Teaching philosophy in secondary schools in Serbia from 2011 to 2020: Still writing about power (or weaknesses) of philosophy and its teaching concerns

Abstract

The paper contains the analysis of the position of philosophy classes in secondary schools in Serbia from 2011 till the end of 2020. It represents the resumption of the thesis with the same topic. However, the previous paper referred to the period between 1990 and 2020. Determining factors of defining the position of teaching philosophy in secondary schools were not changed compared to the previous text. The subject of the analysis is the position of philosophy classes as a part of the complete curriculum in all the secondary schools, with a special reference to the syllabus, students? books and teachers. The change of the position of philosophy classes which happened between 1990 and 2010 and which could be described as the one making the subject of philosophy unimportant and secondary, not only remained, but it was intensified in the period between 2011 and 2020.