Philosophy at the African Academy
Contextualizing the Experiences of Learning and Teaching Processes of Philosophy in Mozambique
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The experiences, although sometimes dichotomous but complementary, of life in the academy, on the one hand, as a student, learning philosophy, and, on the other hand, as a teacher, teaching philosophy to high school students, in the first moment, and to undergraduate students, aspiring high school philosophy teachers, in the second moment, necessarily make me a participant, not an indifferent one, in the historical plot of Philosophy in Mozambique. Therefore, it is from this place where I providentially find myself and participate that, through this work, in a reflective but not conclusive man...
The experiences, although sometimes dichotomous but complementary, of life in the academy, on the one hand, as a student, learning philosophy, and, on the other hand, as a teacher, teaching philosophy to high school students, in the first moment, and to undergraduate students, aspiring high school philosophy teachers, in the second moment, necessarily make me a participant, not an indifferent one, in the historical plot of Philosophy in Mozambique. Therefore, it is from this place where I providentially find myself and participate that, through this work, in a reflective but not conclusive manner, I examine, contextualize and share the wealth of learning (knowledge, ideas, information) and some details concerning the contours, mishaps and advances of Philosophy, particularly concerning its learning and teaching in Mozambique. In fact, by equating and highlighting the aspects of life experiences, it is important to mention that I am not guided by the awareness of value judgment, but by the contributive and aggregating perspective of perceptions, observations and suggestions towards a new look of philosophy with a view to its promotion, ascension and maintenance in the country.
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