Die meisten Ethik- und Philosophie-Lehrpläne sehen vor, dass Schüler/innen die Grundlagen der Moralphilosophie kennen und verstehen. Im vorliegenden Beitrag nennen und erläutern wir einige Probleme, die der Erreichung dieses Ziels entgegenstehen. Eines dieser Probleme – die Vermischung unterschiedlicher Fragen – illustrieren wir an einer konkreten Lehreinheit. Anschließend skizzieren wir schädliche Folgen dieses Problems und deuten mögliche Wege zu seiner Beseitigung an.

Like many other philosophical disciplines, ethics is sometimes highly abstract. And many key notions of the discipline are vague, ambiguous or both. Abstractness, vagueness, and ambiguity invite confusion. My objective in this paper is to draw attention to a serious problem that, despite being widespread, has so far remained largely unrecognized: the confusion of different questions in teaching ethics. This confusion occurs, for example, when a philosopher’s viewpoint is presented as an answer to one question, but in fact, the philosopher (...) is addressing a different question with that viewpoint. In the first part of this paper, I will present and clarify several ethical questions that are often confused, and point out damaging consequences that the confusion of such questions entails. In the second part, I will demonstrate the confusion of ethical questions by drawing attention to cases of confused teaching of Schopenhauer’s ethics. Finally, for those interested, I outline how Schopenhauer’s ethics could be taught without confusion. (shrink)

A major part of philosophical work is engagement with argumentative texts. Engaging with an argumentative text involves correctly identifying the arguments presented in this text. In the context of teaching philosophy in school, the difficulty of correctly identifying arguments in philosophical texts is often underestimated. In this paper, I focus on one specific problem with argument identification that has been neglected in philosophy didactics thus far: the problem that there are many non-argumentative phenomena in an argumentative text that are easily (...) misidentified as expressing (part of) an argument. It is easy to fall for such phenomena if one is not aware of this problem, thereby misinterpreting the author’s intentions. This paper aims to present and discuss such phenomena, as well as to provide guidelines on how to help students recognize them. (shrink)