Interest and the overcoming of learnification for philosophical practice
DOI:
https://doi.org/10.26512/lc.v19i40.4197Keywords:
Philosophy teaching, Education, Interest, Mediation, Philosophical practiceAbstract
The present paper discusses the concept of interest and the critique, by Gert Biesta, of the phenomenon of “learnification” of education, as the basis for the philosophical practice in the context of teaching philosophy. The problem of the text is formulated thus: what is the importance of interest and of the critique contained in the learnification concept, based on John Dewey and Gert Biesta, for a philosophical practice that can truly consolidate the teaching of philosophy? If philosophy claims a philosophical attitude in the teacher, this attitude seems to claim, as well, interest, based on a new vision of education that is not restricted to learning as the fundamental basis for philosophical practice.
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