UNESCO Presentation by Janette

8/13/2019 UNESCO Presentation by Janette

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PHILOSOPHY

A SCHOOL OF FREEDOMTeaching Philosophy

and learning to Philosophize

UNESCO 1953 to 2011Janette Poulton

Presentation at VAPS Conference

June 5th 2011


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There can be no UNESCO without

philosophyThere has always been closely linked to philosophy, not speculative or normative philosophy, but critical

questioning which enables it to give meaning to life and action in the international context.

UNESCO was born from a questioning process on the possibility of and necessary conditions for theestablishment of long-term peace and security in the world. It is therefore an institutional responseto a philosophical question, one that had already been asked by the Abb de Saint-Pierre andEmmanuel Kant.

And, one could also declare that it is a philosophical institution, since it intends to contribute tomaintaining peace and security by heightening collaboration between nations through education,science and culture in order to ensure the universal respect of justice, of the law, of human rightsand fundamental liberties for all, regardless of race, gender, language or religion, that is recognizedfor all people in the Charter of the United Nations. This end goal involves the recognition andimplementation of a certain philosophy of law, of human rights and of universal history throughmeans that are also philosophical.

But it is better to say that UNESCO does not have a philosophy in the literal sense of the word since itwants to be a privileged place for exchange and dialogue on the pluralism of experiences of thoughtand of world cultures

La philosophie saisie par lUNESCO.It deserves credit for strengthening our commitment to revitalizingthis tradition and to contributing, by all possible means, to popularize an internationalphilosophical culture.On this path, the philosophical detour expression borrowed from JeanneHersch in her famous study on human rights from a philosophical point of view, undertaken at therequest of UNESCO is called for every day, and today more than ever.
http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/philosophy-at-unesco-past-and-present/


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1953

The first study of teaching philosophy

throughout the world was conducted by

UNESCO and published in 1953.

The study emphasized the role of philosophy in

becoming aware of the fundamental problems

of science and culture and in the emergence

of well-argued reflection on the future of thehuman condition.


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1995 Paris Declaration for Philosophy

The importance of philosophy was re-affirmed inFebruary 1995, when philosophers gathered in Paris toadopt a Paris Declaration for philosophy.

It was stated that all individuals everywhere should be

entitled to engage in the free pursuit of philosophy,and that the teaching of philosophy should bemaintained or expanded where it exists, andintroduced where it does not yet exist

Moreover, it was stated that the knowledge ofphilosophical insight in different cultures and theircomparison, as well as the analysis of theircommonalities and differences, should be supported.


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1998

In 1998, an expert meeting organized at UNESCO onphilosophy for children recommended thatnetworks *are created+ between countries to

promote philosophy for children and shareexperiences.

Conclusions of the meeting on Philosophy forchildren, meeting of experts, 26-27 March 1998,

p. 28.http://unesdoc.unesco.org/images/0011/001161/1

16115mo.pdf
http://unesdoc.unesco.org/images/0011/001161/116115mo.pdfhttp://unesdoc.unesco.org/images/0011/001161/116115mo.pdfhttp://unesdoc.unesco.org/images/0011/001161/116115mo.pdfhttp://unesdoc.unesco.org/images/0011/001161/116115mo.pdf


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2004-5"Inter-regional Philosophical

Dialogue"A project which was included in the philosophy program of

UNESCO, within the Sector of Social and Human Sciences,was launched during the biennium 2004-2005.

Through this project, UNESCO will be a meeting point where

dynamic networks between two regions concerned areformed. It aims to offer philosophers from these tworegions a space for dialogue and exchange, where thevarious aspects of their respective philosophical traditionsare at the heart of the debate, both for the study andphilosophical analysis and for the understanding ofcontemporary issues. Israel and Palestine. Africa andAmericas. Arab and Asia.


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2005 UNESCO advocates the teaching

of philosophy

By developing the intellectual tools to analyze

and understand key concepts such as justice,dignity and freedom, by building capacities for

independent thought and judgment, byenhancing the critical skills to understand andquestion the world and its challenges, and byfostering reflection on values and principles,

philosophy is a school of freedom.UNESCOs Intersectoral Strategy on Philosophy

(2005)


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April 2005

In April 2005 the Executive Board of UNESCO adopted UNESCOsIntersectoral Strategy on Philosophy.

Since 2005, UNESCO has supported the annual organization of thesymposium on the New Philosophical Practices, which aims at

sharing information on existing initiatives and on researchoutcomes in the field of philosophy with children in France, andFrench-speaking countries such as Belgium, Quebec (Canada) andSwitzerland.

Currently, these symposia are organized in the framework ofUNESCOs cooperation with PHILOLABassociation, and have set upthematic working groups, addressing the issues of introducingphilosophy with children in school curricula and setting up teachertraining in this field.


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2005 World Philosophy Day

The proclamation of a World Philosophy Day by the UNESCO General Conference wasan important impetus in favor of the promotion of philosophy and its teaching.

A day, that is the unit of time devoted to debates in which each and every personshould feel free to participate according to his or her convictions. Many places,that is our unit of space, because our common goal is also to enhance arguments

and counterarguments not only in one agora but in all the parts of this big housethat we invite you to come and discover every year.

Finally, a unity of action, of common action, to reaffirm the true value of philosophy,that is to say the establishment of dialogue that must never cease when it comesto essential matters, and of thought which gives us back a large part of humandignity whatever our condition.

Moufida Goucha,Chief of the Human Security, Democracy, and Philosophical SectionThe THIRD THURSDAY IN NOVEMBER


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2007

UNESCO published a report on the state of the

teaching of philosophy in the world titled

Philosophy: a school of freedom.


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2007 International Network of Women

Philosophers

Launched in 2007, the International Network of

Women Philosophers currently includes more

than 1,300 members from all the regions of

the world. Their fields of activities reflect the

great variety of disciplines that involve

philosophy.


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2009 International Network of Women

Philosophers

The First Assembly of the International Network of WomenPhilosophers sponsored by UNESCO took place at UNESCOsHeadquarters in Paris (France) on 14 and 15 December 2009.

The Assembly brought together more than 80 women philosophersfrom Africa, the Arab region, Asia and the Pacific, Europe and NorthAmerica and Latin America and the Caribbean.

Pierre San, UNESCOs Assistant Director-General for Social and

Human Sciences, officially opened the Assembly.

The conclusions of the meeting are now available athttp://www.unesco.org/new/en/social-and-human-sciences/themes/human-

rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/.
http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/http://www.unesco.org/new/en/social-and-human-sciences/themes/human-rights/philosophy/sv6/news/conclusions_of_the_first_assembly_of_the_international_network_of_women_philosophers/


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2009 Regional High-Level Meetings

Because philosophy teaching and its challenges vary fromregion to region, UNESCO launched in 2009 a series ofRegional High-Level Meetings on the Teaching ofPhilosophy, in partnership with Member States andacademic stakeholders.

The objective was two-fold:

to discuss the state of the teaching of philosophy in thedifferent countries of the region as well as its challenges;

to formulate recommendations for the attention of relevant

actors, and more particularly for the public authoritiesresponsible for education, so as to introduce philosophy inthe curricula where it does not exist and reinforce andimprove it where it does.


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2011

The last in the series of Regional High-Level

Meetings will focus the state of philosophy

teaching and its challenges for Europe and

North America, and will be organized in Milan(Italy), from 14 to 16 February 2011.


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February 2011

A meeting was held between the President of

the Italian National Commission for UNESCO,

the UNESCO Assistant Director-General for

Social and Human Sciences, various experts,senior government representatives and

philosophy for and with children to discuss

future developments including both theplace given to philosophy for adolescentsand

international standardization of practices.


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2011 International Network

ICPIC, in cooperation with PHILOLAB and Sophia launched a proposal for anInternational Network for Development and Support of Philosophy with Childrenat this meeting

ICPIC demands the adoption of a Declaration for Philosophy for Children for thefollowing reasons:

To establish guiding principles of universal value, which supplement the appeal for anopen international network. This means a declaration that is developed andsupported by ICPIC and UNESCO.

Philosophy for children is a vague concept. This Declaration is specific. It focuses on aset of principles to be used as guidance to decisions and practices. With thesupport of UNESCO, ICPICwill develop a precollege philosophy core curriculumbased on these three fields of education, that shows sensitivity to local needs likethe experiences of being human in a social, cultural and personal context, whileacknowledging the human condition as the irreducible part of humanity.


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July 2011

At the pending ICPIC Conference in Korea we

will discuss UNESCO Jinju Declaration for

Philosophy with Children to implement these

developments.


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UNESCO Jinju Declaration

Proposal

An International Network of Philosophy with ChildrenPracticescan be created with UNESCOs support, in orderto unite existing synergies in this field. The initial andfounding tool of the Network will be a website hosted onUNESCOs webpage(following the model of theInternational Network of Women Philosophers website).

The purpose of such a Network will be to disseminate and

promote the advancement ofdifferent practices ofphilosophy with children (PwC) by:


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Networking and communicating

Liaise with universities, research centres and institutes, individualteachers and practitioners, youth associations, UNESCO Clubs, etc.in order to get information on research outcomes and existingpractices in PwC in the world ;

Identifying at least one focal point in the different countries where

there is an interest for PwC, in order to ensure communication ofinformation from the local and national to the international level;

A Journal of the Network can be launched on a biannual basis,which will publicize all relevant information and articles on PwCinitiatives;

in order to gatherinformation on existing practices andresearch concerningPwC / P4C aroundthe world;


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Making resources free and available

online

Assembling information on research outcomes andmake it available online for free access;

Making available and for free access online the existingpedagogical guides and teaching materials from thedifferent countries, in different languages. On the longrun, a system of distance learning could be envisaged;

Make available and for free access online advocacytoolkits, including videos, for practitioners to approach

and sensitize the national education authorities andpotential donors, as well as the general public;


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Fostering cooperation

Encouraging links and cooperation between

practitioners and teachers from different

cultural backgrounds in creating teaching

resources that are adapted to culturaldiversity and specificity.

Documents

UNESCO Presentation by Janette