From question to concept: a didactic proposal for teaching philosophy in high school

Abstract

This article presents a proposal for teaching Philosophy in high school based on the articulation of four central concepts: philosophical problem, philosophical attitude, community of inquiry, and concept. Drawing on bibliographical research and classroom experience, the study analyzes how this articulation can enhance the development of students’ philosophical thinking by respecting the complexity of problems, promoting active listening and collective debate, and encouraging the creation of concepts. The experience described highlights the importance of a didactic sequence centered on student agency and on philosophizing as a living and collective practice, demonstrating its relevance within the context of public education. The text contributes to the field of Philosophy education by proposing a methodology grounded in students’ authentic inquiry and supported by an ethical and conceptual dimension of knowledge.