Teaching Philosophy to teach to philosophize
In this article, we consider the complaint inaugurated by Kant’s assertion that it is not possible to teach philosophy, but only to philosophize. The goal is to analyze the relevance of the question, as well as the appropriation that has been made in the context of the discussions about the teachin...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Maringá (UEM) |
| Repositorio: | Acta Scientiarum. Human and Social Sciences (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.uem.br/ojs:article/34046 |
| Acesso em linha: | http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/34046 |
| Access Level: | acceso abierto |
| Palavra-chave: | teaching philosophy text reflection. ensino de filosofia texto reflexão. Ensino de Filosofia |
| Resumo: | In this article, we consider the complaint inaugurated by Kant’s assertion that it is not possible to teach philosophy, but only to philosophize. The goal is to analyze the relevance of the question, as well as the appropriation that has been made in the context of the discussions about the teaching of philosophy, which is mainly based on an abstract opposition between thinking and thought. The argument, here, reinstates the relations between intellectual product and production on different bases, not dichotomous. Attention is drawn to how much this repositioning is important for the pedagogical work in philosophy. Is Kant a precursor of non-directive propositions in education? Did the thinker of Königsberg really invalidate the use of the text of tradition in the classroom? For the examination of Kant‘s proposition, starting from his context, the formulations contained in the Announcement of the program of lessons of the winter semester of 1765-1766. |
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