Discussion on the Discourses of Curriculum Designs and Teaching of the Philosophy-Course in the Vision of Competency-Based: “Philosophy and Creative Thinking” at a Senior High School in Taipei
The present study aims at designing a course in philosophy which guides high school students to tackle their daily struggles in adolescence. Additionally, the course is compatible to the spirit of core competency in “Curriculum Guidelines of 12-Year Basic Education”. In the field of philosophy research, scholars often referred philosophical education to developing students’ competency of critical thinking and constructing their view of self-life. Based on this concept, I first elicited students’ self-reported struggles which they encountered in their daily life, and then helped students respond to these dilemmas via discussion on philosophical theses and thinking methods. During the interviews with my two classes, the dilemmas that were reported included losing of self-worth, bottleneck of learning, alienation of relations and conformity behavior. To respond to these self-reported dilemmas, the course was divided into four thesis sections: self-worth and virtues, approaches to knowledge construction, emotion management and critical thinking and debate, which are all pivotal theses in both eastern and western philosophy history. In the spirit of core competency in “Curriculum Guidelines of 12-Year Basic Education: General Guidelines,” the mapping between the four philosophical theses introduced in the course and the core competency that is expected for students to acquire is elaborated. Hopefully, the course in philosophy proposed in the present study could serve as a possible reference for diversifying elective courses in high school.
|關鍵詞||108課綱、批判性思考、高中哲學課程、辯論、Curriculum Guidelines of 12-Year Basic Education、critical thinking、high-school-philosophy course、debate|