Secondary education teachers' perspectives on teaching the subject of philosophy

Abstract

The present research focuses on teachers' views regarding the subject of philosophy in secondary education and students' responses to it. Seven semi-structured interviews were conducted with secondary school teachers who teach or have taught philosophy in high school. The study begins with a literature review, which indicates that there are not many studies on this topic in the Greek context, except for one. However, research from Australia and Costa Rica provides insights into teachers' perspectives on the philosophy course and how these relate to their academic background and interests, as well as to students' engagement with the subject. The findings of this study suggest that teachers hold a positive attitude toward philosophy both as an academic discipline and as a school subject. They emphasize the necessity of teaching it, employ modern student-centered teaching methods, and observe a positive response from students.