Teaching Philosophy from the Perspective of Citizenship Education

Abstract

The study analyzes the role of the teaching of Philosophy in education for citizenship, articulating two democratic paradigms: that of Classical Greece and that of modern states. It discusses how Philosophy can promote critical awareness, argumentative skills, and political agency, going beyond the mere assimilation of rights and duties. The work addresses the use of foundational texts, such as the Universal Declaration of Human Rights, in dialogue with thinkers such as Kant, Rousseau, Locke, Levinas, and Arendt. It proposes pedagogical strategies that integrate theory, practice, and participation, aiming at an active and transformative citizenship. Furthermore, it problematizes the role of the school and of Philosophy teaching in the formation of subjects capable of critically interpreting social reality and participating responsibly in democratic processes.