Three approacheson teaching and learningof Philosophy

Abstract

The paper considers three approaches on the teaching and learning of Philosophy in graduate programs. It discusses the relevance of philosophical disciplines as tools to familiarize the student with a specific way of reading philosophical texts and as a space to an inquiry that stems from a philosophical way of thinking. It deals with the didactic transposition, as a fundamental concept in the understanding of the transformation that occurs with the knowledge that becomes the object in a didactic relation based on a didactic intention. Finally, it considers the active methodologies known as flipped classroom and problems-based learning as methodological proposals for the teaching and learning of Philosophy.

Keywords

• teaching
• philosophy
• graduate programs
• active methodologies
• didactic transposition