Algerian Deputy Calls for Canceling Philosophy Subject After Difficult High School Final Exam

Algerian parliament deputy Rachid Chershar sparked wide controversy after demanding the cancellation of the philosophy subject from the curriculum, following a very difficult final exam for the 2025 'Baccalaureate' in the literature section, which led to many students crying and fainting in various exam centers, necessitating medical interventions.

Chershar wrote on his Facebook page: 'What do you think... What have we benefited from it as a subject?' calling for the removal of teaching philosophy in the Baccalaureate.

In response to this demand, many teachers, intellectuals, and professionals in the education sector criticized this stance and described it as 'strange'.

Professor at Mohamed El Arabi Ben Mhidi University in Oum El Bouaghi expressed his displeasure in a sarcastic manner, mocking the decision to cancel philosophy.

Also, a professor at Abderrahmane Mira University in Bejaia affirmed that this demand comes at a time when critical and philosophical thinking should be promoted in an era dominated by technology and simplification, considering the call to cancel philosophy by a deputy representing the nation as regrettable and alarming, reflecting contempt for the humanities and social sciences.

On the other hand, lawyer and legal advisor at the Algerian Intellectual Property Union, Fatiha Rouibi, expressed her regret for this stance, emphasizing the need to improve the teaching methods of philosophy instead of abolishing it, as it is a subject that teaches critical thinking.

In the face of these criticisms, Deputy Rachid Chershar retracted his initial post, clarifying that his proposal was related to canceling the philosophy subject in some study fields only, not as a complete educational ideology or curriculum.

He pointed out that the problem lies in the way philosophy is taught, which does not reflect its true spirit based on thinking, analysis, and research, as the current teaching relies on memorization without understanding, leading to disastrous results and a negative impact on the levels of secondary education, noting that students memorize information without analysis or contemplation.