الديداكتيك و الفلسفة

Abstract EN

The teaching-learning process requires an understanding of all its components, from educational sciences, pedagogy and didactics, and perhaps the latter is of great importance, given its connection to the applied aspect, as it constitutes an urgent necessity for the teaching process, and contributes to enabling educational frameworks to perform their roles effectively, through reconciliation between Curricula and study programs with different teaching modes.

It also contributes to setting the appropriate procedures and mechanisms for teaching the subject, as it is a concept that clarifies the philosophy of the curriculum, and helps to deduce a set of effective strategies.

Philosophy today has become a demand to build a new educational method in which the focus is on the learner more than on the teacher's speech, and considering the specificity of the philosophy subject can be subjected to school activities in special didactic situations, it does not aim to be satisfied with the transfer of historical philosophical knowledge based on traditional methods based on fillers And memorization, but rather by making the learner become acquainted with a complete knowledge of the history of philosophy and striving to comprehend its contents, and to represent it as a behavior in his daily life." Proceeding from the fact that the philosophical lesson aims to achieve the representation of the learner's behavior by developing a set of abilities and competencies, which must be rooted and consolidated in the mental and logical cognitive structures of the learners, by making them aware of their backgrounds and pushing them to dismantle reality, and thus teaching philosophy must be based on learning to think The goal is to accustom and train the mind to critical practice.