In defense of philosophy and an education for thinking: uncertainties and challenges for the school

Abstract

This essay aims to present the importance of the philosophy in the educational perspective of Matthew Lipman and and Martha Nussbaum. With the objective of analyzing the philosophical reflection defended by both authors, the essay seeks to problematize the role played by a formative and a humanistic teaching. This is directly articulated with the ways of being, thinking and acting. The guiding questions of the essay are: why is it relevant to defend the philosophy in schools? What do these authors think about dialogue, critical thinking and investigation? What are the contributions of the philosophy to support a school that favors the respect for differences and also promotes the awareness for the common well? To answer these provocations, the essay is structured in three parts. In the first one is demonstrated the scenario of crises and uncertainties that the school hás been going through. Then it is presented the traits of the philosophy as an education for thinking of Matthew Lipman. In the third part, through the thought of Martha Nussbaum, it is revelead that in the face of na unprecedented crisis in the Field of education, it is necessary to defend a Socratic pedagogy as opposed to teaching under the prism of the school modernization directed to neoliberal managerialism. From this perspective, we have the firm conviction to support the teaching of the philosophy as a necessary discipline for critical thinking, through investigation and dialogue. Bearing these questions in mind, in the final considerations, the problematic carried out is taken up again and the challenges that encourage the construction of knowledge for the experience of citizenship and that support the democracy are pointed out. This research has a theoretical-bibliographic character, supported by a qualitative methodology and anchored in the analytical-hermeneutic method.