Teaching, didactics and bioethical principles for theaching of philosophy.

Abstract

The objective of this article is to contribute to the reflections on teaching, didactics and the teaching
of philosophy, from a bioethical perspective. In this way, the central idea of this text is articulated
through four sections; In the first place, a series of notes are integrated around the notion of teaching, meaning situated as active-activity in a model of education centered on the teacher. In a
second moment of our exposition, we will place didactics as a passive-activity within classroom life
centered on the student as a mere receiver; thereby allowing us to think of the teaching of
philosophy as well as a dialectical practice of a dialogical nature, as framed in bioethical principles.
The foregoing is due to a genuine concern to rethink the teaching of philosophy beyond a mere
training activity, but as a series of commitments that install us in a properly human activity and to
which there is always to return, with new and provocative questions. and positions. In this sense, the
bioethical framework will allow us to interweave, in a multidisciplinary way, the human being in
violence against himself to include in the ethical reflection of his way of relating to the environment.