Engaging Intercultural Philosophy in the Classroom: A Methodological Proposal

Abstract

The exclusion of non-Western philosophies from university curricula has been a persistent feature of academic philosophy, both in the United States and Europe. This marginalization reflects an enduring assumption that philosophy is a uniquely Western enterprise, originating in ancient Greece and developed exclusively within European traditions. This article challenges that assumption by arguing that the teaching of intercultural philosophy is not merely a pedagogical issue, but an urgent necessity in the context of globalization and cross-cultural exchange. Focusing on the limited presence of non-Western philosophical traditions in Spanish university programs, the article first analyzes the structural asymmetry in the historiography of philosophy. Then, it presents guidelines for the Introduction to Philosophy course at the University of Málaga, designed to engage students in intercultural dialogue and expose them to multiple philosophical perspectives. The aim is to move beyond dogmatic and one-sided approaches to philosophical education and toward a more inclusive and pluralistic understanding of philosophical inquiry.