Didáctica de la Filosofía

The didactics of philosophy involves two problems: the teaching of philosophizing and the teaching of philosophy. Teaching to philosophize and teaching philosophy are mutually necessary insofar as the former requires the problems, concepts and theories arising as a consequence of the social-historical process provided by the latter (philosophy understood as a system) and the latter requires the astonishment and the daily problems arising from the human attitude and actions. The paper intends to defend the idea that the didactics of philosophy and the didactics of philosophizing are part of the philosophical activity proper to academic environments guided by a culture of questioning, learning and construction of knowledge. In addition, it tries to rethink which is the epistemological space of the didactics of philosophy within the polymorphous world of techno-scientific knowledge of the so-called Philosophy of Education; which is the space occupied by the didactics of philosophy within the sciences of education; which is the space occupied by the didactics of philosophy within the sciences of education? What is the place of the didactics of philosophy within the multiform conglomerate of the sciences and problems of philosophy? The article has four parts: the first one makes a conceptual approach to the didactics of philosophy; the second one reflects on the purposes of philosophy teaching in university education; the third one deliberates on the characteristics and functions of the philosophy teacher; and the fourth one proposes some philosophical methods and didactic strategies to teach philosophy and to teach how to philosophize.