The neo-thomist philosophy as school philosophy (Colombia 1870-1930)

Abstract

This article addresses the history of Philosophy as a school discipline, in the convergence of three planes: the epistemic: the type of knowledge and its criteria of truth; the historical: from his under-medieval and European Renaissance origins to the curricular organization of the Colombian baccalaureate in the twentieth century; and pedagogical: the methods and schemes of curricular planning and the political purposes assigned to their teaching in secondary school. It uses three methodological notions: the triple canon of the philosophy taught (Alasdair McIntyre); the empirical-transcendental epistemic regime of modern knowledge (Foucault), and the process of institutionalization of pedagogical knowledge (Zuluaga). Its sources range from the History of Philosophy and Education, to the philosophical and pedagogical debates between neotomists and positivists in Colombia.