Abstract
The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the pragmatism of Richard Rorty and Richard Shusterman.
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