The thesis of the primacy of previous recognition over cognition: contributions to educational processes
DOI:
https://doi.org/10.26512/lc.v22i49.5001Keywords:
Previous recognition, Cognition, Expressive gestures, Existential implicature, Educational processesAbstract
This paper explores the Honneth’s thesis of the primacy of recognition over cognition, based on the concept of previous recognition. The aim is to show that Honneth’s theses on the primacy of recognition over cognition, explained through the concepts of previous recognition, expressive gestures and attitude of existential implication, offers important educational implications. This is shown when related to the hypothesis of some continuity between the expressive gestures of children socialization and the modalities of appearing and manifestation in the broader public space in which the subject will act, and also with regard to the affective and cooperative dimensions that would be placed at the foundations of human recognition and educational processes.
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