Philosophica: International Journal for the History of Philosophy

Volume 3, Issue 6, November 1995

Ensino da Filosofia e Filosofia do Ensino

Maria Teresa Ximenez
Pages 105-118

Deverá Falar-se de Ética no Ensino Secundário?
'Virtudes e Vícios' da Educação para a Justiça na Escola Secundária em Portugal

«Does it make sense to talk about 'Ethics’ at a Secondary School level?» - this is the controversial issue which this paper builds itself around; the inspiring guideline of which being the concept of Philosophy as an intersubject. Towards the end of this paper one is led to draw the conclusion that Philosophy can actually be Ethics. To achieve that purpose of ours, we try to highlight all along some of the most important innovations within the so called 'Reforma Curricular' (new curricula) mainly the ones directly connected with Personal and Social Development, Civic Education and Ethics in general. Following this main train of thought we based our studies on two different points, namely: the belief that Ethics at a Secondary School level should always mean an education towards justice and that Human Rights should always be at the centre of any syllabus involving Ethics. Thus, our paper approaches the following four main issues: 1. The intersubject role played by Philosophy at a Secondary School level 2. Education towards Justice - some vices, a few virtues 3. The dialectical issue o f teaching-learning Ethics - Philosophy and/through Human Rights 4. Project work based on a Project carried out at School