Philosophy syllabi and complex thinking in secondary education:: A state of the art

• Autores: Ricardo Javier Llinás De Moya, Luis Ricardo Navarro Díaz, Ricardo Enrique Sandoval Barros, Beatriz Paola Mallarino Beleño, Luis Alberto Mallarino Beleño
• Localización: Revista Perspectivas Journal of Social Sciences, ISSN-e 2590-9215, Vol. 9, Nº. Extra 1, 2024, págs. 200-209
• Idioma: varios idiomas
• Títulos paralelos:
  • Programas de filosofía y pensamiento complejo en la enseñanza secundaria:: Un estado de la cuestión
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• Resumen

  • This article focuses on constructing a state of the art through a systematic review conducted within the framework of a doctoral thesis investigation on philosophy syllabi in secondary education in relation to complex thinking, understood as critical and creative thinking. The research was conducted using the PRISMA method across databases and was categorized into two separate areas: on one hand, philosophy and syllabi, and on the other, philosophy and complex thinking (critical and creative thinking). Two corpora were created and analyzed to identify trends and gaps. The findings revealed the presence of French postmodern philosophy, socio-critical pedagogy, and the teaching of philosophy through questions. There was a consensus on the importance of implementing syllabi based on questions or problems rather than following a historical-linear approach. The discussion also addressed the role of literature, beyond the use of questions, concluding that it is necessary to update current syllabi to shift from a historical structure to one based on questions.