A critical and liberating intercultural approach to teaching Philosophy

Abstract

This article seeks to problematize the teaching of Philosophy with the aim of including within it the ancestral knowledge of the Indigenous peoples of the Americas, considered “original philosophies.” To do so, we will draw on the critical intercultural perspective (Walsh, 2018), which understands that all cultures produce, with different styles and developments, a conceptual categorical structure that must be called philosophical (Dussel et al., 2009). In this way, it becomes possible to avoid the violence involved in asking about Latin American Philosophy from a Eurocentric conception and to propose an “ecological insertion” that allows us to enter comprehensively into the constitutive peculiarities of each culture from its own horizon of life and thought (Fornet-Betancourt, 1992). On this basis, the teacher’s problematizations about their own practice and about the meaning of philosophical teaching (Cerletti, 2008) constitute the conditions of possibility for a critical and liberating intercultural philosophizing.