A
new publication. Nemesio Espinoza Herrera, Peru
Philosophy
Study
Volume 4, Number 5, May 2014 (Serial
Number 33)
Contents
1.
Philosophy of Mathematical
The Alternative
Mathematical Models of the World 321
Salahaddin Khalilov
2.
Philosophy of Epistemology
On the Benefits and
Burdens of the Notion of “Standpoint” 334
Koichiro Misawa
3.
Philosophy of Medical Ethics
Cutting-Edge
Reproductive Medicine and Ethics in Japan 345
Masayuki Kodama
4.
Philosophy of Politics
Liberals,
Communitarians, Republicans and the Intervention of the State in the Private
Sphere 354
Rafael Rodrigues Pereira
Philosophy of Education
5. A New Theory About
Teaching Philosophy 363
Nemesio Espinoza
Herrera
6.
Philosophy of Technology
The Transformation of
Archival Philosophy and Practice Through Digital Art 373
John Charles Ryan
Universidad Nacional Mayor de San Marcos
The aim of this
paper is to elucidate the nature and viability of teaching philosophy
establishing their impact on the construction of philosophy in developing
countries such as Peru. This article is inserted in the context of the need to
rethink the missed philosophy marked by Badiou who proposes two ideas and
binding areas: Philosophy is a reflection on all that is in the infinite
universe, including humans; and, being the reflection (thinking) an innate
characteristic of the human being, then, in some way, we are philosophers. It
follows two thoughts that philosophy is not taught or learned but is assumed in
the measure of their level of education and knowledge. In such conditions, it
is not the teaching of philosophy that which has to build philosophy or form
“philosophers,” but is education. It is established, therefore, that between
the philosophy and the education, there is a direct relationship in the sense
that the first is based on the second and a good education is a prerequisite
for the development of philosophy in a society condition. For this important
reason, developing countries still do not have adequate conditions for
sustained construction of philosophy because they have educational models that
prevent it from radiating a good education to society. Being a good carrier of
a good education philosophy, a poorly educated person has limitations to
acquire of philosophical thinking. Therefore, these reasons are that in these
countries, the teaching philosophy has proved to be unsuccessful. Being poor
education in underdeveloped societies, where language skills and science are
below international standards, it is easy to deduce that such societies are facing
philosophy and devoid of conditions to form part of their cultures. Our
hypothesis is that philosophy in a society cannot be built on the basis of the
teaching of philosophy, but on the basis of a good education. The fact that in
underdeveloped societies, as is the case of Peru, there is no philosophy in
terms of what it means in modern times, is not because there is no teaching of
philosophy but because there is archaic educational models. In these countries,
the education model is anti-philosophical. Our approach is based on the
education system prevalent in underdeveloped countries such as Peru, which is
not feasible “teaching philosophy” to steadily build philosophy as part of
national cultures, and instead it is necessary for the design and
implementation of new models of education.
Keywords: philosophy, teaching philosophy, education
______________________________________________
Nemesio Espinoza Herrera, Ph.D. in
Management, Universidad Nacional Mayor de San Marcos, Perú; main research
field: Management Philosophy. Email: nespinozah@hotmail.com.
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