Como estruturar um curso de Filosofia

O Dalily Nous publica um interessante artigo sobre a estrutura ideal para um curso de Filosofia. O artigo pode ser consultado neste link.

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The document then describes four models of major programs:

The historical model emphasizes the history of philosophy. As applied to the major as a whole, it usually begins with the Presocratics or Socrates and Plato. It traces and critically discusses the views, problems, and methods of these and subsequent important philosophers, often with attention to their wider cultural setting.

The field model stresses coverage of central fields and various subfields of philosophical inquiry. They generally include metaphysics and the philosophy of mind, the theory of knowledge; logic; and ethics and value theory, together with the history of philosophy. Beyond these central fields, attention may further be given to such areas of special inquiry as social and political philosophy and the philosophy of science, language, religion, and art.

There is also a problems model. Its emphasis is on understanding major philosophical issues, such as the nature and existence of God, the mind-body problem, the nature of knowledge, and the challenge of skepticism, the free will issue, and the problem of objectivity in ethics.

A related but alternative approach is represented by the activity model. On this approach, “doing philosophy” is primary. Methods and approaches are stressed, and the main focus is on ways of dealing with philosophical problems of various kinds. Here the process of inquiry is considered more important than the results or particular conclusions reached.

The statement notes, “A philosophy major optimally will incorporate features of all four of the models described above—the historical, field, problems, and activity models—without allowing any to eclipse the others.” It would be useful to hear from those whose major programs distinctly resemble one or two of these models what they think their strengths and weaknesses are. And it would be interesting to learn about alternatives to these four models.

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Licenciado em Filosofia pela Faculdade de Letras da Universidade do Porto em 1995, é Professor no Ensino Secundário desde 1994/5 e Formador de professores, registo CCPFC/RFO-38329/17. Formador no Ensino Profissional desde 2001/2, com CAP nº EDF 8750/98 DN do IEFP. Mestre em Pedagogia do e-learning. Site pessoal: . Co-editor do projeto Corpo e Mente -- Co-editor do site Mil Folhas -- Contacto:

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Publicado em Didática da Filosofia, Imprensa

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