Learning to think and the impossibility to teach philosophy

A aprendizagem do pensar e a impossibilidade de ensinar filosofia

Abstract

In a phenomenological approach, this article reflects the teaching of philosophy, assuming it as a possibility to the experience of learning to think. In this way, the study aims to show that the understanding of this possibility lies in an impossibility which is ontological in character, since learning to think cannot be offered or made possible by others. Such impossibility goes back to the essence of human singularity. In this horizon, the (im)possibility to learn to think is based on philosophical questioning, however, understood as the responsibility of the human being to decide and appropriate his or her original way of being. In order to demonstrate this foundation, the study starts from the ontological sense of impossibility of human existence, defining it as remission and a leap to the possible, in this case, to be able to think and question. Next, the questioning and its historical character are clarified, differentiating it from the method of problematization of the positive sciences. Thus, we arrive at a critical position to the tendencies in which the teaching of philosophy is understood from the goals and the techno-scientific methods, as well as the pedagogization of the philosophical one, and also of its bureaucratization in view of its structuring to the mechanisms of producing scientific knowledge with its current requirements.

Keywords: Thought; Questioning; Science and technique; Philosophy teaching; Pedagogization