Teaching strategies in philosophy at a higher level

Abstract

OBJECTIVE: To identify the most effective didactic strategies in the teaching of philosophy at a higher level. METHOD: A documentary research design, record sheets, and mapping method were used, complemented by the interview and survey technique applied to teachers who teach philosophy classes at three universities. This sample included a total of 28 professors surveyed and 9 interviewees. RESULTS: The most used teaching strategies are individualized strategies, collective strategies, and information processing, including dialogue, research, case studies, flipped classrooms, and the development of philosophical writing such as commentaries and essays. All strategies are complemented using new technologies, supported by audiovisual tools and the use of the virtual classroom, and are aimed at developing critical-reflective thinking that allows students to relate the theoretical sphere of the subject to their reality. CONCLUSION: The most conducive didactic strategies that allow achieving significant learning in the teaching of philosophy at a higher level are those selected by the teacher according to the needs of the course and the context of the student usually of an individual nature and that allow the development of research, reflection and dialogue skills, always starting from a philosophical questioning, the guidance of the teacher and feedback. Therefore, teachers are encouraged to innovate their practice by implementing strategies that are related to the method and resources and allow meaningful learning.