Educating Irrationality: On the Place of Philosophy in the Classroom

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dc.contributor.authorA. Coya Lozano
dc.contributor.authorAndrea Lozano
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T17:02:53Z
dc.date.available2026-03-22T17:02:53Z
dc.date.issued2012
dc.description.abstractThe following essay reflects on the function of the teaching of philosophy at all levels. In doing so, it attempts to separate philosophy from other pure and social sciences to demonstrate its explicitness. This supports the assertion that the type of moral or ethical training philosophical reflection provides is personally and socially irreplaceable, a demonstration that constitutes, in turn, an invitation to reflection itself.
dc.identifier.doi10.5294/pecu.2012.15.2.4
dc.identifier.urihttps://doi.org/10.5294/pecu.2012.15.2.4
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/61854
dc.language.isoen
dc.publisherUniversity of La Sabana
dc.relation.ispartofPensamiento y Cultura
dc.sourceUniversidad de Los Andes
dc.subjectAssertion
dc.subjectIrrationality
dc.subjectReflection (computer programming)
dc.subjectFunction (biology)
dc.subjectEpistemology
dc.subjectSociology
dc.subjectMoral philosophy
dc.subjectPhilosophy
dc.titleEducating Irrationality: On the Place of Philosophy in the Classroom
dc.typearticle

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