Teaching Philosophy: two models that determine the power of philosophizing
DOI:
https://doi.org/10.14393/REVEDFIL.v39a2025-77417Keywords:
Creative Repetition, Philosophizing, Teaching of PhilosophyAbstract
This article explores the conditions for philosophy teaching to be truly philosophical. Based on this question, it proposes a critique of the traditional teaching model, centered on historiographical and exegetical repetition, and presents Alejandro Cerletti’s proposal of “creative repetition” as an alternative. This approach combines tradition and invention, allowing students to revisit philosophical knowledge with an openness to the creation of new problems and concepts, fostering an experience of philosophical thought. The text also explores the notion of absurdity, as presented by Albert Camus, to illustrate the fracture between the desire to philosophize and a teaching that denies this possibility. The non-philosophical teaching of philosophy, by impeding the exercise of creative thought, generates a “philosophical suicide,” stifling learners’ impulses toward philosophical production. Teaching philosophy philosophically requires the teacher to also position themselves as philosophers, creating spaces for shared and dialogical thought. The teaching of philosophy must go beyond the repetition of tradition, being capable of transforming philosophical knowledge into living and creative thought.
Downloads
References
ARENDT, Hanna. A vida do espírito: o pensar, o querer, o julgar. 3. ed. Rio de Janeiro: Relume-Dumará, 1995.
CAMUS, Albert. O mito de Sísifo. 31. ed. Rio de Janeiro: Record, 2024.
CERLETTI, Alejandro. O Ensino de Filosofia como problema filosófico. Belo Horizonte: Autêntica, 2009.
FREIRE, Paulo. Pedagogia do Oprimido. 43. ed. Rio de Janeiro: Paz e Terra, 2005.
GUIMARÃES, Carlos Eduardo. As Dimensões do Homem: Mundo, Absurdo, Revolta. Rio de Janeiro: Paz e Terra, 1971.
LARROSA, Jorge. Notas sobre a experiência e o saber de experiência. Revista Brasileira de Educação, Rio de Janeiro, n. 19, p. 20-28, 2002. DOI: https://doi.org/10.1590/S1413-24782002000100003.
PIMENTA, Danilo Rodrigues. Ensino de filosofia na academia brasileira: entre a formação e a deformação. Alamedas, Paraná, v. 11, n. 3, p. 26-46, 2023. DOI: https://doi.org/10.48075/ra.v11i3.32593.
POPPER, Karl. O balde e o holofote. In: POPPER, Karl. Conhecimento objetivo. São Paulo: Edusp, 1975.
PORCHAT, Oswaldo. Discurso aos estudantes sobre a pesquisa em filosofia. Fundamento, Ouro Preto, v. 1, n. 1, p. 18-33, 2010.
Data de registro: 15/03/2025
Data de aceite: 24/09/2025
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Mauricio Colenghi Filho
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Declaração de direitos autorais: Os trabalhos publicados são de propriedade dos seus autores, que poderão dispor deles para posteriores publicações, sempre fazendo constar a edição original (título original, Educação e Filosofia, volume, nº, páginas). Todos os artigos desta revista são de inteira responsabilidade de seus autores, não cabendo qualquer responsabilidade legal sobre seu conteúdo à Revista ou à EDUFU.
Declaration of Copyright: The works published are the property of their authors, who may make use of them for later publications, always citing the original publication (original title, Educação e Filosofia, volume, issue, pages). The authors of the articles published are fully responsible for them; the journal and/or EDUFU are exempt from legal responsibility for their content.
Déclaration de droit d’auteur: Les œuvres publiées sont la propriété de leurs auteurs, qui peuvent les avoir pour publication ultérieure, à condition que l'édition originale soit mentionnée (titre de l'original, Educação e Filosofia, volume, nombre, pages). Tous les articles de cette revue relèvent de la seule responsabilité de leurs auteurs et aucune responsabilité légale quant à son contenu n'incombe au périodique ou à l’EDUFU.
