Abstract

The goal of this article is to conduct a practical exercise about the teaching of philosophy from a perspective of global citizenship (UNESCO 2011, 2013, 2015, 2016) (i.e. Peace and Human Rights Education). The first section argues that teaching Philosophy as a subject matter results in enhanced student aesthetics (social and political), epistemology (order, logic and consistence) and ethics (democracy, coexistence and citizenship) (UNESCO 1972, 2004). The second section states that Philosophy as a discipline confers individuals with a better relational awareness of their impact upon the world. They have also reported using argumentation and acquired knowledge in order to improve theoretical problem-solving and strive to analyze individual and collective behavior and will. Students who study Philosophy are more tolerant and understanding of cultural, scientific, social and political phenomena. They also acquire a better attitude towards citizenship and a greater sense of moral action. Lastly, it concludes that despite the global crisis revolving around the lack of interest in the teaching of philosophy, it remains relevant since it fosters in students, cognitive and behavioral skills required for democracy, good governance and global citizenship.

Keywords Teaching of Philosophy; Public Assets; Citizenship; Democracy