سؤال الحداثة في تعليمية الفلسفة بالجزائر

الملخص EN

Almost since the middle of the last century, the official authorities of the education sector, higher education and scientific research have decided to make a leap towards the future, that diagnoses the obstacles of the present, and goes beyond the closure of the past for the modernity of curricula and knowledge materials, to promote the education sector in various scientific phases, by severing the link with traditional teaching methods and moving towards a more effective and flexible project, and this change and reform investment has touched most of the teaching subjects, including philosophy-an emphasis on the importance of the philosophy of action that moves the teacher and pupil together from the world of perception abstract to the field of deliberative experience, the field of philosophy makes the learner a central focus of the dialogue and considers him the partner of the philosophical act in establishing the ground of the lesson and its objectives to reveal the skill of the learners and the extent to which they adapt to the elements of philosophical action-concept, ashkela, pilgrims-in its functional connotations, so the objectives were centered this study, tagged with : teaching philosophy in the knowledge system developed in Algeria to emphasize the integration of educational tasks between the actors in the lesson industry and linking it to the field of deliberative experience (teacher, cognitive material, learner) and the importance of the competency approach system and survived its field adjection the nature of the study imposed the analytical approach as a tool of dismantling, criticizing and building knowledge and linking it to the practical results of the subject of the study, and this is in order to achieve a number of vital objectives related to the formative field of the learner and its behavioral manifestations in the exercise of the data of the theoretical lesson.