Reference WPCEHD_13_01(This paper is published as vol. 9, nº 3, 2013)


Many of the miseries and confusions that besiege humans are sometimes beyond medications. Such are diseases of the soul that defy conventional medications. The old practical approaches to human miseries and confusion about purposes of live have to be recoursed to. This is the cogency for philosophical counselling. There is need to introduce this into the classrooms as a way of enlightening people and training practitioners in the mission of making lives more meaningful through a better appreciation of life and its course. This is more needed in the African setting where its introduction would be of great service.

Keywords: Philosophical Counselling, therapy, curriculum, therapeutic philosophy.



Un pensamiento en “Reference WPCEHD_13_01(This paper is published as vol. 9, nº 3, 2013)

  1. (This review is a compilation and summary of observations made by members of the editorial team)

    The article “Philosophical counselling/therapy: praxis and pedagogy” exposes clearly the nature of the Philosophical counselling. It deals with the roots of the approach and its current referents. The manuscript is appropriate and well organized. The paper argues in favor of the need for this “therapy for the healthy” that would address complex human problems through its analysis and assessment of what is the meaning of our life, our happiness, or our goals. The paper makes explicit reference to the difficulties of some transition moments of life such as middle adulthood or old age.
    The paper discusses the need to train persons who could act as advisers and also the relevance of introducing these problems in school. With respect to this, the paper would gain in interest if existing programs designed for schools – for example, “Philosophy for Children” by Lipman- were briefly discussed and reviewed.
    Further, this discussion in relation to how the proposal could be applied in schools could be elaborated and specified in terms of the age levels, grade levels, etc. it could be relevant for –and how it would vary and be re-adapted in different school and grade contexts.
    Finally, given the international readership of the journal more information and contextualization needs to be provided when discussing and describing “the African context” (pp. 12-13) and the “Nigerian context” (p. 4)


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