The methodological approaches of Ekkehard Martens (2003) and Johannes Rohbeck (2016) can in philosophy didactics still be regarded as the standard models for the extent to which philosophy lessons can be organized methodically. Although some justified criticism has been levelled at the methodological models, this has not led to a critical revision of them. A problem-based methodology, the basic idea of which is to place philosophical methods in a systematic context with philosophical problems, c…
Read moreThe methodological approaches of Ekkehard Martens (2003) and Johannes Rohbeck (2016) can in philosophy didactics still be regarded as the standard models for the extent to which philosophy lessons can be organized methodically. Although some justified criticism has been levelled at the methodological models, this has not led to a critical revision of them. A problem-based methodology, the basic idea of which is to place philosophical methods in a systematic context with philosophical problems, can, on the one hand, remedy the weaknesses of Martens’ and Rohbeck’s approaches and, on the other hand, offer a number of didactic potentials: Firstly, the philosophical specificity of the respective methods can be preserved, secondly, philosophical content and methods are appropriately related to each other and, thirdly, the arbitrariness of methods identified by Martens and Rohbeck can be counteracted. Fourthly, it is to be expected that the principle of problem-orientation can be enriched with the elaboration of the approach and, fifthly, in this way it is possible to mediate between method-monistic and method-pluralistic approaches.
