The didactic goals of the philosophy courses in the Macedonian high school curriculum
Date Issued
2022
Author(s)
Donev, Dejan et al.
Abstract
The aim of the paper is to illustrate the main objectives and goals of the Philosophy
courses (obligatory and elective) in the Macedonian high school system, and to determine whether,
and to what extent, they align with the contents of the courses syllabi. At a first glance it might
seem that the objectives stated in the course programs are unattainable and over-stretched, but
a further analysis shows their diversity, applicability, and usefulness for the overall student improvement.
These objectives, being directed towards the development of critical thinking, moral
deliberation, pluriperspective flexibility, and awareness for the contexts in which people function,
are crucial in this age, and necessary for the formation of young adults capable of determining
causal relations, of orienting in multiple sources of information and sets of circumstances, and
staying in tune with the moral needs of their communities.
The text shows the main didactic goals of the Philosophy courses in the Macedonian high
school curriculum in light of the courses’ contents, and in the greater framework of the Philosophy
courses from several countries from this region (Serbia, Montenegro, Croatia, Bulgaria).
551
Attention is paid to the ways in which the goals reflect the contents of the courses, and the contemporary
needs for a solid education rooted in context-awareness, critical thinking, and empathy.
The comparison between several courses’ goals will show that while the objectives of the
philosophy education seem complex and multifaceted (as is philosophy itself), their achievement
(even partial) is pivotal in the formation of young adults capable of not only understanding the
values with which they live, but of working on ways to improve their own, and the circumstances
of their communities.
courses (obligatory and elective) in the Macedonian high school system, and to determine whether,
and to what extent, they align with the contents of the courses syllabi. At a first glance it might
seem that the objectives stated in the course programs are unattainable and over-stretched, but
a further analysis shows their diversity, applicability, and usefulness for the overall student improvement.
These objectives, being directed towards the development of critical thinking, moral
deliberation, pluriperspective flexibility, and awareness for the contexts in which people function,
are crucial in this age, and necessary for the formation of young adults capable of determining
causal relations, of orienting in multiple sources of information and sets of circumstances, and
staying in tune with the moral needs of their communities.
The text shows the main didactic goals of the Philosophy courses in the Macedonian high
school curriculum in light of the courses’ contents, and in the greater framework of the Philosophy
courses from several countries from this region (Serbia, Montenegro, Croatia, Bulgaria).
551
Attention is paid to the ways in which the goals reflect the contents of the courses, and the contemporary
needs for a solid education rooted in context-awareness, critical thinking, and empathy.
The comparison between several courses’ goals will show that while the objectives of the
philosophy education seem complex and multifaceted (as is philosophy itself), their achievement
(even partial) is pivotal in the formation of young adults capable of not only understanding the
values with which they live, but of working on ways to improve their own, and the circumstances
of their communities.
Subjects
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