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Philosophy: a School of Freedom; Teaching Philosophy and Learning

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Philosophy: a School of Freedom; Teaching Philosophy and Learning The designations employed throughout the publication and the presentation of material 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. Published in 2007 by: United Nations Educational, Scientific and Cultural Organization Social and Human Sciences Sector 7, place de Fontenoy, 75352 Paris 07 SP, France Originally published in French as “La Philosophie, une École de la Liberté. Enseignement de la philosophie et apprentissage du philosopher : État des lieux et regards pour l’avenir” (UNESCO, 2007), translated by UNESCO Coordinated by Moufida Goucha, Chief of the Human Security, Democracy and Philosophy Section Assisted by Feriel Ait-ouyahia, Arnaud Drouet, Kristina Balalovska Any communication concerning this publication can be sent to: Human Security, Democracy and Philosophy Section Social and Human Sciences Sector 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&[email protected] Website: www.unesco.org/shs/philosophy Cover images: gettyimages Interior images: © Jérémie Dobiecki Photos: http://office.microsoft.com/fr-fr/clipart/ Designed by Jérémie Dobiecki Printed by Dumas-Titoulet Imprimeurs ISBN 978-92-3-104070-2 © UNESCO 2007 Printed in France PHILOSOPHY ASCHOOL 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. We also thank National Commissions for UNESCO and Permanent Delegations to UNESCO, for having officially called for this study, as well as for having contributed to its realization – for the large majority of them; the UNESCO Philosophy Chairholders, for reacting promptly and providing an up-to-date overview of the regional aspects of the teaching of philosophy; to NGOs, for their reactivity and determination to accompany UNESCO in this adventure. 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 Philosophy at UNESCO: Past, present and future Pierre Sané, Assistant Director-General for Social and Human Sciences (UNESCO) x The dynamics of the method Moufida Goucha, Chief of the Human Security, Democracy and Philosophy Section (UNESCO) xvi 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 Chapter III 95 - 149 Teaching philosophy in higher education Philosophy in the university context Table of contents of Chapter III 95 Introduction: The development and teaching of philosophical knowledge 97 Methodology 99 I. The dynamics between philosophy teaching and research in universities 100 II. Philosophy facing emerging challenges: Questions and stakes 113 III. Diversification and internationalization of philosophical teaching 123 IV. Philosophy in higher education: A few figures 148 Conclusion: The future of philosophy 149 Chapter IV 151 - 195 Other ways to discover philosophy Philosophy in the polis Table of contents of Chaper IV 151 Introduction: The other dimensions of philosophy 153 Methodology 153 I. The need to philosophize 154 II. The various kinds of philosophical practice 161 III. Twenty suggestions towards action 179 IV. Informal philosophy: A few figures 194 Conclusion: Is it philosophical? 195 Chapter V 197 - 237 The teaching of philosophy as revealed by UNESCO’s online self-administered survey Table of contents of Chapter V 197 Introduction: An inclusive, collective procedure 198 I. Principal results by subject 199 II. Tools, method and organization of the survey 222 Conclusion: A ground-breaking survey 229 UNESCO’s online questionnaire 230 vi PHILOSOPHY: A SCHOOL OF FREEDOM Point of view 239 - 241 Annexes 243 - 279 Annex 1. Committee of experts – Reading committee 244 Annex 2. List of other contributors to the study 245 Annex 3. Glossary 247 Annex 4. Some useful bibliographical references 253 Annex 5. List of used acronyms 271 Annex 6. Index of mentioned countries 275 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. The very mission of UNESCO, dedicated to as a procedure, as teaching, thus makes it serving the intellectual and moral solidarity possible to develop each person’s skills to of humanity, is to embrace and promote question, compare, conceptualise. knowledge as a whole. In an open, inclusive and pluralistic, knowledge-oriented The first study of teaching philosophy society, philosophy has its rightful place. Its throughout the world conducted by teaching alongside the other social and UNESCO and published in 1953 already human Sciences remains at the heart of our emphasised the role of philosophy in concerns. becoming aware of the fundamental problems of science and culture and in the This work is not simply an inventory of emergence of well-argued reflection on the what is being done and not being done in future of the human condition. Philosophy the field of teaching philosophy today. By has changed. It has opened itself up to the establishing a clearly understandable world and to other disciplines. Let us see in interpretative framework, by offering that one more reason to expand its teaching suggestions and new orientations, it goes where it exists and to promote it where it well beyond that. In this way, it is intended does not exist. to be a genuine, practical, future-oriented tool, well-documented and up to date, To reopen this debate by prolonging it is where each person will find food for also, and above all, to put the question of thought. teaching and educational policies back at the heart of the international agenda, a What is the teaching of philosophy if not matter of major importance if we wish to the teaching of freedom and critical reasoning? increase the value of our knowledge and Philosophy actually implies exercising share it, to invest in quality education to freedom in and through reflection because ensure equal opportunity for everyone. it is a matter of making rational judgements and not just expressing opinions, because it is a Each Member State of UNESCO, all NGOs, matter not just of knowing, but of unders- all philosophical associations, and all others tanding the meaning and the principles of concerned and interested are therefore knowing, because it is a matter of asked to take up the challenge of appropriating developing a critical mind, rampart par the results of this study and of discovering excellence against all forms of doctrinaire constructive, useful orientations there. passion. These objectives require time, May, therefore, each draw upon a vast taking a serious look at oneself, at other body of ideas, experiences, initiatives, cultures and languages. This is a long process that and practices, brought together in an is dependent upon enlightened instruction, opportune manner so as better to face Koïchiro upon rigorously putting concepts and ideas tomorrow’s challenges. into perspective. Philosophy, as a method, Matsuura ix PHILOSOPHY AT UNESCO PAST PRESENT AND FUTURE PHILOSOPHY: A SCHOOL OF FREEDOM Pierre Sané Assistant Director-General for Social and Human Sciences (UNESCO) ‘It is not enough
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