01
Introduction to the Book
The author justifies the title by the priority of philosophical thought over didactics and pedagogy, outlines the book's questions, and argues that learning to philosophize means learning to think by actually doing it.
Philosophy of Teaching Philosophy
في فلسفة تدريس الفلسفة
The book's opening themes: philosophy, didactics and pedagogy, the Socratic logic of the question, the virtue of philosophizing, and the stakes of teaching philosophy in Morocco.
In this section
02
Philosophy and Didactics
No method or didactic device can claim to mechanically reach the Kantian aim of daring to think for oneself; the book examines the dialogue between philosophy and pedagogy and philosophy's capacity to found its own didactics.
03
Socrates and the Logic of the Question
"Know thyself" sums up a pedagogical aim: one can only philosophize for oneself. Socratic maieutic dialogue puts the question before the answer; philosophical issues are fundamentally methodological.
04
On the Virtue of Philosophizing
A student-facing opening: a text by Michel Onfray on what puts people off philosophy and the real pleasure of practising it, and a passage from Descartes' Principles of Philosophy on the usefulness of philosophy.
05
Teaching Philosophy in Morocco: Assessment and Stakes
A short part of the book: philosophy as a democratic stake, and a text on "the school and critical thinking" raising questions about the nature of critical thinking, its requirements and its place in curricula and training.