Ways of relating philosophy to society and contemporary issues: Curricula constructions of the philosophy subject in the Nordic upper secondary school
DOI:
https://doi.org/10.11576/jsse-7739Keywords:
philosophy didactics, philosophy education, upper secondary school, Nordic philosophy subject, curriculum ideologiesAbstract
Highlights:
- Different ideas and visions on education shape the current Nordic philosophy curricula.
- The Nordic curricula differ in how they relate philosophy to today’s society and issues.
- The Finnish and Norwegian curricula have an articulated societal and normative approach.
- The Danish, Icelandic and Swedish curricula have an academic and individual-centred approach.
- A societal approach may be beneficial, but risks restricting the philosophical discussion.
Purpose: The article aims to explore the possible roles and significance of the philosophy school subject in today’s complex society.
Methodology: A curriculum theory-informed methodology, drawing on the curriculum ideologies formulated by Schiro (2013) and Deng and Luke (2008), has been applied in an analysis of the current Nordic upper secondary school philosophy curricula.
Findings: The Finnish and Norwegian philosophy curricula are oriented towards the social efficiency and social reconstruction ideologies, promoting a philosophically informed ethical stance and active social engagement. The Danish, Icelandic and Swedish curricula are oriented towards the scholar academic and/or humanism ideologies, meaning a more academic or individual-centred and less articulated relationship between philosophy and society and contemporary issues.
Research implications: The various ways of constructing the philosophy subject initiate an important philosophy didactic discussion of the possible roles and significance of the subject in relation to today’s society and contemporary issues
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