interest of Nevertheless even now there are major
individual teachers who had perhaps come obstacles in the way of this philosophical
across someone who offered training, or activity; it is held back by being closeted in
perhaps a textbook or ‘teach yourself’ special places and excluding a large num-
guide published for teachers or general rea- ber of people. We may therefore consider
ders, young or adult. Even the training that the time has come to think about
given within the school system was optio- steps towards its institutionalization, to
nal, though courses have featured recently suggest some arrangements that could be
in some places as options within a compul- set up without great difficulty. Most of the
sory curriculum. However, the inclusion of suggestions that have been made are
the rudiments of philosophical practice to a based on real experiments; they have been
greater or lesser extent in institutional cur- shown to be possible, not by any theoreti-
ricula has been entirely due to the growing cal demonstration but in practice. The task
popularity of these activities, especially in now is to establish these various forms of
those circles where philosophy never used arrangement as best suited to particular
to be part of the programme. If it had been situations and circumstances.
otherwise there would almost certainly
have been resistance to such a novelty.
2) Institutional recognition
Understanding philosophical social relations. In terms of cognition,
practice and its essence (One) philosophical practice develops the ana-
lytic capacity needed to understand the
The first recommendation to any kind of world around us, to critically handle the
institution is to comprehend the nature growing quantities of information with
of philosophical practice as an activity. which we are endowed – or rather, bom-
Those in charge can then decide, on a barded. In terms of identity, those who
basis of true understanding, how worth- engage in philosophy develop a concep-
while or relevant the activity is, and whe- tion of themselves as thinking beings,
ther it should be promoted – if so, how capable of giving sense to their daily
far and where. For a moment the com- lives and basing their thoughts on rea-
mon assumptions about philosophy need son, as independent and active citizens
to be put aside, starting with its elitist rather than mere consumers passively
and exclusively academic image as a par- experiencing the world around them,
ticular ‘subject’. The object here is to good or bad. In terms of social relations,
think of philosophy in a different way: as those involved learn to think and to
a practice that invites all members of the engage in dialogue with others, to deli-
public, whatever their personal level of berate collectively rather than simply
education or their general knowledge, to colliding with their fellows (and all too
engage in dialogue and reflection. This often thinking of those fellows as an
allows work to be done on three main obstacle or a menace). In their existential
levels: cognitive capacity, identity, and relationships to themselves as well
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PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
relate to others, and thus make better- practitioner: the specialist philosophy trai-
informed decisions. The idea therefore ner and the all-round trainer who has
would be to invite professional philoso- been taught the rudiments of philosophi-
phers to take a hand in such training cal practice. In my view, many NGO
directly, or alternatively to have them help workers could benefit greatly from
train the trainers, making a number of mastering the basic set of such tools.
philosophical tools available to them. For
there is a need for both types of
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PHILOSOPHY: A SCHOOL OF FREEDOM
Box 47
Service learning in philosophy
In ethics courses, service learning (inte- of the applied moral theories they study. thy and concern for oppressed popula-
grating service and academic study into Students are further challenged as they tions, yet harbour unspoken, unrecogni-
a unified learning experience) contribu- realize that the theories are powerful zed prejudiced and bigoted beliefs,
tes to a discourse model in which stu- principles governing human conduct often recognize and confront the disso-
dents are invited to participate in the rather than inert and sterile ideas, espe- nance in their guiding moral beliefs and
great moral conversation, adding cially in a discipline such as Philosophy practices.
context to their moral understanding. which is, all too often, prone to scholas-
Designed to actively engage students in tic purism. Service-learning is a uniquely Service learning is a vehicle for students
the practical application of course mate- efficacious pedagogical instrument to to understand that Philosophical Ethics
rial, students in the class experience help them bridge theory and praxis. is an activity, a practice, and far more
firsthand the sometimes ambiguous than a body of memorized facts. They
nature of moral decision-making when Finally, if we accept the idea that stu- learn to view Philosophy as a dynamic
ordinary people face perplexing moral dent’s autonomy, broadly construed, is process that figures into the nuanced
issues. In a context such as this, stu- predicated upon self-directed delibera- complexities of human life and the broa-
dents encounter existential situations. tion, then the reflective component of der social agenda.
Consequently, they often confront their service learning contributes to students’
own uncritical moral relativism and naive ability to think independently and criti-
moral cynicism. When students in my cally about ethical issues. When stu-
interdisciplinary Philosophical Ethics dents observe the stark existential
classes address the moral reality of conditions of those who suffer from
compassion, cruelty, kindness, empa- harsh or otherwise unfortunate condi-
thy, or the lack of it, as well as justice tions, these students often re-examine Karen Mizell
and injustice, they find an opportunity to their own tendencies toward narcissistic Associate Professor, Philosophy and
advance their grasp of moral psycho- preoccupation and self-absorption. Humanities Department, Utah Valley St.
logy and to witness the interpretations Students who may overtly voice sympa- (United States of America)
emergency measure, but with a view to the project is started and everyone is
the medium or longer term. aware of its potential impact. Students
subsequently write a report and then
Development of Service Learning analyse and assess their work. In the
in philosophy (Nine) case of philosophical work, this means
firstly that population groups that have
Service Learning is an educational never had an opportunity for any real
concept that began in America and aims contact with philosophy will gain an
to combine teaching, apprenticeship and introduction to it. Secondly, the philoso-
reflection by adding to the academic cur- phy student who might otherwise never
riculum some sort of community service have experienced anything other than
designed to further the student’s educa- the school classroom so far as training
tion and at the same time enhance the and future work are concerned will come
life of the community. It is founded on into contact with real life and learn a lit-
constructivist principles and is designed tle about the relationship between philo-
to provide education through enriching sophy and everyday living, not as a tea-
experience which helps the student to cher whose task is defined only in terms
develop a sense of responsibility and of the requirements of a subject or the
civic duty, encourages loyalty and deve- official instructions of an academic insti-
lops social cohesiveness. The outside tution, but as a citizen for whom the
activity must be clearly related to the needs of fellow citizens are a formative
student’s academic work, and should influence along with others. An initiative
make use of his or her particular skills of this kind might awaken vocations for
and competences. The students should the career of philosopher, at the same
choose, design and implement their pro- time as making the idea better known to
ject themselves, working with partners in the general public.
circumstances where there are real needs
and real benefits. Various forms of peer
exchange are organized so as to ensure
that there is sufficient thought before
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Box 48
A philosophy programme for at-risk children
Imprisonment has become an educatio- school and altruism: the results were able to offer contributions in discussion
nal, social, legal and of public health cri- triangulated using discursive interviews and record their thoughts in diaries, two
sis in the United States, with some 2.2 with the students themselves and the aptitudes which they felt would help
million people in prison on any given teaching assistants working in the pro- them reach their future goals. These
day(18). The justice system disproportio- gram. The outcome indicated the follo- results suggest, quite contrary to the cli-
nately penalizes children suffering from wing conclusions: the students showed chéd view of philosophy as a discipline
illiteracy and mental or physical health significant gains in accomplishment; for the elite, that including philosophy in
defects. Minorities are incarcerated in they found the enrichment activities a course for young people regarded as
inverse proportion to their representa- more inviting; relationships, especially at risk because of recurring delinquency
tion in society. In response to this, the those with their community and those or school failure can significantly
John Carroll University (JCU) has set up they had developed with the teaching improve the way they interact with the
a partnership with the Cleveland assistants during the program, had educational program. This method also
Municipal School District (CMSD) to become more important for the partici- makes it possible to boost their confi-
develop an alternative education pro- pants; their writing levels showed signifi- dence and facility in writing and expres-
gram. This association, the Carroll- cant progress in areas requiring critical sing themselves on issues they find
Cleveland Philosophers Program thought, written expression, and the like. important.
(CCPP), focuses on a curriculum des- The teachers’ perceptions of the oral
igned to foster academic success and contributions also indicated growing Jennifer Merritt, Christopher Gillman
reduce recidivism. The CCPP has been involvement on the students’ part. and Carolyn Callahan
assessed for student learning enhance- Altogether, the students considered that Professors, University of Virginia
ment and shifts in attitudes towards this programme had made them more (United States of America)
186
PHILOSOPHY: A SCHOOL OF FREEDOM
programmes, and then with the teachers the generating of abstract discourse. We
working in the field. These would make often think of the psychologist, the doc-
teachers aware of such practices, give tor or the social worker in emergencies;
them an introduction and then a training but one aspect of any emergency is the
in certain practices: most importantly, need to learn to emerge from the emer-
how to teach by means of a give-and- gency and rediscover our freedom to
take debate; how to lead an educational think and to be.
discussion; how to detect and reveal the
philosophical issues that arise in such a Philosophizing in prisons (Twelve)
discussion; and how to apply the
attitudes and skills connected with If there is one place where problems of
philosophical practice. direction and meaning are to be found,
it must be prison. This is precisely the
Philosophy for those in kind of life in which philosophical prac-
precarious situations (Eleven) tice might offer support or even help to
provide meaning. We can see various
For vulnerable people, displaced persons advantages to philosophy in prison: for
in the third world, homeless people in the many offenders who have not had
developed countries, inhabitants of run- the chance to receive much education, it
down urban areas or shanty towns, a provides at the very least a form of study
constant refrain is that their priority and a way to access a body of ideas that
needs are obviously not philosophy but for many has not been possible before. It
material issues – ‘survival issues’. Yet can also provide a means of rehabilita-
there is an error of reasoning here. True, ting a poor self-image to a certain
these people need society to try to solve extent; of experiencing moments when
their basic material problems as far as the mind can escape and contemplate
possible; but thinking together is just as new or strange prospects, without
important a feature of human life, and having to hide from reality; of standing
just as basic, in that it concerns the rela- back from oneself and one’s immediate,
tionship of individuals with themselves contingent situation; of working on one-
and with the world around them. It is self. It helps with living, helps in finding
amazing (say those who have experien- meaning where meaning may have been
ced it) to see how someone who seems missing, and lets people encounter
to have given up on life, or rushes blindly others and exchange ideas on something
after some consumer product, can else besides immediate practical pro-
become a changed person as soon as he blems which in themselves do little for
or she is invited to think. No-one should self-respect. Here it may be pointed out
be reduced to the status of merely survi- that while some people prefer to discuss
ving. On this subject, it is worth pointing their own situation directly, others would
to the people who have lived through rather embark on subjects far removed
wars or genocide and still struggle not to from their daily lives; and while it may be
be reduced to victim status despite their thought that the former is a stage that
trauma and their living conditions. To must be gone through and that the lat-
take part in a philosophical discussion ter is mere escapism that hides a lack of
group is to reclaim one’s full dignity, to will to go through it, this is not really the
re-establish a relationship with others point. The real stake rather consists in
that does not consist of threats or com- the experience of being a thinking per-
petition. There does, of course, have to son, capable of reflection, reason and
be assistance; and this must all the more articulated ideas. This has significant
attentively take into account the situa- potential for the rehabilitation of those
tion of the people involved, how they who are radically at odds with society;
live and what they are have gone for it involves remedial work on the indi-
through; but real philosophy is precisely vidual’s identity, without which any
a matter of encountering one’s partner social life or rehabilitation must remain
in dialogue as he or she actually is, not impossible. Through group workshops or
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personal consultations, prisoners learn daily round. Two aspects of such work in
to be no longer a passive object of social particular have important benefits to
forces or incarceration, but individuals offer them: the fact that concentration
who generate their own view of the and mental exercise are required is valua-
world and make themselves who they ble in itself; and thoughtful reflection
are. can give them a brief respite from the
minor – or major – difficulties of their
Philosophizing with retirees daily existence.
(Thirteen)
Promoting philosophical activity
As people in the developed countries live at work (Fourteen)
longer, the period of retirement has also
lengthened. For very many people nowa- For a number of years now, philosophy
days there is a question about what this has been starting to find a place here or
new existence – called in different coun- there at work, though it remains a very
tries ‘old age’, ‘the third age’ or ‘the marginal activity by comparison with
Golden Age’ – might mean for older what it could be and with the role it
people (or ‘senior citizens’). Often they could play. Firstly, it can provide a theo-
suffer from a comparatively ill-recogni- retical contribution to problems arising
zed kind of exclusion. Philosophy works- in business life in terms of ethics; com-
hops conducted for this population pany values; sustainable development; or
group have many functions. One, for thinking, working and living together.
example, is to give some meaning to Then there is the establishment of
their past life and experience – this is not workshops for thinking about matters to
always easy, either because their life has do with practical questions which need
been difficult and they feel a sense of thorough examination, or which may not
failure, or because they have, one way or affect business or working life immedia-
another, lost what used to give them a tely but bear on existential subjects or
reason for living: work, a husband or social questions which are of general
wife, or children, who are now scattered interest and allow the development of
abroad. They may have diminished physi- other kinds of working relationship besi-
cal or mental capacities, or the prospect des the practical and the immediate, by
of leisure that stretches out before them addressing questions of deep impor-
might give a terrifying impression of tance to members of the staff. Lastly,
emptiness, or their circumstances may there is the principle of ‘philosophy
make them lonely. Whatever the reason, counselling’: personal interviews in
workshops for the elderly would someti-
mes appear to be a fundamental but
unrecognized need – which would
explain the popularity of those works-
hops that do exist, in retirement homes,
pensioners’ clubs, or various public
venues. Nevertheless, there are some
potential pitfalls. First, many retirees,
especially older retirees, have little self-
confidence and will not go to a philoso-
phy workshop under their own steam.
Second, we find a certain number of
intellectual difficulties connected with
failing memory, diminished capacity for
concentration, greater self-centredness
or a lack of physical and mental fitness.
None of this means, however, that such
people lack interest in important ques-
tions, and it would be a mistake to
assume their only concern was with the
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PHILOSOPHY: A SCHOOL OF FREEDOM
Box 49
Philosophical debate in prison
One of the aims of philosophical debate this was a necessary stage in which the turn’ and get the participants to listen to
in prison was the participation of people convicts could describe their lives to me each other and respond in a rational
who were not voluntarily attending such as someone from the outside, and manner. As to the civic objectives, the
education as was on offer. It helped tackle their social invisibility. It was also convicts managed to adopt an autono-
immensely in getting the project off the necessary for me to listen to this so that mous and responsible attitude when sta-
ground that the activity involved was I could give my attention to and unders- ting their positions, and to think together
oral. These philosophical discussions tand their real situation, and express my about issues where individual answers
were able to benefit inmates whose edu- feelings to them and also report back to could not be found. In terms of personal
cation had not gone beyond secondary the world outside. In terms of the pro- development objectives, they were able
or in some cases primary school, and ject’s objectives it was very successful. to develop their self-esteem, to practice,
even those who did not know how to So far as the philosophical objectives sharpen and enrich their vocabulary and
write: these might otherwise never have were concerned, the convicts were able add to their all-round general knowledge.
gone to the prison school. The subjects to take their first steps in articulated
initially chosen concerned prison condi- thinking, to look for independent Jean-François Chazerans,
tions and the situation of the inmates. thought, use rational speech and tackle High school philosophy teacher,
Since what goes on in prison is virtually philosophical problems. It proved fairly Philosophical debate facilitator
hidden and society tends to keep it so, practicable to regulate ‘speaking out of (France)
which members of staff who want to can The polis philosopher (Fifteen)
look at a problem which bothers them
without going into considerations that Just as local authorities employ social
are too personal, private or ‘psychological’, workers, psychologists and mediators, so
and at the same time discover principles they might also use the services of a phi-
governing the construction of rational losophy practitioner. This role would to
thought as well as tackling various obs- some extent resemble the others mentioned
tacles in the way of such thorough and above, but with one important diffe-
methodical examination or other modes rence: there is no urgency to the philoso-
of intellectual functioning. The useful- pher’s work. He or she is not there to
ness of these consultations is that they solve problems – at least not to find
invite the philosopher’s ‘clients’ to for- immediate solutions – but to reflect dee-
mulate their worries clearly, with a view ply, to stand back and work out issues
to understanding them and making deci- which may be less immediately visible
sions accordingly. Formulating a worry but may be none the less important for
clearly means converting it into a ques- that; to invite people to take a critical
tion, clarifying it and also seeing its stance and think with greater rigour
importance relative to other things. The before taking decisions. Such philoso-
conversion is done by means of certain phers would therefore have various
techniques of verbal manipulation which tasks, including the preparation of analyses
are learned in the course of the dialogue considering problems that affect com-
with the consultant philosopher. This is munal life, and on the other hand orga-
not a matter of ‘free association’ but of nizing public debates, acting both as
finding the right words for things that philosophy advisers and as facilitators. A
happen to us and actions we envisage. variety of papers could be written for the
These words also enable us to communi- use of the authorities and/or the public.
cate our own individual visions to other Regular workshops would be organized,
people. This is not a superfluous task: it designed to involve all sorts of people:
is essential to business and working life, for while some will find it natural to
just as it is to life in general; but work is come to a philosophy workshop or a
needed to make those in charge of busi- debate, others will not; there will there-
nesses and their Human Resources fore be a need to spread the word
managers aware of this, and invite them through existing clubs and societies.
to think beyond the immediate matter in Children’s workshops would also be held
hand and outside a simplistic pragmatism. (in municipal libraries for example),
where school classes could come in turn;
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Box 50
Children’s philosophy workshops in public libraries
I am not a philosopher by training, nor a who agrees or disagrees with the idea game and challenge anyone who breaks
teacher, but a librarian. That may seem suggested and why, as the following them; they are also confronted with
unusual as a background for doing philo- brief exchange shows: ideas different from their own, which
sophy with children – but the practice of Pupil A: ‘Growing up is becoming adult develops self-assurance and recogni-
holding discussions with a philosophical and having responsibilities, because you tion. Lastly, their attitude to the library
approach in the public library came can do things you couldn’t do before.’ changes: it is not another place just like
about quite naturally. Pupil B: ‘I don’t agree: you can be a child school; reading for pleasure begins,
and still have responsibilities, like loo- along with collections of children’s philo-
The workshops always take place at the king after your little brother.’ sophy books for them to compete over.
same venue and time of day throughout Pupil A: ‘Sure, you can be a child and still So is it a good idea to do philosophy
the school year. They are organized in a look after your little brother; but if you workshops with children in public libra-
highly theatrical manner and presented don’t know it’s a responsibility, then it’s ries? Yes, because just like the various
as a game – ‘the thinking game’ – with not a sign you’ve grown up.’ kinds of special lesson based on multi-
three basic rules: put your hand up if you These workshops have repercussions of media or involving books (reading sto-
want to speak; don’t interrupt; listen to two kinds: among the teachers, the ries, choosing books on a subject, docu-
the others. The children repeat these reactions are generally favourable, and mentary research), the philosophy
principles at the start of every meeting: they ask for workshops again each year. workshops take care of one part of the
they come to enjoy this ritual element. As far as the pupils are concerned, I library’s mission – though of course
Then we ask a question, such as ‘What have not managed to receive any real there has to be partnership with the
is growing up?’, and ideas and argu- end-of-year reports. I do, though, get school.
ments are written on a board to bring news now and then that this pupil or that
out the concepts and – if possible – the now has the confidence to speak up, or Patricia Azérad,
oppositions among them, like that a class is better at listening to each Librarian, Public Libraries Director,
‘weak/strong’ or ‘big/small’. Then we try other. As the sessions proceed, the chil- Villeneuve St Georges
to broaden one suggestion, by asking dren gradually accept the rules of the (France)
and this would also help to furnish the (or Night) on other dates, or even a
teachers attending with philosophical Philosophy Week (or Month). The idea is
tools. A philosophy clinic for individual that a number of events of many kinds
consultation would be held free of are organized, in various places and in
charge on council premises. If there were various formats, so as to reach as many
sufficient interest, an introductory semi- people as possible: lectures, conferen-
nar in the practice of philosophy could ces, workshops, philosophy cafés, wri-
be offered as initial training for people ting workshops, introductions to authors
who wanted to start on such activity: or particular works, various kinds of
that would not be hard, especially for practical demonstration, debates on spe-
people working with children. One of cific themes, and so forth. The occasion
the principal aspects of this work would serves to show, by briefly occupying one
be to help develop civic-mindedness particular part of the city, that philoso-
among the population of the local phy has a place in all parts, that it
authority area. concerns everyone. So far as possible
there is publicity in the media to broaden
Philosophy Day(s) (Sixteen) the event and reach people who would
never normally have anything to do with
World Philosophy Day, a UNESCO initia- such things because they think that phi-
tive held on the third Thursday in losophy is not for them. The purpose is,
November, has been an annual fixture in one sense, to make philosophy more
for many years now. The manner of its ordinary and bring it out of its ghetto.
celebration varies from country to coun- Against that background it is possible to
try, in some it is more academic, while in invite the public to come and take part in
others it involves many different ele- the activities being organized; but in the
ments of philosophical practice. It may case of those who would not make the
be the occasion for just one single mee- effort to come of their own accord, the
ting, or for many. Some major European organizers can also offer events within
cities have begun holding their own Day existing structures, associations or
190
PHILOSOPHY: A SCHOOL OF FREEDOM
Box 51
Philosophy Month and Philosophy Night in the Netherlands
Since it was first held in April 2002, intervening month, and a growing num- More interactive proceedings are plan-
Philosophy Month has had an enormous ber of libraries and bookshops orga- ned as well, like the ‘Flying Socrates’
influence in popularizing philosophy in nize various activities. In 2006 a total scheme in which white-robed characters
the Netherlands. The idea is to bring of 130 events were held throughout the will wander among the crowd asking
together a collection of events within a country. questions and inviting chosen individuals
short time span and thus raise the pro- to debate with each other. There is also
file of philosophy as a whole. The Month Philosophy Night is the Month’s flagship an Essay of the Month each year: a
begins with an opening ceremony in one event. At a historic venue in Amsterdam, nationally known author writes a story
of country’s biggest bookshops: a fairly 750 people visit 25 activities distributed with a philosophical inspiration. These
small event (free of charge) with just a over five different halls and rooms. The events attract considerable publicity:
few presentations and a hundred visitors emphasis is on academic debates with a Philosophy Night, in particular, gets noti-
or so. In 2004, Philosophy Day at the current affairs viewpoint as well as ‘philo- ced in the national media, involving over
University of Tilburg was added to the tainment’: quizzes or performances. Half thirty journalists. The Month also gets
main events. The university’s Philosophy of those who attend Philosophy Night coverage on radio and television, with
Department is not well known, and it come from Amsterdam itself, and half twenty broadcast items and a total of
wanted to organize a Day to put the phi- from the rest of the country. Most of those three million viewers and listeners.
losophy community on the map, with the present only come to the Night once, and
hope of attracting more students. The for many this is their first significant brush
Month ends with a closing ceremony at with philosophy. In 2007, a neighbouring Hans Kennepohl
the International School of Philosophy, museum will be giving screenings of video Philosophy Month Project Manager
Leusden, which includes presentations art, giving the Night a festival atmosphere Stichting Maand van de Filosofie
and again attracts around a hundred and the visitors a taste of art that has (Netherlands)
visitors. Many events are held in the been inspired by philosophy. www.maandvandefilosofie.nl
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CHAPTER IV
Box 52
An interesting experiment: The Philosophy Olympiads in Uruguay
Uruguay’s Philosophy Olympiads were idea of such a development in every positions on the set of problems
designed in the context of a democra- country and every mother tongue. The given. The second part is individual,
tic view of the practice and teaching work evaluated is oral as well as writ- and written: it is an essay, to be writ-
of philosophy that aims to encourage ten, to lessen competitiveness and ten in three hours on a proposition set
everybody to think philosophically. encourage more people to become by the national jury. The participants
The objectives are to foster: philoso- involved. The Uruguay Philosophy are required to take the earlier debate
phical attitudes (doubt, critical and Olympiads have been taking place into account.
creative thinking, or the community of every year since 1999.
enquiry); the production of philosophi- Next, local juries evaluate the written
cal ideas or thoughts through various The Olympiad is organized simulta- submissions, and choose one sen-
activities including listening, reading neously in all the country’s high tence from each to construct a small
and discussion; and the production of schools: there are neither preliminary publication. The nine best works are
philosophical works both individual selection nor a national final so that chosen by a national jury, and their
and collective. The inspiration came everyone can take part in the event. It authors take part in the Olympiad of
from the experience of the IPO takes place in two parts, generally on Río de la Plata, in Argentina.
(International Philosophy Olympiad) the same day. The first consists of a
and the Olympiads of Argentina: from debate on a given question, lasting
the former we took the idea of a writ- around two hours, in groups of about Mauricio Langon
ten essay and the evaluation criteria, twenty people, and on a single sub- Professor of Philosophy
while the latter inspired us with the ject. The basic idea is to compare (Uruguay)
192
PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
Conclusion: Is it philosophical?
Criticisms of non-academic philosophy – sociological sense, it is indeed a
quite apart from proposals that are movement – is precisely this: to avoid
occasionally made to obliterate it entirely falling into the very dogmatism that it
– can sometimes appear hard-hitting, yet denounces. It is dogmatism which is to
there is nothing in them that warrants be found at the heart of the problem,
ruling out such activity. Intellectual life has which always makes people rigid-minded
surely seen worse things. We may wonder and prevents them from thinking, a
whether ‘philosophical practice’ is indeed mental stiffness that stops people
philosophical, but we can ask the same of hearing what is said or viewing
many other ways of doing philosophy. difficulties as problems. The pathologies
Furthermore, as far as practice is concer- or excesses mentioned in this chapter are
ned, the philosophers themselves are lar- neither systematic nor universal; the
gely responsible, by refusing on occasion essential thing is not to be defensive
to cover areas which are accordingly left about them or constantly protesting
to educationalists, psychologists, or one’s innocence, but merely to be aware
indeed to anyone; why then should there of them. Moreover, some of these
be complaints if such people take an inte- problems can counteract others; the
rest in philosophy and ‘have a go’, seeing aberrations and difficulties will vary
that it is anyone’s business and no-one’s depending partly on the practitioner and
property? It is, to be sure, the the school of thought, but also on the
philosopher’s field of technical expertise; culture in which these practices develop
but it can be worked at and learned. There and operate. For cultures, like philosophical
remains to provide an education in such currents of thought, individuals and
activities, despite the obstacles and the groups, theory and practice, pluralism
resistance. Nor can we be certain that and truth, never work in the same way,
philosophical practice is so very much but have different strengths and different
more generous than traditional blind spots.
philosophy, for we find the same problems
occur within it: personal concerns trum- The death of philosophy – if such a death
ping authenticity, special interests obscu- could be imagined – would only occur if
ring or disguising the general interest, the it lost its lively multiplicity. Its essence
dread of being forgotten and somehow ‘no rests fundamentally on the differences
longer existing’. among people – on embracing this
It appears that the challenge for this ‘otherness’, in the spirit of a constant
movement – as in the philosophical or challenge to our opinions.
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197
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PHILOSOPHY: A SCHOOL OF FREEDOM
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PHILOSOPHY: A SCHOOL OF FREEDOM
Regional breakdown
First, however, we should recall the pattern
of response to the survey in the various
study regions, and especially the
differences from region to region in the
number of ‘valid’ returns: for they must
make a difference to any attempt at
interpreting these results. While the Europe
and North America region are strongly
represented, some other regions are less
well represented, in part because of the
relatively small number of returns from
those regions. Furthermore, representative-
ness within regions is problematic: in some
regions (the Arab States, for instance, or Latin
America and the Caribbean) there is an
abundance of replies from just one or two
countries and conversely a great many coun- Europe and North America, Africa, and Asia Graphic 3. Recognized principal
tries are not represented in the survey at all. and the Pacific all favoured ‘contributing to merits of philosophy teaching,
by the respondent’s profile
civic education’ and also gave a relatively
General question, (Q03): we find marked high score to the ‘other’ option. The most
differences among the various geographical frequent first choice in Latin America and
regions. The Europe and North America the Caribbean was ‘strengthening auto-
region is in line with the pattern of replies nomy’ while in the Arab States it was
we have already noted at the world level – ‘contributing to civic education’. Few
or rather, the converse: the global situation respondents from these two regions ticked
takes on much of the profile of this region, ‘other’, indicating a general satisfaction
because it accounts for so many of the with the options suggested. Another
replies. Two regions – Africa, and Latin regional difference concerns the suggestion
America and the Caribbean – show patterns ‘building a methodology’, which was
which again resemble the overall situation, chosen more often than the world average
except for the following points: though by respondents in Africa, Latin America and
‘building up capacity for judgement’ still the Caribbean, and the Arab States (5 per
gets most ticks (more markedly so in cent to 10 per cent more often) and less so
Africa), the order of the next two options is by those in the two other regions (10 per
reversed, as ‘strengthening autonomy’ cent fewer ticks).
comes before ‘reinforcing knowledge’ –
but the differences are slight, and surely of In relation to secondary education (Q12):
little significance. We also find fewer ticks here the regional ranking of the suggestions
for the option ‘contributing to civic educa- followed the worldwide average. In
tion’. In the case of the last two regions, three regions (Latin America and the
the situation is quite different: ‘strengthe- Caribbean, the Arab States, and Africa)
ning autonomy’ makes a strong showing in the options were ranked, in order,
the replies from the Arab States, though ‘building up capacity for judgement’,
the other options also do well, being at the ‘strengthening autonomy’, and ‘reinforcing
same level (over 50 per cent) apart from knowledge’. ‘Building a methodology’
‘reinforcing knowledge’ (40 per cent). For also received a considerable number of
the Asia and Pacific region, the pattern is ticks (over 50 per cent). Two regions
reversed: ‘reinforcing knowledge’ receives were clear exceptions to this pattern:
many ticks (nearly 75 per cent), while Europe and North America, and Asia and
‘strengthening autonomy’ is ticked by only the Pacific: here ‘reinforcing knowledge’
40 per cent of respondents from this came second, well ahead of ‘strengthening
region. autonomy’. There were also fewer ticks
for ‘building a methodology’, which indicates
In relation to primary education, (Q09): as a more theoretical - rather than applied-
in the global situation, the three regions of bent to the teaching of philosophy in
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these two regions’ secondary schools. Lastly, International cooperation and the
respondents from these regions were less engagement of those involved in
likely to select ‘other’. philosophy teaching within the
international community
In considering the implications of the regio-
nal figures and the rankings they give on all The aim here is to produce an indicator
three questions, we find that there are of the degree to which those involved in
certain broad geographical characteristics a country’s philosophy teaching are part
in the aims and merits ascribed to philoso- of the international community. The
phy teaching. As we have already said, the questions relating to this are Q45(5), Q47(6),
Europe and North America region tends in Q48(7), Q49(8), and Q50(9). The chosen indi-
general to accord with the worldwide dis- cator is the number of ‘yes’ responses as
tribution on all three questions. The Asia a percentage of the combined total ticks
and Pacific region selected ‘strengthening (‘yes’ or ‘no’) for the question: a figure
autonomy’ less often than the world of less than 50 per cent indicates that a
average (and less than the other regions). In minority of the country’s respondents
the case of the Arab States, ‘building a answered ‘yes’ . The last two questions
methodology’ and ‘contributing to civic (Q49, Q50) each offered four possible
education’ tended to be favoured more replies: (1) ‘no’, (2) ‘yes, for students’,
than elsewhere. The Latin America and (3) ‘yes, for professors’, (4) ‘yes, for
Caribbean region generally produced a narrower students’ and ‘yes, for professors’. These
range of distributions than the other two questions were dealt with, for the
regions: differences among the scores of purposes of calculating our synthetic
the various options were smaller than indicator, by expressing (for each coun-
elsewhere, though the rankings were the try) the total of at least partly positive
same. The contrary was true of Africa, responses (2+3+4) as a percentage of
which tended towards greater differences, the total non-void responses obtained
though the rankings were again the same (1+2+3+4). The ‘international summary’
as the worldwide rankings, with just a few indicator is then the number of these
exceptions. We should note the general five questions to which the ‘yes’
tendency for few respondents in the responses strictly exceeded 50 per cent.
Europe and North America and Asia and The extent to which a country’s philoso-
Pacific regions to tick the ‘other’ box. As we phy teachers and students are in touch
have already suggested, this indicates that with the international community varies
the proposed options adequately match considerably from place to place. Map 1,
the real situations of these regions as far as which shows this indicator, is instructive:
(5) Question Q45: Would you say philosophy teaching is concerned. The the differentiation follows the bounda-
that the philosophy professors and other regions were by contrast less satisfied ries of the major Western countries, as
researchers from your country
regularly participate in research with these suggestions, above all the Latin the regional breakdown confirms. The
networks (seminars, symposiums, America and Caribbean region, where the region whose countries’ philosophers are
meetings of specialized societies,
etc.) at regional and international number of respondents ticking ‘other’ was most constantly in contact with the rest
level? in excess of 20 per cent for all questions. of the international community is Europe
(6) Question Q47: Would you say and North America (in 70 per cent of
that researchers in your country
are sufficientlyrepresented in world Because of the large proportion of respon- countries in this region a majority replied
congresses on philosophy that take dents with the professional profile ‘teachers’, ‘yes’ to at least three of the questions).
place every five years?
distributions for this profile were no diffe- The Asia and Pacific region also had
(7) Question Q48: Would you say
that researchers in your country rent from those for all respondents combi- some countries where philosophers are
are sufficiently represented in ned (Graphic 3). The other group in this very engaged internationally (Australia,
international philosophical
associations? breakdown (‘non-teachers’), though small, India, New Zealand and Thailand) and
(8) Question Q49: Is there a pro- showed more distinguishing features. The others where their involvement is only
gramme of international academic ‘non-teachers’ tended to tick the ‘other’ average (China and the Russian
exchange for philosophy in your
country? box less often, an indication of greater Federation). This has the effect of
(9) Question Q50: Do scholarship satisfaction with the suggestions offered; somewhat masking the fact that there
programmes particularly promote the difference is very marked at primary are also countries (40 per cent of the
the international mobility of
researchers and students exist in and secondary levels. total) where philosophers have little or
your country? no such contact. In over 70 per cent of
202
CHAPTER V
Table 1.
Presence of a philosophy teaching at secondary level: country results by the regions of the study*
204
PHILOSOPHY: A SCHOOL OF FREEDOM
Secondary Technical and vocational Total GENERAL SECONDARY – Technical and vocational secondary education
Incomplete information 10 South Africa, Algeria, Germany, Belgium, Cameroon, Lithuania, Nicaragua,
Republic of Moldova, Turkey, Viet Nam
Compulsory teaching 36 Australia, Bahrain, Bolivia, Brazil, Burundi, Canada, Chile, Cyprus, Colombia,
Croatia, Denmark, Ecuador, Estonia, United States of America, Gabon, Greece,
Grenada, Ireland, Israel, Italy, Lebanon, Luxembourg, Malawi, Mauritania, Mexico,
Norway, Poland, Portugal, Lao People’s Democratic Republic, Islamic Republic of
Iran, Czech Republic, Romania, United Kingdom of Great Britain and Northern
Ireland, Rwanda, Sweden, Venezuela
Optional teaching 21 Argentina, Belarus, Congo, Côte d’Ivoire, Spain, Russian Federation, France,
Honduras, Japan, Madagascar, Mali, Morocco, Monaco, Namibia, Niger, Nigeria,
Senegal, Slovakia, Togo, Tunisia, Uruguay
No reply 50 Bulgaria, Burkina Faso, The former Yugoslav Republic of Macedonia, Iceland,
Latvia, Mauritius, Netherlands, Central African Republic, Serbia, Montenegro
Afghanistan, Netherlands Antilles, Armenia, Austria, Bangladesh, Barbados,
Belize, Benin, Bhutan, Botswana, Cambodia, China, Costa Rica, El Salvador,
United Arab Emirates, Ethiopia, Fiji, Finland, Georgia, Ghana, Haiti, Hungary, India,
Indonesia, Iraq, Jamaica, Jordan, Kenya, Kyrgyzstan, Lesotho, Malta, Mongolia,
Nepal, New Zealand, Uganda, Uzbekistan, Paraguay, Peru, Philippines, Syrian
Arab Republic, Republic of Korea, Slovenia, Sudan, Sri Lanka, Switzerland,
Thailand, Ukraine, Vanuatu, Zambia, Zimbabwe
205
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206
PHILOSOPHY: A SCHOOL OF FREEDOM
207
CHAPTER V
a function of the various profiles found. How To conduct the analysis in terms of country
such a typology ought best to be represented groups, it is first necessary to choose what it is
spatially would be another issue; but it will be one really wants to observe. For the work
useful to remark on the other phenomena done on this survey there are two ways in
measured by the survey in the light of this which the results could be presented by
typology as well. UNESCO already has a regio- country group. It is possible to assign each
nal division of its member countries, and that respondent to a country group according to
division follows the make-up of the that respondent’s reply to question Q0j(16). The
Organization itself in being not strictly geogra- result of sorting the individual questionnaire
phical but in terms of electoral groups. It is returns by country group will then be a count
used for the conduct of regional activities: of individuals. This means that all the respon-
fifty-three countries for Africa, thirty-seven for dents from a given study region are treated as
Latin America and the Caribbean, forty-nine an established group, despite the considerable
for the Asia and Pacific region, twenty-one for differences between the region’s countries in
the Arab States, and fifty-one for Europe and terms of how well they are represented. This
North America. Under this classification of approach is useful primarily in the case of
countries, some belong to more than one general questions that do not refer explicitly to
region. To simplify the handling of the infor- the situation of a particular country. A second
mation and offer summary tables that avoid kind of result is arrived at by grouping the
double counting, it was decided to work on results calculated country by country: this is a
the basis of wholly separate regions, and legitimate procedure if one is making compa-
therefore to assign one region to those coun- risons between countries, for in that case it is
tries that usually belong to more than one. the number of countries that matters, in abso-
This definition of regions for the purposes of lute terms or as a percentage of the total num-
the present study, then, reproduces the origi- ber of countries in each group: one counts, for
nal regional classification with certain modifi- example, the number (or percentage) of
cations: Africa (without its Arab countries), countries showing this or that characteristic in
Latin America and the Caribbean, Asia and a given region. It should be noted that the
the Pacific (with the Russian Federation, overall total of contacts in the database is
Kazakhstan, Tajikistan and Turkey), the Arab 1339. The e-mail addresses of 44 contacts,
States (without Malta), Europe and North however, could not be associated with any
America (with Malta, but without the Russian particular country.
Federation, Kazakhstan, Tajikistan or Turkey).
(16) Question Q0j: Country(ies) of This classification will be referred to ‘Valid replies’ are those used for the
expertise.
throughout the present chapter as ‘study analysis. The ‘invalid e-mail addresses’ are
* Countries according
to alphabetical order in the original region(s)’. those from the list of contacts where the
French version survey’s Web server received a ‘failed
Table 2.
Distribution of the survey’s contacts by the regions of the study*
208
PHILOSOPHY: A SCHOOL OF FREEDOM
message’ report. No doubt these include a 36 per cent of all valid replies) and of the
considerable number of wrong e-mail Latin America and Caribbean region (22
addresses; but one should also take into per cent of all valid replies). Graphic 14
account mail server availability at the time broadly illustrates the study regions’ differing
of the survey: temporarily or permanently degrees of coverage: it will be noted above
non-functioning e-mail addresses, mail- all that 90 per cent of the countries in
boxes full or servers down during the sur- Europe and North America are represented,
vey, incoming e-mail filters (some institutio- while the figure for the other regions is
nal servers, for example, reject ‘spam’ – around 60 per cent. If there is indeed inte-
sometimes even all commercial e-mails). rest in the survey, it still affects only half the
The category ‘e-mail addresses with no countries in the Arab States region (out of
response or invalid returns’ indicates that that region’s total of twenty countries), in
the e-mail address was reached but produced contrast to virtually all the countries of
no reply. A distinction must be made Europe and North America. Thus the
among these, between a lack of response following observations can be made:
which was voluntary (the survey and its
questionnaire did not interest the person - A preponderance and over-representation
whose e-mail address was on the contact of Europe and North America (in terms of
list) and one that was involuntary (where both individuals and countries);
the invitation e-mail was blocked by perso-
nal spam filters, or the e-mail was forgotten - An under-representation of the Asia and
after a few days, for example). Though Pacific region, both in terms of valid replies
these two cannot be quantified, they do from the region and in terms of countries
allow a more nuanced view of the survey’s represented;
low overall response rate (valid returns: 28
per cent), which is seen to be somewhat - The marked over-representation of valid
more respectable after discounting the replies from the Latin America and
wrong e-mail addresses (‘effective’ Caribbean region, for example.
response rate: 35 per cent). Working in
terms of geographical regions, we note It has already been explained that the
that the rate of ‘valid’ responses remains survey’s organizers aimed to engage all
steady within the range 28–30 per cent, UNESCO’s Member States in the project.
that is, participation in the survey was the Efforts were therefore made during the
same across all study regions. Inter-regional search for contacts to ensure that there
differences appear only when we discover was at least one respondent from every
the reasons for non-participation in the sur- country. Out of all the countries tried, only
vey. In the case of Europe and North 10 failed to provide any contact at all, and
America, and to a lesser extent the Latin 160 provided at least two. Some countries
America and Caribbean region, the main were well represented in the survey; those
reason for not replying was lack of interest with the longest lists of contacts were
in the questionnaire, while in Africa and the Venezuela (124), Spain (79), Germany (57),
Arab States it was the number of e-mail Tunisia (37), Sweden (28), Uruguay (28),
address errors, which made it harder to Turkey (26), Colombia (21), Ireland (19),
reach people in these two regions. The France (17), Hungary (16), Latvia (16),
quality of the contact list here, then, was Portugal (15), South Africa (15), Lebanon
less reliable; yet in these two regions those (15) and the United States (15). The
who did in fact receive the invitation e-mail countries providing the greatest numbers
must then have had a greater tendency to of ‘valid’ returns were Venezuela (31),
respond to the survey than those in the Tunisia (18), Germany (15), Uruguay (13),
other regions, so we should perhaps infer a Sweden (12), France (10), Italy (7), Mexico
relatively greater interest in the survey and (7), Turkey (7), South Africa (6), Colombia
its aims in these two regions. We should (6), Lebanon (6), Madagascar (6), Côte
moreover note the heavy preponderance of d’Ivoire (5), United States (5), Ireland (5),
the Europe and North America region Latvia (5), Malawi (5), Niger (5), and
(nearly 37 per cent of the contact list, and Portugal (5).
209
CHAPTER V
Table 3.
Breakdown of valid returns, by the regions of the study*
Region of the No. of Countries in the regions of the study: name and degree of representation No. of % of
study respondents (country’s returns as % of all returns for the Study Region). countries Region’s
Countries accounting for over 10% of a region’s returns in bold with a countries
respondent covered
Africa 59 South Africa (10%); Benin (2%); Botswana (2%); Burkina Faso (3%); 27 61%
Burundi (3%); Cameroon (3%); Congo (5%); Côte d’Ivoire (8%); Ethiopia
(2%); Gabon (2%); Ghana (2%); Kenya (2%); Lesotho (3%);
Madagascar (10%); Malawi (8%); Mali (2%); Maurice (3%); Namibie (2%);
Niger (8%); Nigeria (2%); Ouganda (2%); Central African Republic (2%);
Rwanda (7%); Senegal (2%); Togo (2%); Zambie (2%); Zimbabwe (2%);
Latin America 82 Netherlands Antilles (1%); Argentina (2%); Barbados (1%); Belize (1%); 21 57%
and the Caribbean Bolivia (1%); Brazil (1%); Chile (4%); Colombia (7%); Costa Rica (1%);
El Salvador (2%); Ecuador (1%); Grenada (1%); Haiti (2%); Honduras (2%);
Jamaica (1%); Mexico (9%); Nicaragua (2%); Paraguay (1%); Peru (2%);
Venezuela (38%); Uruguay (16%);
Asia 53 Afghanistan (2%); Australia (2%); Bangladesh (4%); Bhutan (2%); 25 51%
and the Pacific Cambodia (2%); China (8%); Russian Federation (8%); Fiji (2%); India (8%);
Indonesia (2%); Islamic Republic of Iran (6%); Japan (6%); Kyrgyzstan (4%);
Mongolia (2%); Nepal (2%); New Zealand (2%); Uzbekistan (2%);
Philippines (4%); Republic of Korea (6%); Lao People’s Democratic
Republic (2%); Sri Lanka (2%); Thailand (2%); Turkey (13%); Vanuatu
(4%); Viet Nam (8%);
Arab States 41 Algeria (10%); Bahrain (2%); United Arab Emirates (2%); Iraq (2%); Jordan 11 55%
(7%); Lebanon (15%); Morocco (7%); Mauritania (2%); Syrian Arab Republic
(2%); Sudan (5%); Tunisia (44%);
Europe 134 Germany (11%); Armenia (1%); Austria (1%); Belarus (2%); Belgium (3%); 42 89%
Bulgaria (1%); Canada (1%); Cyprus (2%); Croatia (2%); Denmark (2%); Spain
(1%); Estonia (2%); United States of America (4%); The Former Yugoslav
Republic of Macedonia (1%); Finland (1%); France (7%); Georgia (1%);
Greece (2%); Hungary (1%); Ireland (4%); Iceland (2%); Israel (2%); Italy (5%);
Latvia (4%); Lithuania (2%); Luxembourg (2%); Malta (1%); Monaco (1%);
Norway (2%); Netherlands (1%); Poland (1%); Portugal (4%); Republic of
Moldova (2%); Czech Republic (1%); Romania (3%); United Kingdom of Great
Britain and Northern Ireland (1%); Serbia (1%); Montenegro (1%); Slovakia (1%);
Slovenia (1%); Sweden (9%); Switzerland (1%); Ukraine (1%);
Total 369 126 60%
Table 3 shows how countries were alloca- is higher and the degree of preponderance
ted to the study regions and the percen- of individual countries is neither so variable
tage contribution that each made to the nor so great.
total of ‘valid’ responses for its region.
Reference to the percentage of countries In Map 2, entitled Participation in the
actually represented in the survey (the UNESCO survey, each country is coloured
‘coverage’ of a region’s countries) reveals to show its degree of participation in the
the relative over-representation of certain survey. The number of valid returns is
countries in the results obtained. Thus not shown by means of proportionally-sized
only is the Arab States region represented rings centred on the country’s capital.
by barely half of its countries, but also Outside the Americas (where very few
almost 50 per cent of its ‘valid’ responses countries failed to produce any response at
come from just one country, Tunisia. We all), the geographical distribution of partici-
find a similar pattern, though to a lesser pation in the survey tended to favour the
extent, in the Latin America and Caribbean northern hemisphere. Africa (especially East
region, where there is admittedly a slightly Africa), the Arabian peninsula, Central Asia
greater coverage of the region’s countries, and Oceania are the areas with the greatest
but over half of its ‘valid’ responses are number of countries for which there were
* Countries according
to alphabetical order from just two countries, Venezuela and no returns at all or only a low level of
in the original French version Uruguay. In the other regions the coverage participation (just one respondent).
210
PHILOSOPHY: A SCHOOL OF FREEDOM
The manner in which individual countries’ state of philosophy teaching in each of the
replies were combined was as follows: the countries, which could then be ranked
chosen indicator is the number of ‘yes’ according to the availability of philosophy
r e s p o n s e s as a percentage of total teaching, and a world map of philosophy
responses (‘yes’ or ‘no’) to the four teaching in 2007 could be drawn.
questions (Q05(17), Q13a(18), Q31(19) and Furthermore, the construction of such an
Q41a(20)): a figure of less than 50 per cent overall measure of the availability of
indicates that a minority of the country’s teaching could provide a new key to the
respondents answered ‘yes’. Graphic 15, interpretation of the questionnaire.
Distribution of countries by educational
level at which philosophy is taught, gives a It was also decided that informal
synopsis of the replies on the present situa- philosophy teaching should continue to be
tion of philosophy teaching in the world’s included as part of the assessment of the
countries. The various profiles listed under state of philosophy teaching around the
‘general state of philosophy teaching’ were world.
constructed by combining the replies to
these questions, only counting the
country’s reply as positive if at least half the
individual responses from that country
were ‘yes’. The profile ‘secondary+univer-
sity’, for instance, indicates that the coun-
tries concerned (Algeria and Austria, for
example) teach philosophy in its own right
at both ‘secondary’ and ‘university’ levels.
Over half the respondents in each of these
countries replied ‘yes’ to these two
questions, but over half replied ‘no’ to the
questions asking about the ‘primary’ and
‘informal’ levels. A note of caution: the way (17) Question Q05: Is philosophy
these profiles were constructed means that specifically taught in your country
at primary level?
countries where there was no response (18) Question Q13a: Is philosophy
concerning a particular level of education still taught at secondary level as
were treated as not teaching philosophy at a separate subject?
(19) Question Q31: Is philosophy
that level (that is, a ‘no’ response and an taught as a separate discipline
absence of any response were in this in higher education institutions?
instance regarded as equivalent). It might (20) Question Q41a: Are there
other associations, institutions,
be worth suggesting a form of summary etc., that contribute to the teaching
that would provide a measure of the overall of philosophy in your country?
211
PHILOSOPHY: A SCHOOL OF FREEDOM
Table 4.
Distribution of countries by educational level at which philosophy is taught*
213
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214
PHILOSOPHY: A SCHOOL OF FREEDOM
There is a risk, under this arrangement, As with the notion of ‘decline’, and indeed
of underestimating the number of ‘yes’ still more strongly, the notion of
responses simply through the over-repre- ‘strengthening’ in a country’s philosophy
sentation of non-replies. To mitigate this education is inevitably connected with the
effect, the overall value given for existing condition of such education. We
question Q17 as a whole is formed from trust accordingly that the reader will
these three results by taking their largest compare the results obtained on this point
rather than their mean value. A country with the reported state of philosophy
such as Chile (Q17a=0%, Q17b=33%, education in each country. Though a general
Q17c=67%) will thus have a score of 67 question concerning observed measures of
per cent for question Q17 as a whole. improvement (Q02a1(25)) can be relevant to
The ‘Decline’ index is the number (0 to 4) all countries, question Q15a(26) would
of these four questions that received the appear to be relevant only to those coun-
answer ‘yes’ from 50 per cent or more of tries that have no separate philosophy
the country’s respondents. teaching in secondary schools as yet; and
the last two questions (Q08a(27) and
Combining the replies to questions that Q10a(28)), since they refer to education
are ultimately very different into a single levels at which philosophy is very seldom
summary figure is, of course, a highly taught at present (pre-school and primary),
indeterminate procedure. The aim here is are more likely, if ticked, to be indicating a
not to build a case of any sort concerning significant strengthening in philosophy
the decline in philosophical education, but education. Without going into details of
only to indicate those countries where the nature or causes of an improvement in
signs of a decline in the teaching of phi- philosophy education, we can still look at
losophy are visible from an analysis of the geographical distribution of those
the returns. A synthetic index such as countries that have experienced such a
this can be mapped and compared with strengthening. No country gave an overall
other themes in the survey; but it would positive response to all four questions:
be quite hopeless to set about offering a those with the highest indices include
full account of the decline observed Iceland, Finland and Iraq. Once again we
merely by setting out these figures. For find Brazil (strengthenings reported by
that purpose it will be more relevant and replies to two questions out of the four)
useful to examine the qualitative part of and its neighbouring countries, and also
the survey country by country, and the the Russian Federation, China, Norway, the
replies to the questionnaire’s United Kingdom, the Lao People’s
open-ended questions (for this, see Democratic Republic and Ghana.
Sections II and III).
Past and future changes (25) Question Q02a1: Do institu-
Without going into details of the nature in philosophy teaching tional projects exist in your country
that aim at reinforcing/improving
or causes of a decline in philosophy the teaching of philosophy ?
education, we can still look at the Here we shall be combining the earlier (26) Question Q15a: If philosophy
geographical distribution of those results concerning any strengthening or is not taught in your country at
secondary level as a separate
countries that have experienced such a decline in countries’ philosophy education, discipline, is its introduction
decline. Those showing a high level of to generate a summary overall profile of envisaged in the short term?
the index include Brazil (decline reported the evolution of philosophy education in (27) Question Q08a: Are there any
proposals to introduce philosophy
on all four questions) and the geographical each country. The ‘decline’ and ‘strengthe- at primary level in your country in
area made up of Thailand, Cambodia, ning’ indices are combined to obtain a the near future?
the Lao People’s Democratic Republic measure of the particular direction in which (28) Question Q10a: Is there some
experience in your country
and Viet Nam. We also find, though to a philosophy education is (or is not) evolving regarding the introduction to
lesser extent, some countries of the in a country. Four replies are possible: (0) no philosophy at pre-primary level ?
217
PHILOSOPHY: A SCHOOL OF FREEDOM
change reported, (1) decline only, (2) Caribbean region) the situation most fre-
decline and improvement’, and (3) impro- quently reported (35 per cent of countries)
vement only. It should be pointed out that was ‘improvement only’, though there is a
this classification in itself only conveys informa- considerable contrast: some 20 per cent of
tion on the existence and direction(s) of chan- the countries in each of these regions show
ges in philosophy education: it can be sup- only a decline). In the Asia and Pacific
plemented with further quantitative details region it is the mixed situation that is the
about the changes, by comparing the num- most frequent, but a clear tendency
ber of questions in answer to which an towards improvement can be seen by com-
improvement or a decline was reported. bining the figure for ‘improvement only’
The region with the greatest number of with that for ‘improvement and decline’
countries from which only improvements in (60 per cent of countries). The reverse is
their teaching of philosophy were reported true of the Arab States region, where none
is Europe and North America (nearly 50 per of the questionnaire respondents reported
cent), and only two in this region report only improvements and one point at least
nothing but a decline. In two regions of decline was reported from nearly three
(Africa and the Latin America and quarters of the countries.
219
CHAPTER V
222
PHILOSOPHY: A SCHOOL OF FREEDOM
223
CHAPTER V
224
PHILOSOPHY: A SCHOOL OF FREEDOM
falling-off of respondent numbers thereafter. that had originally been scheduled to end
Most recipients deal with e-mails imme- on 30 March 2007. To avoid giving
diately: either they delete them, or they offence, and to respond to the inevitable
take action without delay. Some keep this requests made by those contacted, it also
kind of e-mail with a view to replying at a proved necessary to deal with a number of
more convenient moment – especially if request e-mailed to the survey’s address
the questionnaire appears to be a long (philosophy-survey@unesco.org) – for
one – but few of these do in fact return to example, requests to be removed from the
them in the end. It is vital, therefore, that list of contacts or to resolve any technical
the invitation e-mail should convincingly problems encountered in trying to access
establish the survey’s professional status the questionnaire.
and engage the respondent’s interest; but
this is not sufficient to ensure a satisfactory Though the start of the survey was promising,
response rate. with nearly one hundred responses in just a
few days, the flow lessened over the following
It is why it is customary to send reminders months. By the time of the third reminder, (33) ‘Spamming’ (or ‘spam’)
is the massive and sometimes
to all the contacts who have not replied at ten days before the deadline, replies had repeated sending of unsolicited
all, or have not completed the question- been received from less than two-thirds of e-mails to people with whom
the sender has never had any
naire. Sending too many reminders, howe- those contacted. Some fifteen respondents, contact and whose e-mail address
ver, can be seen as ill-mannered and even for whom Web-based data entry had not the sender has got hold of in some
underhand way. Spam consists
as spamming(33), which would do neither worked or had proved unsuited to their of messages addressed
the survey nor its organizer’s image any local circumstances, faxed their answers or on the basis of the unauthorized
good. In general it is advisable to send an sent them as MSWord files, and these were harvesting of e-mail addresses
using search engines in the public
initial invitation and follow this up with no then re-entered by UNESCO. By the close of areas of the Internet (Web-sites,
more than two further attempts/ the survey period, 404 people had been discussion forums, distribution
lists, chat-rooms, etc.), or through
reminders; though there may be particular entered in the application’s database as the handing on or trading
cases that warrant a greater number respondents: 328 of these had reached the of addresses without the people
concerned being informed or
(personal friends, colleagues, or subordi- final page, and 76 had given up along the having any opportunity to give or
nates). This was in fact the situation in the way. withhold their consent. Such
address gathering is accordingly an
case of this survey, and in the end there improper practice, and outlawed in
were, in addition to the ‘recruitment’ Not all the replies were usable, however: France by Article 25 of the Act of
e-mail (18 December 2006) another four some were ‘invalid’ and could not be included 6 January 1978. See the 1999
Report on ‘Publipostage
sets of reminders during 2007 (on 8 in the analysis for fear of vitiating the Electronique’ (e-mail advertising)
January, 20 February, 22 March and 30 results. The first condition for a completed by the French Data Protection
Authority CNIL.
March 2007), the last of these announcing questionnaire to be valid was that question
(34) Question Q0j: Your country(ies)
a four-day extension to the survey period Q0j(34) was answered: this question, as we of expertise. Ò
225
CHAPTER V
shall see, was essential for the compiling of The degree of completion of a ques-
statistics by country. Replies to questions tionnaire is calculated by the number of
Q01(35), Q05(36), Q13a(37), Q31(38) and Q41a(39) questions answered as a percentage of
were also important, to a lesser extent, the total number of possible questions,
since they introduce the questionnaire’s which in this case were 110. The
main themes. It was also advisable to distribution of the returns by percentage of
compare replies in order to weed out any questions answered gives an overview
double counting. At the end of this valida- of the respondents’ participation in the
tion process, 34 returns had been set aside, survey. Most of the respondents
25 for failing to answer the essential completed between 45 per cent and 75
questions. The analysis was therefore per cent of the questions. We should
carried out on the 369 respondents note that it is to be expected that total
who had provided valid returns. It will be questions completed will fall short of
noted that nearly 75 per cent of 100 per cent because some questions
these do contain the sequence act as filters and, according to the
‘Q0j+Q01+Q5+Q13a+Q31+Q41a’, that is, replies, prevent access to irrelevant
replies to each of the questions that portions of the questionnaire.
introduce one of the questionnaire’s main
subjects.
226
PHILOSOPHY: A SCHOOL OF FREEDOM
227
CHAPTER V
From the ambiguities of a country- ended questions and in the suggestions and
by-country analysis to the building comments offered, but also in the concerted
of a synthesis of countries’ qualitative analysis that forms part of this
situations investigation.
It must be borne in mind that the replies Putting the information together at
obtained through this survey are subjective country level
and, above all, personal rather than official.
Obviously, therefore, responses to some If we are to work at country level it is advisa-
questions will at times be partly or totally at ble to set ourselves rules for combining individual
odds with the true situation of the country in replies into a single-country summary. This is
question, all the more so where the number of all the more necessary that the number of
respondents from that country is low. It also replies varies greatly from country to
often happens that respondents from a single country, and this is then the only way of
country provide quite different replies, even in successfully making comparisons. There is a
the case of questions about ‘objective’ range of possibilities for constructing a synthesis,
features of the state of philosophy education. and which is chosen will vary from question to
Here, the greater the number of respondents question; but as a general rule there are two
from a country is the greater the divergence problems which any such indicators need to
we are likely to see. This survey does not have overcome. Firstly, it is necessary to get beyond
the resources to reconstruct the official or the inconsistencies among a country’s respon-
‘real’ condition of philosophy teaching in each dents, and adopt a rule for expressing a clear
country, nor indeed any such remit: that is not position for the country. In the case of ‘yes/no’
its object, and it would be an inadequate questions, we generally chose the following
instrument for drawing up an inventory of indicator: the number of ‘yes’ replies as a per-
that sort. The persons contacted as the sur- centage of all explicit replies (‘yes’ + ‘no’) for a
vey’s potential respondents have a very great given country. This was not a naïve choice: it
range of profiles, and only some of them works on the assumption that every ‘yes’
could claim to embody any kind of ‘official’ response is a voluntary act; and, crucially, by
response from the country in question. Their using explicit replies as the denominator it
contribution to the survey was based only on avoids confusing the answer ‘no’ with no answer
their own knowledge and opinions about the at all. Secondly, the indicator must be indepen-
condition of philosophy teaching in their own dent of the number of responses from the
country and in the world, from a strictly personal country, a number which varies among the
point of view. Individuals’ characteristics and countries in the survey. For if we want to com-
situations will affect their responses, not least pare national situations it is important to work
their status, their professional and philosophical on the basis of information that does not take
experience, their personal beliefs, and someti- any account of these countries’ relative preponde-
mes also their attitude to the survey itself and rance. Here again it is a sufficient response to
their intentions in completing it (to denounce work in terms of percentages, provided we do
a situation, to express dissatisfaction, or to not attach too much importance to the figu-
express their lack of interest, for example). res in themselves, for the range of variation of
While it is inevitable that there will be contra- these percentages is greatly affected by the
dictions and inconsistencies in the replies number of respondents in the country concerned.
forthcoming from a single country, these can It is rather the dominant tendencies we should
nevertheless be useful for the analysis; for in be looking at: a simple observation that ‘yes’
their own way they provide information about responses to a particular question are (or are
the state of philosophy teaching in that country, not) in the majority is often quite enough for
about people’s positions and the current deba- analysis and interpretation. Another level of
tes and tensions within the discipline. This is synthesis is the combining of replies to a number
information which would not have emerged of questions so as to construct a general indi-
from a simple census of official reports and cator for the matters they concern; here the
statements, but which becomes apparent and indicator is generally the number of questions
explicit once the contributors have time to to which responses from a country are
express themselves and give free rein to their ‘positive’ in the sense, for instance, that a
thoughts, not only in the answers to open- majority answered ‘yes’.
228
PHILOSOPHY: A SCHOOL OF FREEDOM
229
CHAPTER V
3. What are the recognised principal merits of the teaching of philosophy in your
country(1)? Tick the corresponding box(es)
Strengthening the autonomy of the individual
Building a methodology
Reinforcing knowledge
Building up capacity for judgement
Contributing to civic education
Others
230
PHILOSOPHY: A SCHOOL OF FREEDOM
7. In the case of philosophy taught specifically, can you indicate the main methods
used?
Initiation
Discussion workshops
Direct teaching
Other
9. In your opinion, what is the objective of the teaching of philosophy at primary level?
Tick the corresponding box(es)
Strengthening the autonomy of the individual
Building a methodology
Reinforcing knowledge
Building up capacity for judgement
Contributing to civic education
Others
12. In your opinion, what is the objective of the teaching of philosophy at secondary
level? Tick the corresponding box(es)
Strengthening the autonomy of the individual
Building a methodology
Reinforcing knowledge
Building up capacity for judgement
Contributing to civic education
Others
231
CHAPTER V
16. Would you say that in your country philosophy is also taught in the
framework of other courses/disciplines such as:
Tick the corresponding box(es)
Course
Literature Yes No
History Yes No
Moral education Yes No
Religious education Yes No
Civic education Yes No
Sciences Yes No
232 Please explain:
PHILOSOPHY: A SCHOOL OF FREEDOM
18. How many hours per week are in average dedicated to philosophy in the
secondary education? Tick the corresponding box(es)
General secondary education Technical and professional secondary education
0h
1h –2h
3h – 4h
5h – 6h
More than 6h
22. Are official handbooks available to students in secondary education for the
study of philosophy?
Yes
No
If not, what other materials are being used?
233
CHAPTER V
24. What are the pedagogical tools most frequently used by philosophy professors at
secondary level?
Philosophy handbooks
Files produced by the professor (with excerpts from texts, etc.)
Other :
26. Is, in secondary education, the accent placed primarily on one of the following
aspects: Tick the corresponding box(es)
27. What place is given to local philosophers or to philosophers close to your culture in
the philosophy programmes in your country?
Very important
Not very important
Negligible
Please specify:
27bis. Are the other philosophical traditions taught at secondary level in your
country?
Yes
No
28. How would you qualify, in general terms, the documentary resources on
philosophy in the libraries / documentation centres of the institutions of secondary
education?
Excellent
Satisfactory
Not too satisfactory
Inexistent
Other:
234
PHILOSOPHY: A SCHOOL OF FREEDOM
28bis. Can you say that there are significant inequalities in the availability of
these documentary resources?
Yes
No
If yes, on what basis?
Urban / Rural
Private / Public
29. In your opinion, what is missing the most in terms of documentary resources
on philosophy in the libraries / documentation centres of the institutions of
secondary education: Tick the corresponding box(es)
Philosophy encyclopaedias
Philosophy dictionaries
Philosophy anthologies
Translations of the original works of philosophers
Periodicals specialised in philosophy
Introductory works on philosophy
IT support materials
Documents in the national language
Documents in a foreign language
Other:
IV - Higher Education
33. What types of philosophy degrees are awarded in the higher education?
Tick the corresponding box
Bachelor’s degree in philosophy
Master’s degree in philosophy
Research degree in philosophy
PhD in philosophy
34. Can you give an estimate as to the number of universities in which philosophy is
taught?
In numbers:
0
1-5
More than 10
In percentage:
0%
20%
More than 20%
235
CHAPTER V
36. Do you think that philosophy has been taught less in the universities of your
country in the last few years?
Yes
No
Please specify the motives:
37. What are the job opportunities for students with university degrees in philosophy?
Teaching
Research
Private sector
Other:
38. How would you qualify, in general terms, the documentary resources on philosophy in
the libraries / documentation centres of the institutions of higher education?
Excellent
Satisfactory
Not too satisfactory
Inexistent
Other:
39. In your opinion, what is missing the most in terms of documentary resources
on philosophy in the libraries / documentation centres of the institutions of
higher education: Tick the corresponding box(es)
Philosophy encyclopaedias
Philosophy dictionaries
Philosophy anthologies
Access to philosophical works:
Translations of the original works of philosophers
Periodicals specialised in philosophy
Publications popularising philosophy
CD ROMs
Documentation in the national language
Documentation in a foreign language
Other:
40. How would you qualify the use of Internet in the teaching of philosophy in
your country?
Excellent
Satisfactory
Not too satisfactory
Inexistent
Other:
V- Institutions
41. Are there other associations, institutions, etc., that contribute to the teaching
of philosophy in your country?
Yes
No
Please specify:
236
PHILOSOPHY: A SCHOOL OF FREEDOM
VI - Informal Teaching
Dissemination of Philosophical Debates
43. Are there in your country any practices that contribute to the promotion of
philosophical debate?
Public conferences in philosophy
Cafés philosophiques
Events: « Days » dedicated to philosophical debate
Other:
Please specify:
44. What space do the media in your country, including the press, give to
philosophical debate?
None
Little
Some (periodically)
A lot
45. Would you say that the philosophy professors and researchers from your
country regularly participate in research networks (seminars, symposiums,
meetings of specialised societies, etc.) at regional and international level?
Yes
No
47. Would you say that researchers in your country are sufficiently represented
in world congresses on philosophy that take place every five years?
Yes
No
48. Would you say that researchers in your country are sufficiently represented in
international philosophical associations?
Yes
No
Having read with great interest the many tion that philosophy is not sophia – at once
analyses and ideas presented in this study, science and wisdom – it is the desire for,
the Reading committee wished to offer its the search for, the love of this sophia. Only
reflections with regard to the scope of this zealots or the ignorant cling to their cer-
work. tainties, whereas the philosopher is a pilgrim
in quest of the truth. Today, at a time when
At the end of what constitutes one stage in science is seen to constitute the essence of
a long-term process, what can we draw our knowledge, and technology the
from the experience represented by this essence of our capacities, philosophy seems
study? What have we learnt? What are its a resolutely reflective discipline. As
lessons for tomorrow? The vastness of the concerns science, philosophy promotes a
subject naturally reflects the vastness of the critical reflection on the foundations of this
philosophies of the world today. knowledge. As concerns technology,
‘Philosophies’, because it concerns, as it wisdom, in the modern sense, is a critical
always has and always will, a multiple reflection on the conditions in which tech-
vision – we cannot limit it to any one vision nological capacities are developed and
of philosophy; even less, to a ‘pre-eminent’ used. Philosophical teaching is defined as
philosophy. A truly reflective, demanding bringing freedom into the exercise of critical
exercise, one that is formative and ideally thinking – and through critical thinking,
liberating, philosophy comes in a variety of exercising freedom. It goes without saying,
guises, arising from the diverse methods, thinking in this case is guided thinking: the
understandings and inflections that have pupil and the student are not left to find
developed from different cultural, political, their way alone through the vastness of
historical or religious traditions. The broad knowledge and the practice of philosophy.
compass of the present undertaking serves This objective, which could be said, in a
to illustrate the myriad facets of this disci- way, to be that of any teaching – if teaching is
pline, which is sometimes taught as a dis- to be understood as instruction, the trans-
tinct subject, sometimes as an element mission of knowledge or specific skills, and
within other disciplines, such as literature, a preparation for social and professional life
ethics, history or the sciences. In some – should and does direct the teaching of
cases, sadly, it is absent from the education philosophy. Because it is a question of
system entirely. making rational judgements and not simply
expressing opinions, because it is not only a
One of the great merits of this study is that question of knowing, but of understanding
it has reminded us with force and convic- the meanings behind, and the principles of
239
POINT OF VIEW
this knowledge, this objective requires time Other crucial issues were tackled in this
– a substantial amount of time. It is a long study. The question of how to institutiona-
and difficult process, even when supported lize and give more recognition to philoso-
by solid instruction and rigorous, open, auto- phical practices that, leaving the school or
nomous reflection. university context, have been introduced
into other situations where philosophical
The genuine vitality that we see in the tea- reflection and teaching also have their
ching of philosophy today is cause for hope place, even if on the surface they seem dis-
and enthusiasm. This is not to ignore the tant from this discipline. The question of
criticisms that some can address in relation the careers that students and doctoral can-
to the state of philosophy teaching today, didates in philosophy could hope to pursue
nor its limits or the efforts to curb or check was also the object of in-depth analysis.
its practice that we find in some places. But This examination of the state of the art of
the many initiatives being carried out in this philosophy teaching today allowed us to
field – from philosophy for children to inno- highlight the great variety of doors that can
vative practices such as philosophical classes open to philosophy graduates: in journa-
and workshops being introduced in busines- lism, communications, publishing, human
ses or prisons – illustrate a real presence of resources, or within international govern-
philosophy and of its teaching today, even mental or non-governmental organizations.
though these are non-traditional practices. Here again it comes down to a question of
Indeed, as Roger-Pol Droit judiciously poin- balance, one that is often difficult to reach.
ted out to us, why should one be surprised How is the teaching of philosophy to be
by the teaching of philosophical practices accorded the value it deserves without
when one does not wonder about the tea- drowning it or diluting it in other discipli-
ching of calculus, which is not the entirety nes, considered to be – wrongly or rightly –
of mathematics? A non-traditional teaching more profitable and more practical, and
for a non-traditional discipline. Its variety of therefore more relevant? How can one find
forms, and especially the range of openings a modus operandi between educational
they lead to, are in this respect very clear curricula, which are often determined at
according to the countries they are found the governmental level, and the necessary
in. One cannot but notice, and this is of academic freedom of teachers? This raises
course something we are delighted to see, the question of textbooks and teaching
that philosophy leaves few indifferent. Even manuals. How are we to give due recognition
if at times some seek to minimize it, to to the contributions and the heritage of the
mask it behind other disciplines (such as thinkers who preceded us without remai-
literature), it can and must enjoy a special ning prisoners to this canon, and at the
place in the intellectual and critical develop- same time support the contribution that
ment of the child, the pupil, the student. It philosophy can make towards understanding
is through their contact with this difficult contemporary problems? The discipline of
but eminently formative discipline that philosophy must overflow its banks, so to
these adults in the making earn the battle speak, so that it can be applied within all
stripes of their autonomy. The debate over other disciplines and enable the keen
whether to prioritize a historical approach analysis of the problems faced by the world
to the teaching of philosophy or an today. Philosophical research must be
approach based on themes or concepts understood to be a requirement for innova-
continues. Here again, as philosophy tea- tion and a source of intellectual creativity
ches us, it is the dialectics of the argument that cannot be constrained by prejudices or
that must be sought. It is neither a question rigid norms. Here a new field of study sug-
of dwelling exclusively on lists of authors, gests itself. Philosophy is not an idealistic,
famous or less so, nor of concentrating on abstract concern, but a call to modify real
concepts that are often difficult to unders- situations. Philosophy is anything but
tand when removed from any contextual monolithic, fixed and immutable.
base. The two approaches should, rather, Continually changing, like the phoenix that
be able to nourish one another and to lead unceasingly arises from its own ashes,
to a creditable stability. philosophy feeds itself and is forever being
created anew. In this respect, perhaps it
240
PHILOSOPHY: A SCHOOL OF FREEDOM
would be advisable to repeat this UNESCO takes precedence over a desire to present
survey, focusing this time on the state of one’s ideas and open them to debate? To
philosophical research throughout the offer oneself up to the critique of others is
world, as was done in the 1978 study revie- the very essence of philosophy and its tea-
wed by Paul Ricoeur in Main Trends of ching; this must be repeated continually if
Research in the Social and Human Sciences one hopes to escape the false peace of
(edited by Jacques Havet)(1). clinging to ideas believed to be eternally
true.
Philosophy, particularly in its teaching, must
welcome diversity and other world views. To all those concerned about finding new
What indeed is the use of accumulating directions for the teaching of philosophy:
university diplomas if one does not have let us dream and invent aloud. (1) Jacques Havet, (ed.), Main
the capacity to listen and be enriched by Trends of Research in the Social
philosophical dialogue, and thus by the and Human Sciences. Paris/La
Haye/New York, Moutan
views of others? What is the point of intel- Éditeur/UNESCO, 1978, Part 2, Vol.
lectual expertise if it cannot be shared? The Reading 2, pp. 967–1645. See also Patrice
Vermeren, La philosophie saisie
What does the statute – sometimes self- par l’UNESCO. Paris, UNESCO,
awarded – of ‘philosopher’ mean, if egoism committee 2003. www.unesco.org.
241
ANNEXES
Annex 1 244
Committee of experts - Reading committee X
Annex 2 245
List of other contributors to the study X
Annex 3 247
Glossary
Annex 4 253
Some useful bibliographical references
Annex 5 271
List of used acronyms
Annex 6 275
Index of mentioned countries
Copyright : Jérémie Dobiecki
243
ANNEXES
Annex 1:
Committee of experts - Reading committee
Committee of experts Reading committee (UNESCO)
244
PHILOSOPHY: A SCHOOL OF FREEDOM
Annex 2:
List of other contributors to the study
Pre-school and primary levels Philosophy for Children - IAPC (United
(Chapter I) States of America); Ekkehard Martens,
Professor of Didactics of Philosophy and
Gérard Auguet, Professor at the Institut Ancient Languages at the University of
Universitaire de Formation des Maîtres Hambourg (Germany); Eva Marsal,
(IUFM) of Bordeaux (France); Petr Bauman, Professor at the Karlsruhe University of
Professor at the University of South Education (Germany); Stephan Millett,
Bohemia and coordinator of the Philosophy Director of the Centre for Applied Ethics
for Children project (Czech Republic); Beate and Philosophy at Curtin University, Perth
Boressen, Professor at the Oslo University (Australia); Félix García Moriyon, Professor
College (Norway); Daniela Camhy, of Philosophy, Vice-president of the
Professor at the Faculty of Philosophy, International Council of Philosophical
University of Graz, and Director of Austrian Inquiry with Children - ICPIC (Spain); Freddy
Center for Philosophy with Children and Mortier, Professor at Ghent University
Youth – ACPC (Austria); Sylvain Connac, (Belgium); Øyvind Olsholt, founder of
lecturer at Montpellier 3 University (France); Children and Youth Philsophers - CYP
Antonio Cosentino, Professor and Director (Norway); Yvette Pilon, Doctor of Sciences
of CRIF (Italy); Marie-France Daniel, of Education (France); Diego Antonio
Professor at the University of Montréal Pineda, Associate Professor at the Faculty
(Canada); Irène de Puig, Director of of Philosophy, Pontificia Universidad
GrupIREF (Spain); Takara Dobashi, Professor Javeriana, Bogota (Colombia); Marina
at Hiroshima University (Japan); Nicolas Go, Santi, Professor at the University of Padua
Professor of Philosophy at the Institut (Italy); Michel Sasseville, Professor at the
Universitaire de Formation des Maîtres Faculty of Philosophy, Laval University
(IUFM) of Nice (France); Sylvie Guirlinguer- (Canada); Ariane Schjelderup, founder of
Especier, National Education Inspector Children and Youth Philsophers - CYP
(France); Valdemar Molina Grajeda, (Norway); Roger Sutcliffe, President of the
Director for elementary education at the Society for Advancing Philosophical Enquiry
State of Mexico, and his collaborators: and Reflection in Education - SAPERE and
Agripin Garcia Estrada Zeida and Julieta the International Council for Philosophical
Mariaud Vergara (Mexico); Marie-Pierre Inquiry with Children - ICPIC (United
Grosjean-Doutrelepont, Professor of Kingdom); Michel Tozzi, University
Philosophy at the Haute École Provinciale Professor in Education Sciences, Director of
de Mons (Belgium); Rosnani Hashim, CERFEE, Montpellier 3 (France); Marcel
Associate Professor in the Department of Voisin, Professor and President of the
Education, International Islamic University PhARE (Belgium); Barbara Weber, Professor
(Malaysia); Karlfriedrich Herb, Professor at at the University of Regensburg (Germany).
the University of Regensburg (Germany);
Walter Omar Kohan, Professor of Secondary education (Chapter II)
Philosophy at the University of Rio de
Janeiro (Brazil); Claudine Leleux, Professor Daniel Bourquin, teacher at the School of
of Philosophy at the Haute École Philosophy, Gymnase de Bienne
Pédagogique de Bruxelles (Belgium); Pierre (Switzerland); André Carrier, philosophy
Lebuis, Professor at the University of teacher at the Collège Lévi-Lauson, Québec
Québec in Montréal (Canada); Zosimo Lee, (Canada); Barbara Cassin, philosopher, phi-
Professor at the University of the Philippines lologist and researcher at CNRS (France);
(Philippines); Jacques Lévine, psychoanalyst Maria Irene Danna, Professor (Dominican
for children, President of the Association Republic); Mario De Pasquale, coordinator
des Groupes de Soutien au Soutien - of the Didactics Commission of the Società
AGSAS (France); Gregory Maughn, Director Filosofica Italiana – SFI, Rome (Italy); Ramón
of the Institute for the Advancement of Gil, Professor (Dominican Republic); Johnny
245
ANNEXES
246
PHILOSOPHY: A SCHOOL OF FREEDOM
Annex 3:
Glossary
The definitions in this glossary reflect the terminology used by the
authors of this study.
A
Activity of philosophical nature
expression ‘community of enquiry’ is drawn
from the publications of Charles Peirce and
John Dewey.
Concept
Any activity that relates to philosophy and An abstract or general idea, a unit of
its practice. knowledge constituted by abstraction on
the basis of traits or properties common to
a set of objects, relations or entities.
C
Cognitive
Critical thinking
Critical thinking helps decompose a
situation, a concept, a theory or a system of
thought into its most simple expression, in
Related to, or based upon, the function or order to reflect their multiple meanings,
the mental process of the acquisition of underlying intentions and the primary sta-
knowledge. Cognition is characterized by kes. It is not only about putting the pieces
certain processes such as attention, of a problem together – in a
language/symbols, judgement, reasoning, systematic manner – and comparing all of
memory and problem-solving. its aspects, but also about envisaging the
cause-and-effect relationships (if–then) that
Cognitive sciences can help resolve the problem. This also
A set of scientific disciplines aiming at the includes the use of rigorous logic and
study and understanding of the mechanisms methodology that allow realistic solutions
of human, animal or artificial thought, and to be reached. Critical thinking aims to
more generally, of every cognitive system, detect the underlying reasons for taking a
namely every complex system of the particular position, the effects of each
processing of information capable of decision and the limits of all conceptual sys-
acquiring, conserving and transmitting tems – notably by comparing them to other
knowledge. Cognitive sciences are based ways of constructing reality.
on the study and modelling of phenomena
as different as perception, intelligence, Culture of peace
language, calculation, reasoning or According to the United Nations resolutions
consciousness. Being interdisciplinary, A/RES/52/13 and A/53/243, the culture of
cognitive sciences use data originating peace is a set of values, attitudes,
from numerous scientific and engineering behaviours and modes of life that reject
branches and in particular from linguistics, violence and prevent conflicts by attacking
anthropology, psychology, neuroscience, them at their source with dialogue and
philosophy and artificial intelligence. negotiation among individuals, groups and
states.
Community of enquiry / inquiry
A method of work promoted by the Curriculum
philosopher Matthew Lipman from the A curriculum designates the conception,
United States, by which a children’s class- organization and programming of teaching
room group is put into a situation of cogni- and learning activities according to a
tive interactions. After reading an excerpt particular educational level or course. It
of a novel, the children select a question unites the expression of objectives,
related to it and then discuss it in a rational, contents, activities and methods of
247
ANNEXES
D
organized debate on a philosophical question
among students in a classroom (in which
participants are given specific roles, such as
chair or secretary of the session, and follow
Dialectic particular rules of debate, such as allowing
From the Greek dialegesthai – to converse, each participant a certain time to speak).
and dialegein – to sort, to distinguish. This The teacher assures the DVP meets certain
word has the same etymology as ‘dialogue’ intellectual requirements: such as problem-
and means etymologically to pass from one solving, conceptualization and rational
part – an object, a notion, a problem – to argumentation. This method is inspired
another by the means of language and rea- from concepts of cooperative pedagogy
son (logos, in Greek). A dialectic is a (Célestin Freinet, Fernand Oury), the
thought process that deals with apparently community of enquiry (Matthew Lipman),
contradictory prepositions, basing itself on and the definition of requirements in the
such contradictions in order to arrive at model of philosophizing (Michel Tozzi).
new prepositions, which in turn lead to the
reduction, the resolution or the explanation Dogmatic teaching
of the initial contradictions. ‘Hegel’s dialec- A type of teaching that delivers or transmits
tic’ is a thought process that consists of knowledge deemed to be the absolute and
confronting opinions, claims, ideas or the- definite truth, without developing a critical
ses that are apparently contrary or contra- approach. Such knowledge is often
dictory, and in showing how they are rela- conveyed in a peremptory, authoritative
ted by links of complementarity, unity or and categorical manner to circumvent any
identity. questioning.
Didactics
The study of the process of teaching and
learning a particular discipline. One example
is the didactics of philosophy. To the
contrary of pedagogy, which is centred on
the transversal methods used in different
E
Education
disciplines (such as group work), on the ethical The global teaching or training that an individual
and affective dimension of the educational receives in various areas (religious, moral,
relationship, and on the management of social, technical, scientific, medical, etc.).
group dynamics, didactics focuses primarily
on the students’ relationship with the Ethics
content of the discipline and on the ways in Ethics can be understood in two ways. For
which the teacher imparts this knowledge. some philosophers, ethics refers to a series
248
PHILOSOPHY: A SCHOOL OF FREEDOM
H M
Maieutics
To the ancient Greeks, maieutics referred to
Hard sciences the midwife’s art of assisting in giving birth.
The prototype of a hard science is mathematics. In philosophy, Socrates defined his activity
Hard sciences are based on the scientific or as being ‘the art of assisting in giving birth
hypothetico-deductive method, involving to truth’. Although Plato often associates
experimental, quantifiable data and with a maieutics, or the Socratic method, with
focus on accuracy and objectivity. The recollection (according to which the mind is
language is univocal: formulated with pre- already impregnated with knowledge at
cision, excluding all incertitude and birth), a second interpretation is also possi-
ambiguity, and aiming at accuracy – unlike ble: to bring ideas into the light, to bring
the experimental sciences, which incorpo- out awareness, by directed questioning in
rate approximation in their calculations. the form of dialogues through which participants
Despite certain attempts in logic using syl- learn to think for themselves – to discard
logistic reasoning (as in the work of fixed ideas and to re-evaluate their opinions.
Aristotle) or ‘demonstration’ (as in
Spinoza’s Ethics), philosophy is not a hard Moral teaching
science, because one can only think with, A type of teaching motivated by religious or
in and through language, which by its very secular objectives, established in certain
nature has multiple meanings. countries in order to transmit to students
principles of action relating to moral
consciousness, civility or citizenship. The
K
teaching of morality aims at enabling students
to formulate and be aware of a hierarchy of
values.
Morality
Kairos
Morality is, from an anthropological and
Kairos is an ancient Greek word meaning
sociological point of view, a set of principles
‘the right or opportune moment’. It qualifies
of judgement, of rules of conduct relative to
the favourable instant: ‘Now is the good
the good and the bad, of obligations, of
moment to act’. It differs from the linear
values sometimes established as a doctrine,
conception of time, or chronos, and creates
that a society gives to itself and that impose
depth in the instant. The philosopher-facilitator
themselves both on the individual and the
is very sensible to kairos, as a moment in
collective consciousness. These principles vary
which a conceptual distinction, a question,
according to the culture, beliefs, living condi-
or an effort to find a definition or a refutation
tions and needs of a society. From a philoso-
surfaces within a group, and which the faci-
phical point of view, morality concerns either
litator seizes in order to exploit it philosophically.
an intimate conviction that draws on universal
principles of judgment or, to the contrary,
judgments relative to a given social group.
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ANNEXES
Philosophical practice
O
Ontology
A general term used to group different
ways of putting philosophizing into prac-
tice. These practices are defined and distin-
guish themselves from academic philoso-
phical activities by the following characte-
Derived from ontos - ‘being’ or ‘existence - ristics, which vary in intensity according to
ontology is a branch of philosophy that the specific practices: philosophical practice
studies conceptions of reality and the is above all the constitutive activity of a
nature of being through categories, princi- thinking subject, be it individual or collec-
ples and characteristics. Philosophy deals tive; in general, philosophical practice invol-
with general ontology, which refers to all ves the dialogical dimension of the philoso-
existence. There are also partial ontologies, phical activity; it is open to all, as it does not
specific to a particular field (such as physics, require any prior knowledge, although its
chemistry or history) and spiritual, religious, practice involves the collaboration of a
subjectivist, existentialist, formal and syste- competent person; it makes far less refe-
mic ontologies. Other examples include the rence to the history of the discipline and
ontology of ideas, of information or of erudition than does academic philosophy; it
social existence. General ontology (onto- develops a culture of questioning more
logy of the material world) is structural and than a culture of response, and favours
phenomenological. It refers to all stages exchange and discussion to facilitate the
and zones of existence, including the development of the student-philosophers
mental, psychological and social. understandings and opinions. The philoso-
phical practices are distinguished among
themselves by the public they target and
P
their methodologies, as well as in their
philosophical assumptions.
Philosophy
Pedagogy The definition of the term ‘philosophy’
Pedagogy can refer to the science of educa- used in this publication reflects the mea-
tion, or to methods or strategies of educa- ning that the authors wished to employ for
tion. The term derives from the Ancient their analyses. As an academic discipline,
Greek words paidos, meaning ‘child’, and philosophy can be difficult to define –
ago, ‘to lead’. In Antiquity, the pedagogue where it designates a taught subject or a
was a slave that accompanied a boy to type of pedagogical activity. On one hand,
school, carried his things and also helped one can find activities with a philosophical
him memorize his lessons and do his home- dimension in courses where the word ‘phi-
work. This is where the modern meaning losophy’ itself is absent, namely courses in
of the term comes from, namely to accom- morality, ethics, citizenship, sometimes as
pany children in their learning and, more part of theological courses or courses in
generally, in their education. religion, when they refer to non-dogmatic
teaching. On the other hand, one may
Philosophical concept sometimes be perplexed as to what is ter-
A construction of the mind through which med ‘philosophy’, as such teaching in some
one understands the real, inserted in a educational systems would not necessarily
conceptual framework from which it takes aim at developing the reflective capacities
its meaning. of students.
To avoid reducing the meaning of the word
Philosophical educability ‘philosophy’ – whose definition itself is phi-
A cognitive potentiality, the developmental losophical – the authors of this study have
possibility of acquiring skills in critical and stressed the questioning aspect of philoso-
creative thinking from as early as the early phy. Indeed, philosophy incessantly ques-
childhood years, on the condition that an tions itself as to what it is not: morals,
appropriate setting for learning is established. science, etc. It also questions itself as to
what it really is: A certain type of knowledge?
But which one? A practice? But what kind
250
PHILOSOPHY: A SCHOOL OF FREEDOM
of practice? And it receives various responses is a rapid and generally violent change. In
from different philosophers: to think by the educational system there are reforms of
oneself or to live with wisdom; to interpret the system’s structure, as well as programme
the world or to transform it; to conform to reforms related to the content taught.
the world’s order or to revolutionize it; to
aim at pleasure or at virtue; to learn to live
S
or to die; to think with concepts or with
metaphors? The responses to such ques-
tions, and thus the conception or the prac-
tice of philosophy, vary significantly across
the different cultures of the world. Sapere aude
In his famous essay, ‘Answering the question:
Philosophy workshop what is Enlightenment?’, Immanuel Kant
A method of group work, oral and/or written, gives the following definition:
which consists in working on deepening, ‘Enlightenment is man’s emergence from
analysing and questioning ideas, and self-imposed immaturity for which he
developing concepts through the confron- himself was responsible. Immaturity and
tation of ideas. This can be done through dependence are the inability to use one’s
the interpretation of a text, specific exercises own intellect without the direction of
or rigorously steered discussions. This form another. One is responsible for this immaturity
of group work, promoted by many diffe- and dependence, because its cause is not a
rent practitioners of philosophy, such as lack of intelligence, but a lack of determination
Oscar Brenifier and Anne Lalanne in France and courage to think without the direction
or Beate Børresen and Øyvind Olsholt in of another. Sapere aude! Dare to know! is
Norway, claims to prioritize philosophical therefore the slogan of the Enlightenment.’
rigour and philosophical knowledge over a
more ‘democratic’ focus or the emphasis Social and human sciences
on a simpler exchange of ideas that is A set of sciences whose subject is the
found in, for example, the community of
human being and human groups, and all
enquiry, the French café philosophique or
their actions, organizations and relations.
the philosophically directed discussion
Examples of social and human sciences
(discussion à visée philosophique - DVP), or
include anthropology, philosophy, history,
in other philosophical methods influenced
geography, law, sociology, psychology and
by psychology or by the education sciences.
linguistics. Human sciences essentially
examine the dynamic relations of human
beings with their social, physical, cultural,
R
Reflective analysis
economic, political and technological
environments. In this complex world of
constant evolution, they can help students
become active and responsible citizens in
their communities, at the local, national or
Based on the work of Jules Lagneau, a dis- global level.
ciple of Jules Lachelier, reflective analysis
consists of contemplating on the subject of Socratic dialogue
any thought in order to release the conditions Written almost immediately after the death
of all thought and discover its essential of Socrates (399 BC), the dialogues were
characteristics. Going from one condition Plato’s testimony of the numerous discussions
to another, it finds what forms the unity of that his teacher habitually conducted with
thought, its necessity, its universality, its his students. Plato’s primary objective was
spontaneity and its auto-regulation. to perpetuate, in its most vivid form, the
example of a man who had been a mentor
Reform of philosophical thought. The dialogues are
A reform is a slow and peaceful change of not statements of Truths, but rather a
institutions whose objective is, according to progression of thinking that Socrates leads
its advocate, to improve the situation of the his interlocutor through, a process of
moment. It is contrary to revolution, which orientation or disorientation, by challenging
251
ANNEXES
the student’s ideas. This is why the first ‘signs’ (signes) and ‘teaching’ (enseignement)
dialogues written by Plato are aporimes derive from the same Latin root. Used for
(discussions that come to a stalemate). In the acquisition of knowledge, these
this context, Plato is situated as the oppo- signs refer to spoken and written lan-
site of Aristotle, who expresses his thought guage. Thus, teaching is a specific mode
under the form of treatises, a latter-day of education that one finds in modern
‘canonic’ form of Western philosophy. In a schooling and by which the teacher
more specific sense, the Socratic dialogue is transmits knowledge verbally and/or
a method of group discussion established actively. Teaching is therefore educating,
by the German philosopher Leonard but educating is not necessarily tea-
Nelson. ching. One can also consider that the
method of trial and error is a means of
teaching. The role of the teacher is here
T
to make sure that the students progress
in their learning.
Teaching
This term refers to a specific mode of edu-
cation, that of developing the knowledge
of students with the aid of signs. In French,
252
PHILOSOPHY: A SCHOOL OF FREEDOM
Annex 4:
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267
ANNEXES
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268
PHILOSOPHY: A SCHOOL OF FREEDOM
269
ANNEXES
270
PHILOSOPHY: A SCHOOL OF FREEDOM
Annex 5:
List of used acronyms
Introductory parts
271
ANNEXES
272
PHILOSOPHY: A SCHOOL OF FREEDOM
273
ANNEXES
EU European Union
FISP Fédération Internationale des Sociétés de Philosophie - International
Federation of Philosophical Societies
HEAL-Link Hellenic Academic Libraries Link (Greece)
IAU International Association of Universities
ICPHS International Council for Philosophy and Humanistic Sciences
ICPR Indian Council of Philosophical Research (India)
KERIS Korea Education and Research Information Service (Republic of Korea)
KESLI Korean Electronic Site Licensing Initiative (Republic of Korea)
LMD Reform Licence/Bachelor, Masters, Doctorate Reform (France)
M.A. Master of Arts
NESLI-2 National Electronic Site Licensing Initiative (United Kingdom)
SAPFI Sociedad Argentina de Profesores de Filosofía - Argentinian Association
of Philosophy Professors (Argentina)
SASLI South African Site Licensing Initiative (South Africa)
UBA University of Buenos Aires (Argentina)
UI University of Indonesia (Indonesia)
UNICAMP Universidade Estadual de Campinas - Campinas State University (Brazil)
UQAM Université du Québec à Montréal - University of Quebec in Montreal
(Canada)
274
PHILOSOPHY: A SCHOOL OF FREEDOM
Annex 6:
Index of mentioned countries
Afghanistan Benin
pages 204, 205, 210 pages 81, 204, 205, 210, 213
Albania Bhutan
page 132 pages 107, 204, 205, 210, 213
Algeria Bolivia
pages 52, 60, 85, 86, 136, 137, 163, 204, pages 61, 116, 205, 207, 210, 213
205, 210, 211, 213, 246, 261
Bosnia and Herzegovina
Andorra page132
page 132, 207
Botswana
Antigua and Barbuda pages 52, 55, 59, 124, 126, 204, 205,
page 207 210, 213, 273
Argentina Brazil
pages 33, 39, 52, 59, 60, 71; 104, 105, pages 33, 39, 51, 61, 74, 77, 78, 109,
107, 121, 122, 138, 183, 192, 204, 205, 139, 166, 204, 205, 210, 213, 217, 245,
210, 213, 246, 272, 273, 274 246, 255, 256, 257, 258, 260, 261, 262,
263, 273, 274
Armenia
pages 132, 204, 205, 210, 213 British Virgin Islands
page 207
Aruba
page 207 Bulgaria
pages 58, 89, 132, 204, 205, 210, 213
Australia
pages 25, 26, 27, 77, 117, 118, 129, 130, Burkina Faso
132, 133, 166, 202, 204, 205, 207, 210, pages 60, 71, 77, 105, 106, 166, 204,
213, 245, 254, 257, 271, 272 205, 210, 213, 246
Austria Burundi
pages 30, 31, 58, 90, 204, 205, 210, 211, pages 60, 77, 105, 106, 124, 126, 204,
13, 245, 257, 258, 271 205, 210, 213
Azerbaijan Cambodia
page 132 pages 51, 59, 107, 128, 204, 205, 210,
213, 217
Bahamas
page 207 Cameroon
pages 52, 75, 106, 125, 204, 205, 207,
Bahrain
210, 213
pages 58, 204, 205, 210, 213
Canada
Bangladesh
pages 5, 29, 31, 32, 39, 57, 58, 85, 101,
pages 52, 58, 204, 205, 210, 213
102, 104, 109, 122, 126, 139, 140, 166,
Barbados 205, 210, 213, 245, 246, 254, 255, 257,
pages 139, 204, 205, 207, 210, 213 263, 272, 273, 274
Belarus Cape Verde
pages 76, 133, 204, 205, 210, 213 page 207
Belgium Cayman Islands
pages 5, 31, 51, 52, 53, 54, 55, 71, 85, page 207
131, 132, 169, 204, 205, 210, 213, 245,
Central African Republic
246, 260, 261, 272
pages 52, 58, 124, 125, 204, 205, 207,
Belize 210, 213, 272
pages 204, 205, 210, 213
275
ANNEXES
Chad Estonia
pages 58, 125, 265 pages 55, 132, 133, 205, 210, 213
Chile Ethiopia
pages 39, 51, 53, 61, 122, 204, 205, 210, pages 55, 126, 204, 205, 210, 213
213, 217
Fiji
China pages 204, 205, 210, 213
pages 58, 76, 77, 114, 129, 144, 165,
Finland
202, 204, 205, 207, 210, 213, 214, 217
pages 55, 60, 132, 204, 205, 210, 213,
Colombia 214, 217
pages 31, 39, 40, 60, 69, 76, 104, 107,
France
116, 138, 204, 205, 207, 209, 210, 213,
pages xii, 5, 9, 12, 16, 25, 28, 30, 31, 32,
245, 259
33, 34, 35, 50, 63, 67, 68, 82, 83, 85,
Comoros 104, 105, 118, 121, 122, 126, 130, 132,
pages 126, 207 158, 163, 165, 166, 168, 189, 190, 204,
205, 209, 210, 213, 214, 225, 244, 245,
Congo
246, 251, 253, 254, 255, 256, 257, 261,
pages 59, 125, 204, 205, 210, 213, 272
264, 265, 266, 271, 272, 273, 274
Cook Islands
Gabon
page 207
pages 124, 125, 204, 205, 210, 213
Costa Rica
Georgia
pages 39, 61, 138, 204, 205, 210, 213,
pages 132, 204, 205, 210, 213
262, 263
Germany
Côte d'Ivoire
pages 29, 30, 40, 41, 57, 60, 71, 85, 109,
pages 52, 58, 77, 125, 126, 204, 205,
131, 132, 161, 165, 204, 205, 209, 210,
210, 213
213, 224, 245, 255, 256, 271, 272
Croatia
Ghana
pages 58, 131, 132, 204, 205, 210, 213
pages 204, 205, 210, 213, 217
Cuba
Greece
pages 58, 138
pages xix, 3, 60, 107, 109, 131, 132, 153,
Cyprus 204, 205, 210, 213, 274
pages 60, 132, 204, 205, 210, 213
Grenada
Czech Republic pages 205, 207, 210, 213
pages 37, 38, 132, 205, 210, 213, 245
Guatemala
Denmark pages 39, 58, 71, 138, 139
pages 29, 58, 132, 183, 204, 205, 207,
Guyana
210, 213
page 105
Dominica
Haiti
pages 106, 107
pages 61, 79, 81, 139, 204, 205, 210,
Dominican Republic 213, 273
pages 79, 245, 246, 259, 260
Holy See
Ecuador page 84, 132
pages 40, 61, 204, 205, 210, 213
Honduras
Egypt pages 58, 61, 204, 205, 210, 213
pages 87, 137
Hungary
El Salvador pages 58, 132, 204, 205, 209, 210, 213
pages 39, 105, 106, 122, 138, 204, 205,
Iceland
210, 213
pages 55, 58, 71, 132, 143, 204, 205,
Equatorial Guinea 207, 210, 213, 217
page 125
276
PHILOSOPHY: A SCHOOL OF FREEDOM
India Liechtenstein
pages 21, 52, 55, 83, 106, 109, 114, 128, page 143
129, 153, 202, 204, 205, 207, 210, 213,
Lithuania
214, 255, 263, 274
pages 55, 107, 132, 204, 205, 210, 213
Indonesia
Luxembourg
pages 83, 106, 204, 205, 210, 213, 273,
pages 55, 132, 204, 205, 210, 213
274
Macao, China
Iran (Islamic Republic of)
page 207
pages 58, 107, 126, 128, 204, 205, 210,
213 Madagascar
pages 52, 59, 71, 125, 126, 204, 205,
Iraq
209, 210, 213, 272
pages 204, 205, 210, 213, 217
Malawi
Ireland
pages 76, 125, 126, 205, 209, 210, 213,
pages 51, 55, 105, 131, 132, 205, 207,
263
209, 210, 213
Malaysia
Israel
pages 41, 42, 56, 245, 261, 271
pages 60, 204, 205, 210, 213
Maldives
Italy
pages 106, 107
pages 35, 36, 59, 63, 69, 109, 130, 132,
143, 183, 204, 205, 209, 210, 213, 245, Mali
246, 254, 259, 260, 261, 268, 271, 273 pages 77, 80, 106, 124, 166, 204, 205,
207, 210, 213, 261
Jamaica
pages 52, 204, 205, 210, 213 Malta
pages 132, 204, 205, 208, 210, 213
Japan
pages 30, 31, 40, 41, 58, 82, 127, 204, Marshall Islands
205, 210, 213, 245, 260, 261, 271 pages 106, 207
Jordan Mauritania
pages 76, 87, 105, 106, 116, 118, 204, pages 118, 204, 205, 210, 213, 217
205, 210, 213 Mauritius
Kazakhstan pages 53, 58, 106, 118, 204, 205, 207,
page 208 213
Kenya Mexico
pages xii, 42, 124, 125, 204, 205, 210, pages 29, 33, 39, 40, 58, 71, 79, 204,
213 205, 209, 210, 213, 214, 245
Kuwait Monaco
page 87 pages 105, 106, 204, 205, 207, 210, 213
Kyrgyzstan Mongolia
pages 107, 128, 204, 205, 210, 213 pages 204, 205, 210, 213
Latvia Morocco
pages 132, 204, 205, 209, 210, 213 pages xiii, 51, 61, 62, 63, 64, 65, 66, 75,
76, 136, 142, 204, 205, 210, 213, 246,
Lebanon
261, 268
pages 71, 106, 137, 204, 205, 209, 210,
213, 273 Myanmar
page 207
Lesotho
pages 58, 106, 124, 204, 205, 210, 213
277
ANNEXES
Namibia Qatar
pages 126, 204, 205, 213 page 87
Nauru Republic of Korea
page 207 pages 56, 110, 122, 127, 128, 141, 147,
204, 205, 210, 213, 246, 261, 262, 263,
Nepal
274
pages 204, 205, 210, 213
Republic of Moldova
Netherlands
pages 51, 60, 132, 133, 204, 205, 210,
pages 59, 131, 132, 166, 191, 204, 205,
213
207, 210, 213, 246, 257, 266
Romania
Netherlands Antilles
pages 58, 132, 204, 205, 210, 213,
pages 204, 205, 207, 210, 213
Russian Federation
New Zealand
pages 51, 76, 106, 132, 133, 202, 204,
pages 52, 83, 129, 130, 202, 204, 205,
205, 207, 208, 210, 213, 217
210, 213
Rwanda
Nicaragua
pages 60, 125, 126, 204, 205, 210, 213
pages 39, 78, 138, 204, 205, 210, 213
Saint Kitts and Nevis
Niger
page 207
pages 52, 59, 77, 118, 124, 204, 205,
209, 210, 213, 272 Saint Lucia
pages 106, 107
Nigeria
pages 42, 51, 124, 125, 204, 205, 207, Saint Vincent and the Grenadines
210, 213, 217 pages 106, 107
Niue Samoa
page 207 page 130
Norway San Marino
pages 17, 25, 36, 37, 55, 59, 132, 143, page 207
162, 165, 204, 205, 210, 213, 217, 245,
Sao Tome and Principe
246, 251, 271, 274
page 207
Oman
Saudi Arabia
page 106
page 106
Pakistan
Senegal
pages 83, 129
pages 58, 59, 81, 125, 204, 205, 210,
Palau 213, 272
pages 129, 207
Serbia
Panama pages 58, 132, 204, 205, 210, 213
page 40
Seychelles
Paraguay pages 106, 107
pages 39, 53, 61, 79, 204, 205, 210, 213
Singapore
Peru pages 26, 256
pages xiii, 40, 53, 79, 80, 138, 204, 205,
Slovakia
210, 213, 258, 261, 262, 272
pages 132, 204, 205, 210, 213
Philippines
Slovenia
pages 127, 204, 205, 210, 213, 245
pages 118, 132, 204, 205, 210, 213
Poland
Solomon Islands
pages 58, 89, 132, 204, 205, 210, 213,
page 207
246
South Africa
Portugal
pages 42, 76, 105, 106, 110, 124, 125,
pages 58, 75, 118, 130, 132, 204, 205,
204, 205, 209, 210, 213, 214, 274
209, 210, 213, 246
278
PHILOSOPHY: A SCHOOL OF FREEDOM
Spain Tuvalu
pages 30, 32, 33, 50, 53, 58, 61, 62, 63, page 207
65, 71, 84, 130, 132, 165, 183, 184, 204,
Uganda
205, 209, 210, 213, 214, 245, 246, 254,
pages 105, 106, 118, 123, 126, 204, 205,
255, 256, 257, 264, 265, 266, 271, 273
210, 213
Sri Lanka
Ukraine
pages 204, 205, 210, 213
pages 122, 132, 204, 205, 210, 213, 214
Sudan
United Arab Emirates
pages 87, 204,205, 210, 213, 214
pages 105, 106, 136, 204, 205, 210, 213
Swaziland
United Kingdom of Great Britain and
page 126
Northern Ireland
Sweden pages 38, 51, 104, 110, 132, 134, 166,
pages 130, 132, 204, 205, 207, 209, 210, 205, 210, 213, 217, 245, 272, 274
213
United States of America
Switzerland pages 16, 27, 29, 30, 32, 33, 77, 84, 104,
pages 72, 76, 77, 132, 204, 205, 207, 108, 129, 133, 134, 135, 139, 140, 141,
210, 213, 245, 246, 273 185, 186, 204, 205, 209, 210, 213, 214,
245, 246, 247, 271, 274
Syrian Arab Republic
pages 58, 204, 205, 210, 213 Uruguay
pages 40, 55, 56, 57, 60, 71, 75, 79, 106,
Tajikistan
138, 192, 204, 205, 209, 210, 213, 246,
page 208
260, 272, 273
Thailand
Uzbekistan
pages xiii, 52, 58, 82, 83, 128, 202, 204,
pages 77, 83, 128, 204, 205, 210, 213
205, 210, 213, 217
Vanuatu
The former Yugoslav Republic of
pages 204, 205, 210, 213
Macedonia
pages 132, 204, 205, 210, 213 Venezuela
pages 40, 53, 61, 71, 79, 105, 122, 138,
Timor-Leste
204, 205, 209, 210, 213, 224
pages 106, 207
Viet Nam
Togo
pages 105, 106, 204, 205, 210, 213, 217
pages 204, 205, 207, 210, 213
Zambia
Trinidad and Tobago
pages 204, 205, 213
page 139
Zimbabwe
Tunisia
pages 60, 204, 205, 210, 213
pages 51, 84, 86, 87, 88, 118, 122, 136,
141, 142, 204, 205, 209, 210, 213, 224,
246, 261
Turkey
pages 58, 76, 89, 90, 106, 122, 132, 143,
204, 205, 208, 209, 210, 213, 246, 260,
262, 273
The following countries have not been indexed as they have not responded to the
questionnaire sent by the Secretariat of UNESCO and for which no additional information
concerning the teaching of philosophy has been found:
Angola, Brunei Darussalam, Democratic People’s Republic of Korea, Democratic Republic
of the Congo, Djibouti, Eritrea, Gambia, Guinea, Guinea-Bissau, Liberia, Libyan Arab
Jamahiriya, Mozambique, Palestine, Papua New Guinea, Sierra Leone, Somalie, Suriname,
Tokelau, Tonga, Turkmenistan, United Republic of Tanzania, Yemen.
279
Selected Excerpts...
“The impact of philosophy on children may not always be immediately appreciated, yet
its impact on the adults of tomorrow can be so considerable that it makes us
wonder why philosophy has been marginalized or refused to children.“
(Chapter I. Philosophy at the Age of Wonder)
“Philosophy should always be a critique of one’s own culture. When the critique is
directed at the outside, when it is used to oppose one’s own culture and ethos to those
of others - no matter who these others are – it ceases to be an instrument of critical
awareness and becomes instead a means of cultural entrenchment and a prop for all
sorts of authoritarianism and fanaticism.“
(Chapter II. Philosophy at the Age of Questioning)
“The death of philosophy - if such a death were to be contemplated - could only occur
if it was deprived of both vitality and plurality. For its essence is based fundamentally
on otherness and on an acceptance of the Other and of difference, accompanied by
ceaseless questioning.“
(Chapter IV. Philosophy in the Polis)
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