The poor position of philosophy in the Baccalaureate exams worldwide has led us to compare its significance in the curriculum of candidates in different countries, particularly in France, Benin, and the wider sub-region, including Burkina Faso. Our observations reveal that, compared to other countries as a whole, the Baccalaureate exam in the former Latin Quarter of Africa falls short in recognizing the importance of this fundamental discipline.
Before delving into the aforementioned topic, allow us to make a brief digression. Our modern societies are grappling with deep-seated issues stemming from environmental and socio-political crises. Benin is not exempt from these formidable phenomena. Evidence of this includes the climate changes experienced in recent years in the land of Kaba and Behanzin, the irregularity of seasons, political tensions, and war (terrorism in the northern part of the country). Thus, Benin is facing an unprecedented environmental and social crisis.
The root cause of this crisis lies in the neglect of philosophy. In their pursuit of self-interest, humans destroy nature and perpetuate wars. The current magnitude of damage caused by scientific, technical, and economic activities raises questions about our relationship with nature. Furthermore, wars and terrorism resulting from progress prompt us to reflect on our interaction with others. Education provides the most crucial answer to these problems related to technoscience and the economy. And within education, there are disciplines. The disciplines taught determine the profile of a responsible citizen who balances economic activities with a sense of morality.
Indeed, the balance between the material and the human depends on the equilibrium between subjects aimed at creating material wealth and those fostering moral development. However, this balance is not observed in education in Benin. This observation should concern any informed individual. The subjects taught in our high schools and colleges give precedence to those pursuing self-interest at the expense of philosophy, whose fundamental purpose is humanization.
While the current trend in developed countries is the introduction of philosophy from primary education, in Benin, it is being marginalized at the secondary level and may soon face the same fate at the university level if caution is not exercised. The latter depends on the former. Philosophy is being mistreated in our country, and it must be restored. Immediate correction is necessary if we are to mitigate the issues plaguing our society.
The foundations of our concerns can be seen by examining the weight assigned to this important discipline to achieve the necessary equilibrium for the protection of nature and social peace.
In the literary series, specifically in A1 where very few learners enroll, philosophy carries a weight of 4, while in A2 and B, the weight is 3. In contrast, in Burkina Faso’s literary series, philosophy carries a weight of 5. Moreover, in France, the homeland of Socrates, the one who stimulates wisdom and harmony with nature, oneself, and others, philosophy carries a weight of 8.
Unfortunately, the fate reserved for philosophy in the scientific and technical series in Benin is even more lamentable. These series educate individuals who will employ science and technology as tools to address development issues. However, any weapon used wrongly or perverted, instead of defending and protecting, leads to destruction. The only antidote is to emphasize the value of philosophy in the training of future actors. Unfortunately, this is not the case in Benin.
In the C and D series, philosophy is given a weight of 2, and its examination lasts only two hours, while in Burkina Faso, it lasts for 4 hours. This is not the most serious issue. The most serious issue is that in the G and technical series, this subject is not included among the written exams for the Baccalaureate. We are well aware of the consequences of a technique without morals on our world. The two world wars and the recent COVID-19 pandemic are enough to enlighten us on this matter. Education authorities, particularly curriculum planners and inspectors, have the grave responsibility of understanding the magnitude of the issue we raise and proposing reforms to the Beninese government regarding the curriculum’s approach, which must accord philosophy its rightful place in shaping the conscience of future citizens.
The urgency of revising the curriculum in Benin How can young people who have not been accustomed to giving importance to philosophy in their education demonstrate common sense in their endeavors? Our so-called modern societies are built on consumption and silence. We are conditioned to embrace blind, enslaving techniques, trends, and relinquish thought and discernment. Unfortunately, schools seem to subscribe to this dangerous pattern.
Curricular approaches must reverse this trend and truly appreciate the positive impact that the discipline of wisdom can have on the critical, ontological, ethical, and epistemological development of young minds. This will equip them with the necessary knowledge and skills for the well-being of nature and all. The sense of responsibility towards nature and others should compel us to recognize the urgency of making philosophical reflection a priority in academia.
Only by doing so will citizens who emerge from our schools in Benin be able to grasp the importance of critical thinking and the limitation of reflexes driven by relentless pursuit of self-interest and consumerism. Phenomena such as cybercrime, prostitution, underage female students fleeing, and the rampant occurrence of early pregnancies within school environments each year in Benin should sensitize us to the significance and opportunity of reassessing the place given to the teaching of philosophy in the former Latin Quarter of Africa.
