Obstacles to teaching philosophy to science students (Students and teachers' point of view) A diagnostic and therapeutic study

Abstract

Despite the importance of teaching philosophy in secondary school, it does not find a place for itself in the consciousness of science students. They view it with a haughty scientific spirit, classifying philosophy as “non-knowledge” and “non-science” because it does not belong to the realm of experimental sciences, and describing it as “useless” and “isolationist.” Many of them simply declare that it is useless for anything, and that they will not understand anything from it in any case, and therefore learning it is a waste of time; a matter that is reflected in their psychological and mental presence during philosophy class, and their way of dealing with it as a subject in their curriculum, unlike students of the literary sections. What are the reasons that led to this phenomenon? Who is responsible for this predicament? What is the way to avoid turning philosophy class into a painful reality that the student is forced to face in the final year? In order not to remain in the circle of personal impressions and subjective judgments, we seek in this research paper to diagnose the obstacles to teaching philosophy in scientific departments, relying on the opinions of professors and students, in an attempt to find ways to overcome this situation.