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The designations employed thr oughout the publication and the pre sentation of materialdo 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 UNESCOCoordinated 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 UNESCO1, 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&human-sciences@unesco.org Website: www.unesco.org/shs/philosophy Cover images: gettyimagesInterior images: © Jérémie Dobiecki Photos: http://office.microsoft.com/fr-fr/clipart/ Designed by Jérémie DobieckiPrinted by Dumas-Titoulet Imprimeurs ISBN 978-92-3-104070-2 © UNESCO 2007 Printed in France
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˛˚˜˜ ˘! To the experts Michel Tozzi (Chapter I), Luca Scarantino(Chapters II and III), OscarBrenifier (Chapter IV) and Pascal Cristofoli (Chapter V), who provided UNESCO with the basis for this study, of which both spirit and letter have larg ely been retained. We thank them for their precious support and involvement, which have bee n both informative andcritical. 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 Del egations toUNESCO, for having officially called for this study, as well as for having contributed to itsrealization Ð for the large majority of them; the UNESCO Philos ophy Chairholders, for reac tingpromptly and providing an up-to-date overview of the regional a spects of the teaching ofphilosophy; to NGOs, for their reactivity and determination to accompany UNESCO in thisadventure. 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.
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viii x xvi 1 – 45 ˜% Table of contents of Chapter I1 Introduction: The road travelled, the road ahead 3Methodology4I. Questions raised by Philosophy with Children5 II. Promoting philosophically directed practices at pre-school and primary levels: Orientations and avenues for action15 III. Philosophy with children: A development to be acknowledged 25IV. Philosophy at the pre-school and primary levels: A few figu res43 Conclusion: From what is desirable to what is possible 45## 47 – 93 Table of contents of Chapter II 47 Introduction: The different aspects of philosophy in secondary education 48Methodology49 I. The presence of philosophy in schools: Some controversies 51 II. Suggestions to reinforce the teaching of philosophy at seco ndary 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
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˛˚˜˜ ˘! , 239 – 2410 243 – 279Annex 1. Committee of experts Ð Reading committee 244Annex 2. List of other contributors to the study245Annex 3. Glossary 247Annex 4. Some useful bibliographical references 253Annex 5. List of used acronyms 271Annex 6. Index of mentioned countries275
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The very mission of UNESCO, dedicated toserving the intellectual and moral solidarity of humanity, is to embrace and promote knowledge as a whole. In an open, inclusive and pluralistic, knowledge-oriented society, philosophy has its rightful place. Its teaching alongside the other social and human Sciences remains at the heart of our concerns. This work is not simply an inventory ofwhat is being done and not being done in the field of teaching philosophy today. By establishing a clearly understandable interpretative framework, by offering suggestions and new orientations, it goes well beyond that. In this way, it is intended to be a genuine, practical, future-oriented tool, well-documented and up to date, where each person will find food for thought.What is the teaching of philosophy if notthe teaching of freedom and critical reasoning? Philosophy actually implies exercising freedom in and through reflection because it is a matter of making rational judgements and not just expressing opinions, because it is a matter not just of knowing, but of unders- tanding the meaning and the principles of knowing, because it is a matter of developing a critical mind, rampart par excellence against all forms of doctrinaire passion. These objectives require time, taking a serious look at oneself, at other cultures and languages. This is a long process thatis dependent upon enlightened instruction, upon rigorously putting concepts and ideas into perspective. Philosophy, as a method, as a procedure, as teaching, thus makes it possible to develop each personÕs skills to question, compare, conceptualise. The first study of teaching philosophythroughout the world conducted by UNESCO and published in 1953 already emphasised the role of philosophy in becoming aware of the fundamental problems of science and culture and in the emergence of well-argued reflection on the future of the human condition. Philosophy has changed. It has opened itself up to the world and to other disciplines. Let us see in that one more reason to expand its tea chingwhere it exists and to promote it where it does not exist.To reopen this debate by prolonging it is also, and above all, to put the question of teaching and educational policies back at the heart of the international agenda, a matter of major importance if we wish to increase the value of our knowledge and share it, to invest in quality education to ensure equal opportunity for everyone. Each Member State of UNESCO, all NGOs,all philosophical associations, and all others concerned and interested are therefore asked to take up the challenge of appro priatingthe results of this study and of dis coveringconstructive, useful orientations there. May, therefore, each draw upon a vast body of ideas, experiences, initiatives,and practices, brought together in an opportune manner so as better to face tomorrowÕs challenges. ” ” ˜ )% .//0#
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