@article{db03c039-3684-43cc-a69d-5fb56c5fc237,
author = {Wojciech Rutkiewicz},
title = {The Role of Philosophy Lessons in Context of Non-Official Curriculum in School},
journal = {Polish Pedagogical Thought},
volume = {VII (2021)},
number = {Issue 7},
year = {2021},
issn = {2450-4572},
pages = {191-214},keywords = {hidden curriculum; philosophical inquiry; education},
abstract = {Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.},
doi = {10.4467/24504564PMP.21.010.13940},
url = {https://ejournals.eu/en/journal/polska-mysl-pedagogiczna/article/rola-lekcji-filozofii-wobec-programu-nieoficjalnego-w-szkole}
}