Teaching digitized subjectivities to philosophize: thinking about philosophy teaching based on Paula Sibilia and Gerd Bornheim

Abstract

As a way of contributing to the discussion on philosophy teaching and digital technologies, we sought to explore the new views on teaching that philosopher Paula Sibilia promotes in one of her studies, which deals with the place of the school in digital times. To add to this reflection, we thought about adding one of the tasks of teaching philosophy, which is philosophizing. To this end, we explored three attitudes relating to philosophizing that Gerd Borheim indicates in one of his works. The first attitude would be naive admiration, a certain astonishment at the greatness of the world, which is part of a pre-critical horizon of philosophizing. The second attitude refers to dogmatism, a barrier to philosophizing that can come from overvaluing the naive experiences contained in the previous step. The last point to be explored from Bornheim is the aspect of negativity, which exposes one of the instances to be overcome in order to cultivate the practice of philosophizing. The methodology corresponds to a qualitative analysis of the concepts based on a bibliographical review. The study indicates that not only the school, but also the teacher-student relationship is being impacted by digital technologies. In this change, philosophizing has also altered, thus requiring new efforts to consecrate philosophizing as a critique of these new digital elements that end up collaborating in the constitution of students' subjectivity