When thought is no longer taught

Just weeks before the start of the 2024–2025 academic year, Egypt's Minister of Education Mohamed Abdel-Latif issued a series of reforms for high school education. Among them was the elimination of philosophy from the curriculum for juniors and seniors on the humanities track.

During their high school years, students in Egypt choose between humanities and science tracks, which determines their course of study and subsequently the schools they are eligible to apply for post-graduation.

Under the new directive, students would now study philosophy only once during their academic journey: during their first year of high school.

The minister did not communicate an explanation for this decision, but his past remarks about linking education to labor market offers some clues. In nearly every discussion on education reform in Egypt, the phrase "aligning education with labor market demands" is repeatedly invoked.

This approach suggests that students should learn only what enhances their employability upon graduation.

Yet, employment is not the sole aim of education. One of its highest goals is to cultivate well-rounded individuals capable of navigating the complexities of life. Work is merely one of those dimensions. An individual must be equipped to understand the complex social reality around them, and that, too, is a critical educational outcome.

How to live

Philosophy, perhaps more than any other subject, trains students to think critically, analyze deeply, and form independent opinions about the world around them. As the now-canceled 11th-grade philosophy syllabus once described it, philosophy “teaches the student not only how to think, but also how to live.”

A review of the removed curriculum reveals how philosophy helped nurture responsible individuals—and, by extension, fostered a healthy society.

The 11th-grade syllabus emphasized "philosophical thinking," which the curriculum defined as rooted in dialogue and open to criticism. Students were taught to recognize that their minds are equal to those of others and that all ideas, including their own, should be open to challenge and refinement.

At a time when a culture of dialogue is rapidly eroding and disputes over differing viewpoints often escalate into lawsuits or even physical confrontations, such ideas are more crucial than ever. Increasingly, disagreements are driven by a belief that one's perspective is superior, crowding out the spirit of mutual understanding and critical engagement that philosophy seeks to cultivate.

The canceled curriculum also introduced students to "ethical doctrines," described as "a philosopher’s perspective on the essence of virtuous moral behavior." Over the course of eight pages, students explored core ethical concepts such as moral conduct, conscience, good, and evil.

The textbook examined how destructive behaviors emerge and how they might be restrained or redirected through various philosophical traditions. This approach encouraged students to critically reflect on their own actions, moving beyond memorizing ethical principles to developing personal moral reasoning.

The second half of the curriculum focused on "logical reasoning," a foundational skill for navigating real-world decisions. Logical thinking enables students to assess situations, make sound judgments, and solve complex problems. It also underpins disciplines such as programming, engineering, and computer science, preparing students for a range of modern careers.

Against intolerance

Jumping from the second to the third year of high school, we find ourselves facing more losses. The now-removed syllabus for the third year focused on the value of philosophizing itself, describing it as an intellectual endeavor that seeks to examine life's truths through critical thinking rather than blind acceptance.

The syllabus warned that the absence of philosophical inquiry fosters fanaticism, pushing individuals either toward violence or into apathy.

It also emphasized that environments that suppress philosophical thinking create fertile ground for fanaticism, violence, or resignation. It identified three such environments: authoritarian households that discourage dialogue, educational systems based on rote memorization, and media outlets that reject diverse perspectives.

Another important theme the late curriculum addressed was "intellectual tolerance," defined as "the thoughtful acceptance of the existence of ideas that differ from one’s own." Consider this definition in light of the sectarian violence Egypt has witnessed—violence that often stems from a lack of tolerance.

While fostering a collective consciousness rooted in tolerance demands a multi-pronged effort across family, media, and education, it is education that lays the foundation.

Had these values been more deeply embedded in public education, perhaps we would live in a society where individuals are not persecuted for their beliefs, and where those in power do not silence dissent.

The curriculum asserted that tolerance enables coexistence by fostering respect for the rights of others and embracing difference. It further emphasized that tolerance allows individuals to open themselves to unfamiliar ideas and beliefs, cultivating mutual understanding and peaceful coexistence.

The philosophy syllabus tackled real-life issues, offering not only academic knowledge but also the values and ethical frameworks essential for coexistence. These tools equip students to become informed citizens capable of engaging meaningfully with their communities—not merely workers trained for the job market.

One is left to wonder what kind of individuals, and what kind of society, will emerge when students are no longer asked to spend time grappling with the questions and knowledge that philosophy once offered?

The impact of philosophy

When philosophy is treated as a core subject that contributes to a student’s overall grade, it creates an incentive to engage, even if initially for the sake of passing exams. In the process, students inevitably absorb its core concepts and critical thinking skills, just as they do in other subjects they study to perform well. Much of what they learn endures, shaping how they think and reason long after their school years have ended.

It is impossible to grasp the richness of philosophical thought in a single school year. Like mathematics, language, science, and social studies—which students engage with over the course of 12 years—philosophy requires sustained exposure to develop depth and understanding. Moreover, philosophy should not be confined to humanities students; it deserves a place in every student’s education.

I am not a philosophy teacher. In fact, I briefly taught mathematics and physics after graduating from the Faculty of Engineering’s telecommunications division.

Yet what I’ve witnessed, both within student communities and across society, has only deepened my conviction that young people must be exposed to the humanities broadly, and to philosophy in particular.

 

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(*)A version of this article first appeared in Arabic on March 9, 2025.