Didactics of Philosophy

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Didactics of philosophy is the subject didactics of philosophy . The subject of philosophy didactics is teaching philosophy . The didactics can be aimed at children and young people as well as adults. The focus on children is called philosophizing with children .

Philosophy didactics

Philosophy didactics is “a very old part of philosophy, but a comparatively young academic discipline”. The conscious arrangement and systematic reflection of learning objects, learning subjects and learning processes is already documented in the Socratic dialogues and has evolved from there to the present. A fundamental contrast between a more inductive, self-thinking and a more deductive, comprehension-oriented conception is often illustrated by Kant and Hegel. The Martens-Rehfus debate was formative for the philosophy didactics of the present, in which the importance of self-thinking, dialogue and reference to the world in relation to traditions, comprehension and canon was once again argued. For several decades, philosophy didactics have grown rapidly. New subjects were set up, school trials were carried out, and additional professorships for subject didactics were established. The spectrum of topics, research methods and areas of responsibility has been steadily expanded. According to Markus Tiedemann, philosophy didactics today is a theoretical-conceptual, a methodological-practical and an empirical-critical science. It conducts classical theory of philosophical education, practical-methodical training and empirical teaching research.  

Dresden consensus

In October 2016, the Philosophy Association, the Ethics Association and the Forum for Didactics of Philosophy and Ethics formulated a minimum consensus on the goals and principles of philosophy and ethics teaching in a joint declaration. The four main aspects are: 1. Strengthening of judgment 2. Commandment of controversy 3. Commandment of ideological and religious neutrality 4. Awareness of suggestiveness.

Philosophy class

The subject of philosophy didactics is the teaching of philosophy, i. H. teaching and learning philosophy. Philosophy can be taught as philosophizing with children in kindergarten and elementary school. In many countries philosophy is a compulsory school subject or an elective subject in grammar school. In Germany and Austria philosophy or ethics is a substitute subject for religious education. Philosophy is taught in colleges and universities.

Tasks of subject didactics

The subject didactics differs from the general didactics in their varying scope. When answering didactic questions in subject didactics, the conditions of the subject must be taken into account. According to Hans Glöckel , the tasks of subject didactics can be determined as follows: You

  • describes the historical course of their subject,
  • researches, reflects and justifies all aspects of teaching in the respective subject,
  • explores the actual lessons taking place and its results,
  • introduces the practice of teaching and
  • develops and reviews teaching models in practice.

Jonas Pfister differentiates between conceptual, normative, descriptive and historical-descriptive questions of subject didactics and among the normative the following four:

  • Justification question: What should be taught and learned for?
  • Content question: What should be taught and learned?
  • Method question: How should teaching and learning take place?
  • Examination method question: How should it be checked whether what has been learned has been learned?

Attempts to answer these questions as comprehensively as possible can be referred to as subject-didactic approaches.

Didactic approaches

In German-language subject didactics, two basic positions can be distinguished, the dialogical-pragmatic and the educational-theoretical-identity-theoretical approach. There are also alternative approaches.

The dialogical-pragmatic approach

The communication and practice-oriented approach focuses on philosophizing, which he understands as a fundamental cultural technique. The most important representative of this approach is Ekkehard Martens . Martens describes philosophizing as a cultural technique, which is therefore equated with reading, writing and arithmetic. Cultural technique does not mean an instrumental ability, although processes of logic are definitely of this quality. It can be taught and learned. Philosophizing includes skills of reflexivity, justification, and judgment. Philosophizing as a cultural technique is therefore necessary to be taught.

The approach is initially based on the “dialogue principle”. This means that philosophy lessons must always take place in dialogue. The dialogue principle is used to deal with content that relates to action-oriented problems of today, including problems of schoolchildren. Martens sees three possible types of dialog:

  1. the "open class discussion to clarify your own interests and previous opinions"
  2. "Involving dialogue partners by listening to or reading texts"
  3. the “Realization of the dialogue offer received through queries, reformulation and problematization”.

The educational theory-identity theory approach

The more text-oriented approach focuses on "thinking" and knowing the tradition. The founder of this approach is the Düsseldorf teacher Wulff Rehfus . He writes: “In philosophy lessons it is about guiding the student to the traditional and present problems and solutions of philosophy, to the methods of philosophizing (such as transcendental, dialectical, hermeneutic etc.) and finally to the ways of oneself to be able to open up philosophical writings philosophically. “Introduction” is therefore not a stepping down of the great thinkers at student level; conversely, it is more important to lead the students to philosophy. Paradigmatic authors are particularly suitable for this. This is to be understood as those who have developed a philosophy in its basic features that subsequently became the starting point for further philosophical discussion. "

The dialectical philosophy didactics

The dialectical philosophy didactics of Roland W. Henke is the attempt of a "contemporary philosophy didactics" (status: 2000) and is to be "positioned between Martens and Rehfus". Henke formulates the basic idea as follows:

If the key sentence of a dialectical philosophy didactic is correct, that there is no other effective means than philosophizing against philosophy (as a firmly established ideology or world view), it is precisely this that must be instigated with the students as the criticism and assessment of fixed philosophical standpoints. One can learn from Hegel in particular that thinking cannot and must not stop at its clear fixation. Criticism, indeed the decomposition and the resulting rejection of firmly established content is inherent in him, and at the same time it represents the condition for the development of a rational, independent judgment competence, which is necessary everywhere in a pluralistic society with diverging offerings of meaning.

As a means of countering the danger of pseudo-knowledge and skepticism, Henke suggests that lessons should be geared towards dialectical thought developments from the history of philosophy and that the students' independent thinking should be incorporated into them.

Competence-oriented approaches

There are different approaches that align philosophy lessons with philosophical competencies. These include:

  • The teaching theory approach by Karel van der Leeuw and Pieter Mostert.
In the context of this approach, philosophical competence is referred to as the ability to solve philosophical problems.
  • The constructivist approach of France Rollin and Michel Tozzi.
According to this approach, three basic philosophical skills are set as goals:
  1. Problematizing statements, terms or questions,
  2. Conceptualize terms and distinctions,
  3. to reason rationally
  • Nathalie Frieden's Aristotelian approach.
  • Anita Rösch's approach formulates a differentiated, domain-specific competence model based on a comprehensive curricular analysis of the curricula for the subject group ethics / philosophy in Germany, supplemented by an empirical survey of experts and a reconstruction of the didactic and technical reference framework of the competency areas determined in this way.
  • In the German-speaking area, the paradigm of five basic philosophical methods (phenomenological, hermeneutic, analytical, dialectical and speculative methods) described by Ekkehard Martens within the dialogical-pragmatic approach is taken up as a domain-specific competence model.
  • Relevant professional competence models are also formulated in the uniform examination requirements for the Abitur examination (EPA) decided by the Standing Conference (KMK). In the EPA for philosophy (resolution of the Conference of Ministers of Education and Cultural Affairs of December 1, 1989 as amended on November 16, 2006), philosophizing is defined as the overriding reflective competence that the subject aims at by means of three subordinate competence areas (perception and interpretation competence, argumentation and judgment and presentation skills). Different philosophical reflection methods (e.g. language-analytical, hermeneutic, phenomenological or dialectical method) should be used in these areas of competence. In addition, the process of competency-oriented task processing is ideally differentiated into the phases "problem identification", "problem processing" and "problem localization". In the EPA for the subject ethics (resolution of the Conference of Ministers of Education and Cultural Affairs of December 1, 1989 in the version dated November 16, 2006) no domain-specific competence model is being developed. Instead, the ethical reflection skills imparted in the subject are described in terms of their contribution to the development of general skills (personal and social skills, technical and methodological skills).

The problem-oriented philosophy didactics

This approach is understood by his main representative, Markus Tiedemann, as an accentuation of Ekkehard Martens' cultural technique thesis. On the theoretical-conceptual level, problem orientation is described as philosophical immanence, as a historical necessity and as a consequence in terms of philosophy. The central requirement is the development of key questions from which a coffee filter model is proposed. Key questions serve to articulate the students' intrinsic, philosophical interest in knowledge. In addition, it is about the didactic justification of the subjects, whose suitability is measured by their contribution to problem solving and not by their cultural-historical significance.

The systemic-historical philosophy didactics

The "systemic-historical philosophy didactics" by Matthias Bublitz. This approach sees the task of philosophy didactics in training students in dealing with systems of thought, ideologies and models of thought. Eg empiricism, idealism, anarchism , solipsism - these “ -isms ” should be the subject of the lesson. In doing so, it should also be conveyed that "-isms" have to be viewed critically, as every conceptual system tends to be one-sided and there is a risk of excessive exaggeration. On the other hand, however, a slide into mere pragmatism should also be avoided. Students should also be encouraged to profess "-isms" in a critical way. This approach, which was published by Matthias Bublitz in 2006 under the term “systemic-historical philosophy didactics”, is differentiated from practice-related communication didactics, which he accuses of superficiality and de-systematization of thinking. But he also opposes a one-sided emphasis on text analysis and advocates concise and understandable introductory texts in popular scientific language.

The science-oriented philosophy didactics

Science-based does not mean reducing all life problems to science. "On the contrary, the reverse is true: the sciences must prove themselves to our living environment." "In the philosophy-didactic triangle of lifeworld, science and philosophy, reflective science has a bridging function in that it has to withstand the tensions of the relationship between lifeworld and science, analyze it and translate it into understandable language, using the methods and theories of philosophy.

Further approaches

  • Hegel's philosophy didactics at high school .
  • The philosophy-tactical approach of Josef Schmucker-Hartmann .
  • The philosophy-tactical approach of Johannes Rohbeck tries to mediate between academic philosophy and school teaching practice. It transforms the didactic potential of philosophy into philosophical competencies that can be acquired by students.
  • In the problem-oriented philosophy teaching it is all about a specific problem that has been made so understandable by a Hinführungsphase students that they can develop their own solutions in an intuitive-self-directed learning phase. In a guided-controlled phase, they can compare these with the solutions from texts by old and new philosophers. The results obtained in this way are recorded and can be transferred to other problems (cf. candy model in the article learning phases ).

legitimation

In order to answer the question “Why should philosophy be taught?”, Several lines of reasoning were opened. Jonas Pfister basically answers this question by saying that philosophy should be taught so that philosophy should be learned. At this point he refers to the fundamental question of why one should philosophize. Philosophy is taught at school in order to help pupils to escape immaturity and to develop independent thinking. The problem is that other subjects could also claim this justification. According to Ekkehard Martens, philosophy should be taught because philosophizing is an elementary cultural technique and educational principle. For this he formulated the following (incomplete) syllogism :

(a) If the ability to reflect and develop personality should be in school (normative premise) and
(b) if philosophizing as a cultural technique is actually an effective means for this (descriptive premise), philosophizing should be taught in school.

Teaching methods

In general didactics, teaching methods are differentiated according to the social form ( class lessons , individual work , partner work , group work ) and the type of work. There are a variety of teaching methods for teaching philosophy. A general distinction can be made as to whether the methods relate to reading and interpreting texts (text-based teaching) or not (text-free teaching).

Text-free lessons

The text-free lessons usually consist of a philosophical conversation. One can distinguish between different forms of conversation.

Socratic method

In the Socratic dialogue, based on Socrates ' maeutic method, attempts are made to convey philosophy in the sense of self-discovery of truth. In the conversation, aporias , contradictions and breaks in the argument are shown, which in turn serve as a starting point for further research into facts.

Philosophy in dispute

The dispute is a form of intensive discussion of philosophical positions. There are different forms, such as B. the disputation , which is carried out according to different rules. The difference between discussion and philosophizing lies in justifying the reasons at the meta level . A discussion is successful when the members of the discussion justify their opinions when they argue. The discussion becomes philosophical as soon as the justifications are assessed and analyzed at the meta level.

Dilemma discussion

Discussing ethical dilemma situations can improve moral judgment. This method has been refined especially by Georg Lind in the Constance Method of Dilemma Discussion (KMDD). Dilemmas are often used for both philosophy and ethics classes .

Text-based teaching

In text-based lessons, the focus is on analyzing texts. Text analysis includes reading carefully, structuring the text, working out the main theses and reconstructing arguments.

Writing philosophical texts

Writing philosophical texts in class includes writing discussion minutes, comments and statements, dialogues, letters and essays.

Alternative methods

role playing game

In role play, the participants try to play a situation and thereby empathize with their role.

Text theater

In the text theater, the actors should interpret a text and make their own opinion clear through the staging.

Philosophy in film

The starting point of a discussion can be the processing of a philosophical question in a film. Matrix and Memento , for example, are suitable as films in class .

Literary texts as an introduction

"In order to find one in such a complex medium as a literary text, among all the possible questions that can be asked of it, that contains a real problem that promises a fruitful philosophical learning process, it is necessary to have the scene, the formulation or To find the key word that contains the philosophical problem in nuce. Conversely, the philosophical text that is to be worked out must precisely address the problem that the pupils became aware of through the introduction of the literary text, so that they could work independently the understanding of the philosophical text is really facilitated by this problem in the self-directed, intuitive learning phase. "

Areas of competence

One of the ways to determine the goal of a philosophy class is to indicate the competencies that are to be acquired in the class. There are different views on this.

According to Michel Tozzi, these are the three basic skills: to problematize statements, concepts or questions, to conceptualize concepts and conceptual distinctions and to argue rationally.

According to Karel van der Leuuw and Pieter Mostert, professional competence can be analyzed as the “knowledge of a coherent conceptual set of instruments”.

According to Anita Rösch, there are a total of 16 skills for the secondary level:

  • Analyze and reflect
    • Text literacy
    • Linguistic (analytical) competence
    • Interdisciplinary competence
    • Reflective skills
  • Arguing and judging
    • Argumentation and judgment skills
    • Moral judgment
    • ethical judgment
  • Interact and communicate
  • Orientation and action
    • Orientation skills
    • Action competence

Philosophizing with children

Teaching argumentative and general cognitive skills in children is called philosophizing with children . Whether it is already philosophizing or preliminary stages is a question of the didactics of philosophizing with children. In the didactics of philosophizing, methods are developed to stimulate creative thoughts, express ideas and conduct conversations with children.

History of subject didactics

In the 18th and 19th centuries Immanuel Kant and Hegel made important contributions to the didactics of philosophy. From the beginning of the modern grammar school in the 19th century up to the 1970s, subject didactics was mainly shaped by the discussion about the legitimation of the subject. In the 1970s there was a renewal of the subject didactics, namely by Wolfgang Deppe, Rudolf Lassahn, Ekkehard Martens and Wulff Rehfus .

literature

Philosophy didactics

Current introductions

Manuals

  • Wulff D. Rehfus, Horst Becker (Hrsg.): Handbook of philosophy lessons. Schwann, Düsseldorf 1986, ISBN 3-590-14447-5 .
  • Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (eds.): Handbook Philosophy and Ethics. Volume 1: Didactics and Methodology ; Volume 2: Disciplines and Topics , UTB, Stuttgart 2015, ISBN 978-3-8252-8629-3 .
  • Jonas Pfister, Peter Zimmermann (Ed.): New manual of philosophy teaching. UTB, Stuttgart 2016, ISBN 978-3-8252-4514-6 .
  • Philipp Richter (Ed.): Teaching ethics and philosophy professionally. A work book. Kohlhammer, Stuttgart 2016, ISBN 978-3-1703-1141-1 .

In-depth literature

  • Matthias Bublitz: Essay on a systemic-historical philosophy didactics. Edition Octopus, Münster 2006, ISBN 3-86582-314-9 .
  • Martin Euringer: Reason and Argumentation. Metatheoretical analyzes on didactics of philosophy. Scientific Book Society, Darmstadt 2008.
  • Dietmar Hübner: Ten Commandments for Philosophical Writing. Vandenhoeck & Ruprecht, Göttingen 2012 in UTB , Stuttgart 2012, ISBN 978-3-8252-3642-7 .
  • Arnold KD Lorenzen: Philosophy in Adult Education. Investigations into the history of legitimation and approaches to a concept of exoteric, life-oriented philosophizing . Göttingen Contributions to University Adult Education, Issue 8/1986, 2nd edition. 1987, Georg-August-Universität Göttingen, Central Office for Further Education.
  • Ekkehard Martens , Herbert Schnädelbach (Ed.): Philosophy. A basic course. 2 volumes, 7th revised. Edition. Rowohlt, Reinbek 2003, ISBN 3-499-55457-7 .
  • Ekkehard Martens: Introduction to the Didactics of Philosophy . Knowledge Buchgesellschaft, Darmstadt 1983, ISBN 3-534-08543-4 .
  • Ekkehard Martens: Methodology of teaching ethics and philosophy . Siebert, Hannover 2003. (5th edition 2010)
  • Wulff Rehfus : The philosophy lesson . Critique of communication didactics and practical teaching guide. Frommann-Holzboog, Stuttgart-Bad Cannstatt 1986, ISBN 3-7728-1150-7 .
  • Gisela Raupach-Strey: Socratic didactics. The didactic significance of the Socratic method in the tradition of Leonard Nelson and Gustav Heckmann . Lit-Verlag, Hamburg 2002, ISBN 3-8258-6322-0 .
  • Johannes Rohbeck , Didactics of Philosophy and Ethics . Thelem, Dresden 2008.

Magazines

German

English

French

  • Diotime. Revue internationale de didactique de la philosophie web
  • L'enseignement philosophique web
  • Côté Philo. Journal de l'enseignement der la philosophie (2003–2012) web
  • Pratiques de la philosophie (1993-2017) web

Introductory literature on philosophy

See philosophy # literature

School books, textbooks, text collections

school books

  • Approaches to philosophy
  • Philosophize
  • From thinking. Introduction to philosophy
  • Core areas of philosophy
  • Uta Eichler, Arne Moritz (Ed.): Teaching ethics in a competence-oriented manner. A concept for grades 9/10 with copyable teaching material. 2nd volumes. Göttingen 2012/2016, ISBN 978-3-525-78002-2 and ISBN 978-3-525-78003-9 .

Textbooks

  • Jonas Pfister: Philosophy. A textbook. Reclam, Stuttgart 2006, ISBN 3-15-018433-9 (dialectically structured introduction: position, objections, replies).
  • Nigel Warburton: What can we know, what can we do? Introduction to philosophy. Rowohlt, Reinbek 1998, ISBN 3-499-60378-0 .
  • Philipp Richter (Ed.): Teaching ethics and philosophy professionally. A work book , Kohlhammer, Stuttgart 2016, ISBN 978-3-17-031141-1 .
  • Jay F. Rosenberg: Philosophize. A guide for beginners. Klostermann, Frankfurt am Main 2002, ISBN 3-465-01718-8 (for teaching philosophical writing, with exercises in the appendix).

Text collections

  • Herlinde Pauer-Studer u. a. (Ed.): Philosophy for reading. New School Book Publishers Association, Vienna 2005, ISBN 3-85338-272-X (extensive yet handy collection of texts, designed for teaching in Austria).
  • Hubert Schleichert (Ed.): From Plato to Wittgenstein. A philosophical reader. Beck, Munich 1999, ISBN 3-406-42145-8 (also takes Eastern philosophy into account ).
  • Ekkehard Martens (introduction and comments): I think therefore I am. Basic texts of philosophy. Beck, Munich 2003, ISBN 3-406-42164-4 (contains Plato's allegory of the cave and Kant's “categorical imperative”).
  • Jonas Pfister (Ed.): Classical Texts of Philosophy. A reader. Reclam, Stuttgart 2011.

reference books

  • Wulff Rehfus : Concise dictionary of philosophy. UTB, 2008, ISBN 978-3-8252-8208-0 .
  • Stefan Jordan, Christian Nimtz (Ed.): Lexicon Philosophy. Reclam, 2009.
  • Stefan Jordan et al. a. (Ed.): Philosophers lexicon. Reclam, 2009.
  • The Brockhaus philosophy. Brockhaus, 2008.

Web links

Individual evidence

  1. ↑ a b Markus Tiedemann: genesis and structure of philosophy teaching . In: Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (ed.): Handbook of Philosophy and Ethi . Didactics and methodology, No. 1 . UTB, Paderborn 2015, p. 14 .
  2. ↑ Martina Peters, Jörg Peters: Modern Philosophiedidaktik. Basic texts . Meiner, Hamburg 2019, p. 9 .
  3. ↑ Martina Peters, Jörg Peters: Modern Philosophiedidaktik. Basic texts . Meiner, Hamburg 2019, p. 7 .
  4. ↑ Markus Tiedemann: Genesis and structure of philosophy didactics . In: Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (eds.): Manual of philosophy and ethics . Didactics and methodology, No. 1 . UTB, Paderborn 2015, p. 16 .
  5. ^ Dresden Consensus. Retrieved June 30, 2020 .
  6. ↑ Wolfgang Klafki: On the relationship between general didactics and specialist didactics - five theses. In: Meinert A. Meyer, Wilfried Plöger: General didactics, specialist didactics and specialist teaching. 1994, ISBN 3-407-34084-2 , p. 50.
  7. ^ Hans Glöckel: Contribution to the discussion. Spring 2001.
  8. ^ Jonas Pfister: Subject Didactics Philosophy . Haupt / UTB, Bern 2010, pp. 101-105.
  9. ↑ Roland Henke: Dialectics as a didactic principle - building blocks for a contemporary philosophy didactics following Kant and Hegel
  10. ↑ Cf. Wulff Rehfus, Horst Becker (ed.): Handbuch des Philosophie-Studium . Schwann, Düsseldorf 1986, p. 89 ff.
  11. ↑ Cf. Ekkehard Martens In: Kirsten Meyer: Texts for Didactics of Philosophy . Reclam, 2010, p. 167 f.
  12. ↑ See Jonas Pfister: Fachdidaktik Philosophie . UTB, Stuttgart 2010, p. 183.
  13. ↑ See Martens (1979: 140), In: Ibid., P. 184.
  14. ↑ Wulff D. Rehfus: Methodical doubt and metaphysics. The educational theory-identity theory approach in philosophy didactics. In: Wulff D. Rehfus, Horst Becker (Ed.): Handbook of Philosophy Lessons. Schwann, Düsseldorf 1986, p. 99.
  15. ↑ Cf. Roland W. Henke: Dialectics as a didactic principle - building blocks for a contemporary philosophy didactics following Kant and Hegel . September 25, 2011. henke.brainedia.com
  16. ↑ Roland W. Henke: Dialectics as a didactic principle - building blocks for a contemporary philosophy didactics following Kant and Hegel. P. 120. henke.brainedia.com
  17. ↑ Georg Cavallar: The competence orientation in philosophy didactics. In: Scientific News. Vienna 2011.
  18. ↑ Karel van der Leeuw, Pieter Mostert: teach philosophy. A model for planning, analyzing and researching the introductory philosophy class . Eburon, 1988.
  19. ↑ See Leeuw / Mostert (1988, p. 53), in: Jonas Pfister: Fachdidaktik Philosophie . UTB, Stuttgart 2010, p. 197.
  20. ↑ France Rollin: L'eveil philosophique - Apprendre à philosopher . UNAPEC, Paris 1982.
  21. ↑ Michel Tozzi: Penser par soi même. Initiation à la philosophy . Chronique Sociale, Lyon 1994.
  22. ↑ See Jonas Pfister: Fachdidaktik Philosophie . UTB, Stuttgart 2010, p. 194.
  23. ↑ Nathalie Frieden: Quelles compétences pour un cours de philosophie de l'enseignement secondaire? .
  24. ↑ Anita Rösch: Competence Orientation in Philosophy and Ethics Lessons. Development of a competence model for the subject group Philosophy, Practical Philosophy, Ethics, Values ​​and Norms . LER. Lit Verlag, Vienna / Zurich 2009.
  25. ↑ Ekkehard Martens: Methodology of Ethics and Philosophy Lessons . Hannover 2005, especially pp. 65–144.
  26. ↑ Christian Gefert: Educational goals, competencies and requirements - perspectives for the development of educational standards in philosophical educational processes. In: Steenblock, Gefert u. a. (Ed.): Philosophy and Education . Münster 2005, pp. 135-145. See also the curricula for ethics instruction in Saxony-Anhalt: bildung-lsa.de ; and Uta Eichler, Arne Moritz (Ed.): Teaching ethics in a competence-oriented manner. A concept for grades 9/10 with copyable teaching material . 2 volumes. Göttingen 2012/2016.
  27. ↑ kmk.org
  28. ↑ kmk.org
  29. ↑ Martina Peters, Jörg Peters: Modern Philosophiedidaktik. Basic texts . Meiner, Hamburg 2019, p. 213-230 .
  30. ↑ Markus Tiedemann: Problem orientation . In: Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (eds.): Manual of philosophy and ethics . Didactics and methodology, No. 1 . UTB, Paderborn 2015, p. 70-79 .
  31. ↑ Bettina Bussmann: Wissenschaftsorientierung. "In: Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (Ed.): Handbook Philosophy and Ethics. Volume 1: Didaktik und Methodik UTB, Stuttgart 2015, 127f
  32. ↑ See also Roland W. Henke: Hegel's Philosophy Lessons. Wuerzburg 1989.
  33. ^ Josef Schmucker-Hartmann: Fundamentals of a didactic of philosophy . Bouvier, Bonn 1980.
  34. ↑ See Johannes Rohbeck: Didactics of Philosophy and Ethics . Thelem Universitätsverlag, 2010, blurb.
  35. ^ Rolf Sistermann: Problem orientation, learning phases and work tasks. In: Jonas Pfister, Peter Zimmermann (Hrsg.): New manual for teaching philosophy. UTB, Stuttgart 2016, 203-224
  36. ↑ See Jonas Pfister: Fachdidaktik Philosophie . UTB, Stuttgart 2010, p. 151.
  37. ↑ See Jonas Pfister: Fachdidaktik Philosophie . UTB, Stuttgart 2010, p. 152.
  38. ↑ Cf. Ekkehard Martens, in: Kirsten Meyer: Texts for Didactics of Philosophy . Reclam, 2010, p. 167 f.
  39. ↑ Cf. Ekkehard Martens, in: Kirsten Meyer: Texts for Didactics of Philosophy . Reclam, 2010, p. 170.
  40. ^ Jonas Pfister: Subject Didactics Philosophy . Haupt / UTB, Bern / Stuttgart 2010, p. 166.
  41. ^ Jonas Pfister: Subject Didactics Philosophy . Haupt / UTB, Bern / Stuttgart 2010, pp. 51–56.
  42. ^ Jonas Pfister: Subject Didactics Philosophy . Haupt / UTB, Bern / Stuttgart 2010, pp. 56–74.
  43. ^ Presentation of the method by Hilbert Meyer , September 29, 2011.
  44. ↑ Jörg Peters, Martina Peters, Rolf Bernd: Philosophy in Film . 2006.
  45. ^ Rolf Sistermann: Literary Texts. In: Julian Nida-Rümelin, Irina Spiegel, Markus Tiedemann (eds.): Handbook Philosophy and Ethics. Volume 1: Didactics and Methodology UTB, Stuttgart 2015, 274
  46. ^ Jonas Pfister: Subject Didactics Philosophy . 2010, p. 194.
  47. ↑ Karel van der Leeuw, Pieter Mostert: teach philosophy. A model for planning, analyzing and researching the introductory philosophy class . Eburon, 1988, p. 115.
  48. ↑ Anita Rösch: Competence Orientation in Philosophy and Ethics Lessons. Development of a competence model for the subject group Philosophy, Practical Philosophy, Ethics, Values ​​and Norms. LER. Lit Verlag, Vienna / Zurich 2009, p. 72 f.
  49. ^ Jonas Pfister: Subject Didactics Philosophy . Haupt / UTB, Bern / Stuttgart 2010, pp. 56–74.