Abstract

The teaching of philosophy in educational settings faces challenges ranging from pedagogy to curricular integration. This quantitative and cross-sectional descriptive study analyzed the perceptions of 110 11th-grade students in two public institutions in Barranquilla. Using a 15-question Likert scale questionnaire and SPSS analysis, a positive perception of the impact of philosophy on cognitive and academic skills development was found. With a mean of 2.57 and a median of 3.00, 60% of the students highly valued how philosophy contributes to critical thinking, analytical ability, and debate preparation. Regarding relevance and application, with a mean of 2.52 and a median of 3.00, 55.5% highlighted its importance in addressing current issues. Concerning personal and social effects, the mean of 2.52 and the median of 3.00 reflected a positive appreciation, with 55.5% recognizing its impact on personal development and a respectful environment. Although the role of philosophy is valued, the variability in responses suggests the need for more personalized and innovative pedagogical approaches that promote critical thinking from an early age.

Keywords:  secondary education; student perceptions; utility of teaching philosophy; development of philosophical skills; philosophy in Colombia; didactics in philosophy