Concept network

Problematization, conceptualization and argumentation: the methodological and theoretical articulations of the philosophy lesson.

Putting the obvious into question: to problematize is to show that an obstacle stands in the way.

The philosophical definition of a theme; building a concept through the semantic and methodical analysis of the word that names it.

Methodical work that uncovers how a text states its ideas and how the philosopher seeks to persuade the reader.

A question and questioning marked by complexity, tension, paradox and aporia, whose answer requires calling upon one or more specific theses.

A question is an interrogative statement that does not call for a specific thesis; questioning is a set of linked questions.

The answer to the problem: the position the philosopher adopts and defends; concise and dense, explicit or implicit.

The subject a text raises and sets out to think through; the theme must be distinguished from the thesis.

The importance a text holds or the value a problem carries — what we stand to gain from it.

What a text contributes to raising or treating a problem; a thesis may have descriptive, explanatory or critical value.

A crossing of three dimensions — semantic, ontological and logical; its properties are abstraction and concision, its functions precision and organization.

Breaking an object into isolated properties, comparing them and drawing out common ones: isolating in thought what cannot be isolated in reality.

Logical reasoning from premises to conclusions linked by necessity, producing certainty.

Includes demonstration and adds an objective dimension: agreement with reality, not mere internal consistency.

Reasoning that moves necessarily from two premises sharing a middle term to a conclusion contained in them.

Moving from the particular to the general by surveying cases to infer a rule covering them all.

Showing a thesis to be absurd by its contradiction with logic or reality: refuting one idea to establish another.

It requires two necessary parts: genus and differentia.

Arguments that bring distinct elements together and connect them: quasi-logical, based on the structure of reality, and establishing the structure of reality (Perelman).

Arguments that separate notions and split their unity into hierarchical pairs (appearance/essence, means/end).

Accepting a claim because it comes from a recognized authority; its didactic use is subject to conditions.

Showing a universal premise through one of its particular cases; it has pedagogical, ontological, heuristic and probative functions.

A resemblance of relations, not a relation of resemblance: A is to B as C is to D, across two domains (theme and phoros).

A comparison without its comparative marker; it stands in for the content and gives it theoretical scope.

A text marked by the will to truth, avoidance of contradiction and an effort toward systematicity; expository or polemical.

An activity aimed at grasping and building a text's meaning, moving from signs to sense by questioning the text.

A key moment at school level: a critical act mediating between the text read and the text the learner writes.

That a text be like a living being, thinking the whole without contradiction: an effort toward totality, not a closed structure.

Specifying a concept through cases, examples or metaphors; its functions are explanatory, ontological, pedagogical and probative.

Producing new, organized writing by combining simple elements: moving from the results of analysis to a constructed whole.

Three forms: a text to analyse and discuss, a quotation with a question, an open problem question.

Built in four stages: understanding, analysis, discussion, synthesis; a communicative writing aimed at persuading.

Specific, strategic, cultural, methodological, communicative, technological and transversal; the competency-based approach is a pedagogical choice of the education system.

A support designed for learning, containing an obstacle that creates cognitive tension; in philosophy, a starting point for problematization, not a substitute.

It starts from philosophy itself, from the nature and mechanisms of philosophizing, and from philosophical concepts, methods and aims.

"One does not learn philosophy, only to philosophize": learning to philosophize is learning to think, which comes only by doing it oneself.

A core mission of school: strengthening the ability to question information and knowledge and take reflective positions; learning argumentation is a way in.

A format supporting self-directed learning and the timing of learning; a theoretical, pedagogical and temporal unit.

It offers no ready-made lessons; it is a working tool learners must use according to the curriculum.

A central, problematic concept built on paradoxes: mask and essence, permanence and change, necessity and freedom; axes: identity, value, necessity and freedom.

The property by which the self stays the same despite change, or is distinguished from others; Locke grounds it in consciousness and memory.