Teaching high school philosophy
September 19, 2012
Posted by on
Diana Senechal (who teaches at Columbia Secondary School for Math, Science & Engineering in New York City) shares her thoughts on “what it means to teach philosophy at the high school level, what sort of curriculum we have, and what I am doing with it.”
The ninth-graders study rhetoric and logic; the 10th-graders, ethics and aesthetics; and the 11th-graders, political philosophy. The philosophical texts range from ancient to modern; the 10th-graders, for instance, are currently reading the Book of Job; later in the unit, they will read Martin Buber’s “I and Thou.” The 11th-graders began with Sophocles and Plato, will soon read Aristophanes’ “The Clouds,” and will end the year with Hannah Arendt, George Orwell, and Eugene Ionesco.
I work from the conviction that these texts — and the lessons surrounding them — will give students perspective on their own philosophical questions and lives. The first challenge is to make sense of the texts. Often we have to take time with a single sentence, working through it and figuring out what it means. That can bring out surprising insights.