Pedagogical reflections on the teaching of philosophy in Colombia

Abstract

Objective: The following article analyzes the characteristics of the pedagogical approaches, curricular contents and evaluation criteria that are used in the teaching of philosophy, in the academic medium, in Colombia. Method: To develop it, a bibliographic or documentary approach is used. Results: An educational goal in Colombia that is intended with the study of philosophy is the development of critical thinking skills. However, the pedagogical practices maintain models of traditional pedagogy, the curriculum is minimized to the study plan with history content and little possibility to generate reflective thinking. Discussion and conclusions: In Colombia there is no pedagogical, political, axiological and evaluative clarity of what is wanted with the philosophy that coincides with the organization of the curriculum and the study plan. The problematization of reality and the use of didactic and playful strategies are appropriate pedagogical dynamics to improve 'learning to think' from philosophy. Here there is a possibility so that pedagogically, curricularly and evaluatively the objective of achieving the production, if you will, of critical thinking is achieved.