Pedagogical aspects for the improvement of the teaching of philosophy in secondary education

Abstract

This paper examines values education as a practice involved in teaching philosophy. Through the analysis of the current situation of philosophy in high school, it provides three keys within a didactical model that combines Matthew Lipman’s methodology, adapted to secondary school, with the implementation of values education:

1) the role of the teacher as a learning guide,

2) values as concepts that must be addressed rigorously in order to lead students in learning specific attitudes and

3) the requirement to strengthen reading proficiency among students once they enter into secondary school (12 to 13 years old students).

Regarding the structure of contents, firstly, it is briefly introduced the current state of philosophy in Spain and the educational function of values education in connection with it. Secondly, it explains what it means to practice values education. Finally, some reflections on the role of philosophy according to Lipman’s methodology are included.