La reforma de las humanidades y la enseñanza de las materias filosóficas en secundaria

Abstract

This essay tries to value the meaning and consequences for the philosophical matters of the current humanities' restructuring within the secondary education. It is not a short-term consideration neither it tries to discuss the advantages of the reformation for the Philosophy teachers' community, whose earnings consist on the increment of the hours assigned to them. The article studies three significant reforms of the humanities in the Spanish secondary education and it tries to elucidate its authentic reasons and its consequences. Once examined the reforms of 1845, ?866 and 1938, big expectations are not encouraged with reference to what the teaching of the philosophical matters can expect from its revision within the context of the humanities' reform.