The Extent of Confronting Sectarian Intolerance in the Philosophy Course from the Perspective of Second Year High School Pupils in Tebessa, Algeria

Abstract

The purpose of this study was to find out whether the philosophical texts of the Philosophy Curriculum for the second year of high school pupils in Tebessa, Algeria were written in a manner that makes pupils able to overcome sectarian intolerance. It also aimed to find out the role of the evaluation process in terms of tools and methods adopted in the course to achieve the set objectives of the curriculum. To achieve the study objectives, the descriptive exploratory method was followed, and a questionnaire for data collection, developed by the researcher, was used after checking its validity and reliability. The study sample consisted of (190) male and female pupils, who were selected by the complete census method. The findings of the study revealed that the content of the curriculum relatively supports the ability to overcome sectarian intolerance, and that the process of evaluation contributes to the achievement of the intended objectives. The study concluded the need to pay more attention to the philosophy texts that strengthen the ability to overcome sectarian intolerance among pupils. The study also stressed the need to increase the number of times for evaluating the philosophy course.
 Keywords: philosophical thought, philosophy curriculum, religious intolerance, evaluation, high school education.