The didactic goals of the philosophy courses in the Macedonian high school curriculum

Abstract

The aim of the paper is to illustrate the main objectives and goals of the Philosophy courses (obligatory and elective) in the Macedonian high school system, and to determine whether, and to what extent, they align with the contents of the courses syllabi. At a first glance it might seem that the objectives stated in the course programs are unattainable and over-stretched, but a further analysis shows their diversity, applicability, and usefulness for the overall student improvement. These objectives, being directed towards the development of critical thinking, moral deliberation, pluriperspective flexibility, and awareness for the contexts in which people function, are crucial in this age, and necessary for the formation of young adults capable of determining causal relations, of orienting in multiple sources of information and sets of circumstances, and staying in tune with the moral needs of their communities. The text shows the main didactic goals of the Philosophy courses in the Macedonian high school curriculum in light of the courses’ contents, and in the greater framework of the Philosophy courses from several countries from this region (Serbia, Montenegro, Croatia, Bulgaria). 551 Attention is paid to the ways in which the goals reflect the contents of the courses, and the contemporary needs for a solid education rooted in context-awareness, critical thinking, and empathy. The comparison between several courses’ goals will show that while the objectives of the philosophy education seem complex and multifaceted (as is philosophy itself), their achievement (even partial) is pivotal in the formation of young adults capable of not only understanding the values with which they live, but of working on ways to improve their own, and the circumstances of their communities.