Tragicalness and agonism: provocation for a critique of thinking
DOI:
https://doi.org/10.26512/lc2020144399Keywords:
Thought, Critique, TragicalnessAbstract
The research explores the analytical hypothesis that the problem of thought in the horizon of the discussions of Friedrich Nietzsche and Michel Foucault evokes the qualities of tragicalness and agonism as contingency conditions for the emergence of another experience of thinking, molding other critical experiences and engendering other ethical-political gestures. We move such debate to the territory of philosophy of education, since contemporaneity has called upon the educational field to deepen political discussions on thought experiments and criticality, whether in the ambits of everyday education, public policies, or theoretical and empirical education research.
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References
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