Teaching Philosophy in schools: A subject for the useful, for the useless

Abstract

The discussions of some months ago regarding the modifications of the secondary school curriculum and, in particular, the wide coverage of the meetings and disagreements of the philosophy subject in the Chilean educational project, have determined that our editorial, again, cannot be but about this matter. In this sense, we are preparing to defend philosophy in schools from a holistic perspective of the discipline, pointing to its quantitative and qualitative advantages for the teaching and training of subjects and citizens. Philosophy is a reflective exercise without a clear purpose. Because its end is completely in itself, it is difficult to grant objectives, which in no case is identical to saying that its exercise does not generate consequences. Given that it is necessary to move away from the needs of human life, from neg leisure, to think, it is an activity that almost by definition is destined to be useless. But philosophy does not dispense its time into mere occurrences, but thinks seriously. And while we can seriously think about countless things, such an exercise must first be possible.