PRESERVING REASON AND THE NEED FOR A PHILOSOPHICAL LESSON IN A HOSTILE ENVIRONMENT

Abstract

In the context of contributing to a conference on the updates of mind preservation in the light of interdisciplinary studies this paper addresses a problem: What is the extent of the need for a philosophical study to contribute to preserving reason in a hostile environment? The study aims at demonstrating the necessary role of the philosophical lesson in preserving the mind and upbringing on rational thinking serving faith and correcting the colloquial representation towards philosophical consideration in the Moroccan and Islamic contexts, based on the experience of the classroom in light of a hostile environment dominated by triviality and the shovels which are demolishing the mind and philosophical thinking. The study relied on a critical analytical approach to the educational documents of the subject and the colloquial representation of philosophy, in addition to evoking the professor's experience in employing philosophical models in the context of the philosophical lesson, which made its goal to defend the mind and the importance of preserving it. Thus, the purpose of the study is to dismantle the representation based on the philosophical lesson, and to show its central role in preserving the mind and the role of the teacher of philosophy in education on the values of rationalization, choice and critical thinking of ready-made opinions, and to correct the common representation of the act of philosophizing, and to make the philosophical lesson a way to establish the mental consideration that is anchored to sound faith and contributes to building Man and civilization.