Как се/да се преподава философия (Френският дебат за училищната философия)
How Philosophy is (to be) taught at the secondary school

Summary/Abstract: The article aims at reconstructing the recent French debate on the ways of teaching philosophy at the secondary school. This debate is provoked by the raise of an increasing and already general feeling of crisis of the French model of teaching - eclipse of the subject of teaching, loss of any criteria, discouragement of both professors and students. Two are the main standpoints at stake in this debate. Each preaches a specific philosophy of teaching philosophy. The first one considers the professor and his students as real philosophers, and the classroom as a small laboratory of philosophy where new theories and interpretations are constructed and tested. The history of philosophy is just a start point destined to stimulate the creative and autonomous effort of the students. Philosophy is not locked behind the walls of its different traditions, it is rather a general capacity, inherent to everybody, of personal reflection and critical analysis. According to the second standpoint, we can not deal with philosophy without taking into account the fundamental topics of its history, without scrutinising its basic concepts. Making philosophy should be replaced by teaching philosophy. And if the main purpose of teaching philosophy at the secondary school consists of educating autonomous and responsible citizens, this autonomy and responsibility should be formed through the critical effort to find out relevant arguments supporting or refuting already existing philosophical theses.

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