Abstract
The aim of the article is to introduce and evaluate three models of problem-based learning approach prevalent in contemporary high-school didactics of philosophy in Germany and to point out possible advantages and threats of their application within the Czech context. All the models as well as this article share the same presupposition that the aim of the high-school philosophy education consists in developing students' philosophical skills.
The authors who developed the discussed models: E. Martens (The Method Snake), R.
Sistermann (The Candy Model) and M. Tiedemann (The Coffee-filter Model) suggest and give reasons for particular ways of structuring philosophy education and this article puts them in a broader context of both German didactics of philosophy and the problem-based learning approach in general.
The general principles of each model are illustrated by examples of particular teaching applications. In conclusion, the author sums up the advantages and threats of The Candy Model in relation to the conditions of high-school teaching currently present in the Czech Republic.