Received: 12th October 2023; Revised: 14th December 2023; Accepted: 18th December 2023


  • Assoc. Prof. Dr. Marián Ambrozy Department of Social Sciences, College of International Business ISM Slovakia in Prešov, Prešov, Slovakia


Assessment, History of Philosophy, Education, Teaching


The paper contains an elaboration of the assessment issue within the history of philosophy. The author strives to present the specifics of assessment in this area. They mainly consist in the almost complete absence of overcoming one philosopher by another. The main implement of the paper is the introduction of the division of the assessment approach. We recognize three assessment approaches in philosophy: formal - deductive, knowledge and skills assessment approach. The most used in the history of philosophy is the knowledge assessment approach. We present examples of good and bad practice in the implementation of knowledge verification. We consider a good knowledge verification structure to be the type of questions that will not mislead the student, and at the same time verify not only the philosopher's basic philosophical theses, but also various other ties (to contemporaries and subsequent philosophers, to science, to art, etc.). Please note that evaluating the history of philosophy is not an isolated examination of the biographies, written works, and theses of philosophers, but of theories conceived in the context of facts that respond to and influence other facts and theories.


Acevedo, A., Cajica, C., & Dionicio, M. (2023). Opinion and idea in Plato: the importance of teaching philosophy and philosophizing. Revista Filosofía UIS, 22(2), 23-41,

Aktas, A. (2018). A Critical Assesment of Spinoza's Theory of Affect: Affects, Beliefs, and Human Freedom. Beytulhikme:. An International Journal of Philosophy, 8(1), 251-272,

Alcívar-Loor, J. X. (2023). Filosofía educativa y epistemología. Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON", 3(6), 17–21.

Cerletti, A. (2012). Evaluation in Philosophy, teaching and political issues. Educar em Revista, 46, 53-68.

Dupkala, R., & Perný, L., (2021). Štúrovci a Hegel. Prešov: Prešovská Univerzita,.

Hansson, S. O. (2022). Learning from Condorcet on formal philosophy. Theoria – A Swedish Journal of Philosophy, 88(3), 483-486,

Khonamri, F., Azizi, M. F., & Králik, R., (2020). Using interactive e-based flipped learning to enhance EFL literature students' critical reading. Science for Education Today, 10(1), 25-42,

Kočandrle, R. (2009). Fyzis ionských myslitelů. Červený Kostelec: Pavel Mervart,. 321 p.

Krempaský, J. (2016). Kresťan v treťom tisícročí. Bratislava: Lúč,

León-Portilla, M. (2003). Aztécká filosofie. Praha: Chesspress,

Lokšová, I. (2002). Koncepcia tvorivého vyučovania. Pedagogická orientace 4(3), 55-70.

Nieminen, J. S., & Yang. L. (2023). Assessment as a matter of beingand becoming: theorising student formation in assessment. Studies in Higher Education,

Nieto-Mendoza, I. C., Ribon-Pérez, L., Ortiz-Padilla, M., Cárdenas-Ortiz, L. C., Villasmil-Molero, M. & Camargo-Sibaja, L. (2023). Cuando el estudiantado habla: percepciones y miradas sobre las metodologías de enseñanza de la filosofía en educación media. Revista Educación, 47(2),

Nikiforov, A. L., & Sokolova, T. D. (2018). Verity and Truth as a Key Concepts of the Philosophy of History: Epistemological Evaluation of Historical Works. Voprosy Filosofii, 12, 81-85,

Skalský, M. (1986). Does the Sum of the Infinite Order Solve Zeno’s Paradox „Dichotomy“? Filozofia, 41(1), 57-88.

Vančik, H. (2022). Philosophy of Chemistry. Integrated Science, 2, Springer: Cham,