Lecture, Workshop, and Café-style Discussion Model: A Tripartite Approach to the Management of the Teaching-Learning Processes of Philosophy to First-Year Students at the University of Costa Rica

Abstract

The Integrated Humanities Course offered by the University of Costa Rica presents unique challenges and opportunities in higher education. This paper aims to analyze these challenges and propose a didactic strategy for teaching philosophical content within the framework of this course. The proposal is grounded in a tripartite approach to philosophy instruction, emphasizing the progressive and sequential development of skills, abilities, and competencies alongside students. Specifically, the approach involves three distinct phases to address thematic units, employing three pedagogical dynamics (lecture, workshop, and café-style discussion) applied across the modules of an introductory philosophy course. While the proposal is designed within the context of the General Studies Program at the University of Costa Rica, the paper also examines the model's potential applicability and limitations in other academic settings. The outcome is a teaching strategy tailored for first-year students taking philosophy courses. In conclusion, the paper reflects on the importance of critically evaluating and discussing pedagogical strategies for first-year university students. It further recommends that any adopted modality undergo rigorous pedagogical scrutiny and analysis to enhance the teaching and learning processes for this group.