TEACHING PHILOSOPHY THROUGH THE MEDIATION OF DIGITAL TECHNOLOGIES IN COLOMBIAN SECONDARY EDUCATION

Abstract

Inclusion and equity in access to digital technologies are considered pedagogical and social challenges. To ensure educational equity, this study proposes curricular adaptations, the co-design of tasks with students, and the development of media and digital literacy that fosters conscious information seeking, critical evaluation of the quality and credibility of sources, and the examination of one’s own biases and cognitive biases. The implementation of two learning tasks in a lower secondary education context is presented as a pilot design, whose success is measured not only in academic terms but also by its contribution to social inclusion and the development of critical-thinking students. The purpose is to reflect on the teaching of philosophy through the mediation of digital technologies in Colombian lower secondary education. The methodology employed focuses on a documentary analysis that resulted in this dissemination article. This approach aims to develop skills in students upon completion of basic education related to constructing and evaluating arguments, formulating questions that involve information retrieval, exploring ideas systematically, making judgments about the credibility of different sources or forms of information, addressing their own biases and limitations, and co-constructing meaning through interaction with others.