Is It Possible Not to Teach Philosophy? A Pocket Roadmap through Theories of History and History Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F24%3AA2502M3S" target="_blank" >RIV/61988987:17250/24:A2502M3S - isvavai.cz</a>

Výsledek na webu

<a href="https://apcz.umk.pl/RF/article/view/46404" target="_blank" >https://apcz.umk.pl/RF/article/view/46404</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.12775/RF.2024.08" target="_blank" >10.12775/RF.2024.08</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Is It Possible Not to Teach Philosophy? A Pocket Roadmap through Theories of History and History Education

Popis výsledku v původním jazyce

Knowledge of philosophy is commonly imparted in various philosophy courses, and the teaching process may take multiple forms, ranging from a historical overview to interdisciplinary approaches. However, the theoreticians of education across different subjects and disciplines often turn to philosophy, and they adopt some philosophical assumptions about their field to set up warranted goals and methods of teaching, delineate subject matter, and identify skills they hope to impart. Due to this process involving lengthy theoretical discussions and intellectual exchanges, teachers pass on specific philosophical attitudes even if they are not explicitly teaching philosophy. This paper examines an intersection between history education and philosophy in particular. The focus is on philosophical theories of history that history educators directly address. The paper navigates a specific roadmap portraying the development of the philosophical approaches to the knowledge of the past, discusses diverging traditions, and shows their potential contribution to reaching educational goals.

Název v anglickém jazyce

Is It Possible Not to Teach Philosophy? A Pocket Roadmap through Theories of History and History Education

Popis výsledku anglicky

Knowledge of philosophy is commonly imparted in various philosophy courses, and the teaching process may take multiple forms, ranging from a historical overview to interdisciplinary approaches. However, the theoreticians of education across different subjects and disciplines often turn to philosophy, and they adopt some philosophical assumptions about their field to set up warranted goals and methods of teaching, delineate subject matter, and identify skills they hope to impart. Due to this process involving lengthy theoretical discussions and intellectual exchanges, teachers pass on specific philosophical attitudes even if they are not explicitly teaching philosophy. This paper examines an intersection between history education and philosophy in particular. The focus is on philosophical theories of history that history educators directly address. The paper navigates a specific roadmap portraying the development of the philosophical approaches to the knowledge of the past, discusses diverging traditions, and shows their potential contribution to reaching educational goals.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60301 - Philosophy, History and Philosophy of science and technology

Projekt

<a href="/cs/project/TL03000187" target="_blank" >TL03000187: Propedeutika kritického myšlení a mediální gramotnosti ve výuce dějepisu na středních školách</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Ruch Filozoficzny

ISSN

0035-9599

e-ISSN

2545-3173

Svazek periodika

—

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

16

Strana od-do

107-123

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85191562129