Violence, dialogue and learning philosophy: teaching intervention on Higher Secondary Education

Abstract

The purpose of this work is to present the results of a teaching intervention designed for the teaching of philosophy in Higher Secondary Education. The main claim is that teachers can attend the social problem of violence and conflict if they educate the new generations on philosophical dialogue. On that premise, the authors prepared and tested a didactic design based on two elements: the collaborative work and a concept of dialogue. The authors propose to understand the dialogue as an argumentative exchange between the attendants that is oriented to a goal that also leads to the collective construction of meaning. Here, the authors expose the general problem of violence in our contemporary societies. Then, they show the theoretical principles that they adopted to build the didactic design. Finally, they expose the results of the experience that also implemented digital resources in the context of the sanitary crisis of COVID-19. Despite the restrictions imposed by the screens, the students managed to appropriate the philosophical contents and simultaneously they tested their skills to dialogue, argue and build together.