Philosophy in the World of Adolescents

Abstract

In this paper, I reflect on the teaching of Philosophy in secondary education by considering the cognitive and psychosocial characteristics of adolescence. I argue that this period cannot be understood solely in terms of biological transformations, since the historical, cultural, and educational contexts in which young people develop must also be taken into account. Drawing on Piaget and Inhelder, I examine some features of adolescent thought, including the movement toward abstraction and possibility, the development of hypothetical-deductive reasoning, the ability to construct systems of ideas, critical thinking, and intellectual curiosity. These characteristics suggest that adolescents are capable of philosophizing and learning Philosophy, provided that teaching is not reduced to the memorization of contents. I therefore advocate classes that foster creativity, dialogue, self-criticism, group work, and the discussion of topics connected with young people’s realities and interests. I also consider some difficulties that arise in this process, such as resistance to the subject, limited vocabulary, passivity, and discontinuity among the contents taught. From this perspective, the teaching of Philosophy should contribute to the formation of reflective and autonomous individuals capable of understanding themselves, others, and the world in which they live.