Self-reflection autonomy and think like assumptions and theoretical methodology of teaching philosophy: from analysis of critical the theory

Authors

  • Delcio Junkes Pontifícia Universidade Católica do Paraná, Curitiba, Paraná
  • Geraldo Balduino Horn Universidade Federal do Paraná, Curitiba, Paraná

DOI:

https://doi.org/10.5902/1984644415908

Keywords:

Teaching of Philosophy, Critical Theory, Self-reflection, Autonomy of thought.

Abstract

The central question-problem that this article presents has to do with the critical analysis that the authors of Critical Theory, particularly Adorno and Horkheimer, established between the project of enlightenment and the limits of emancipation of the individual. From this theoretical approach it is intended to show if it is possible to think in an emancipatory project in the context of today’s capitalist society. On the one hand, it is sought to question the contradiction: the enlightenment as a promise of a better society and what of it, indeed, became: a totalitarian reason. On the other hand, it is intended to understand if, from the positioning of the authors, before the alleged project of enlightenment, philosophy and education would have a power of resistance related to the chaotic path that the civilizing process has taken.

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Published

2014-12-24

How to Cite

Junkes, D., & Horn, G. B. (2014). Self-reflection autonomy and think like assumptions and theoretical methodology of teaching philosophy: from analysis of critical the theory. Education, 40(1), 63–74. https://doi.org/10.5902/1984644415908

Issue

educação, v. 40, n. 1, jan./abr. 2015

Section

Dossier – Philosophy Teaching: contemporary scenarios

License

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