Nico0984447763@gmail.com |
Nowa uczennica Alfei |
|
|
Do³±czy³: 05 Gru 2023 |
Posty: 4 |
|
|
|
|
|
|
|
Any attempt at reflection was censor and brand as political, or, specifically, Senderista. For this reason, the teaching of philosophy was censor in school and university. Finally, in 2000 it was remov from the official school program and is currently ruc to a couple of general lessons. If we look at the current secondary school curricular program we find only 13 times the word man, and of these 13, seven times it is relat to the religion course. At the beginning, said program, when referring to the conception of the high school student, says: “At the Secondary ucation level, pubescent children and adolescents are serv, whose ages range between approximately 11 and 17 years.
At this stage, students experience a series of physical, emotional changes and in their way of learning Telegram Number List and understanding the world.” (Ministry of ucation: 313). How can a young person understand the world broadly and without prejudice? How can he establish his relationship with the world and with others if he does not know philosophy? How can he understand the advancement of technology in today's world if he does not have knowlge of the history and sense of science? The Political Constitution of Peru states that there is the right “(…) to freom of conscience and religion, individually or in association.
There is no persecution bas on ideas or beliefs. . The public exercise of all confessions is free, as long as it does not offend morality or disturb public order.” (Chap. 1, Art. 3). It also says that the citizen has the right "(...) to maintain confidentiality about his or her political, philosophical, religious or any other convictions, as well as to maintain professional secrecy." (Chap. 1, Art. 1. Within this spirit of intellectual freom we must seriously consider the inclusion of philosophy and the history of science in official curricular plans , and in this way teach to think, analyze, criticize, but mainly to know how to pose problems and propose alternatives. |
|