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Roots of the Didactic Crisis of Philosophy in Secondary Education
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Journal Article
Roots of the Didactic Crisis of Philosophy in Secondary Education
2025
Overview
This paper investigates the didactic crisis in philosophy education within Algerian secondary schools, focusing on the interplay between curriculum, teacher, and learner. Post-independence, Algeria made significant efforts to reform its educational system, including philosophy, which was historically influenced by French colonial education. Despite these efforts, philosophy instruction remains unsatisfactory, hindered by pedagogical obstacles that prevent the achievement of cognitive, methodological, and behavioral goals. The study explores the shortcomings in curricula, teaching methods, and learner readiness, aiming to identify the roots of this crisis and propose solutions. It highlights the disconnect between theoretical frameworks and practical applications, emphasizing the need for comprehensive reforms to align philosophical education with global trends and enhance its effectiveness.
Publisher
مؤسسة كنوز الحكمة للنشر والتوزيع
Subject
