Towards An Educommunicative Philosophical Teaching Centered on Cognitive Competencies

Abstract

Philosophy has provided conceptual frameworks and critical categories for analyzing media, thereby enriching the understanding of the relationship between education and communication. However, the teaching of philosophy in schools rarely connects its contents with the current conditions of learning: algorithms, attention economies, and data surveillance logics. This article combines a critical literature review on the teaching of philosophy in the Chilean school context —including digital challenges, uses of technology, curricular reforms, current regulations, and student perceptions— with the field of educommunication, in order to propose a joint reading centered on the development of cognitive competencies. Its main argument is that philosophy, from an educommunicative perspective, should shift its focus from the mere transmission of historical content toward the formation of capacities for analysis, interpretation, argumentation, and critical judgment in relation to the communicative systems that shape subjectivity and knowledge. Finally, the article proposes exploratory axes for an educommunicative teaching of philosophy that may guide situated, critical, creative, and participatory classroom experiences while considering the possibilities offered by the Chilean school system.