La discussion philosophique en classe : une pratique de l’émancipation ?
This paper presents a recent pedagogical practice in the field of philosophy in schools : Discussion with a Democratic and Philosophical Aim (DDPA). According to the author, this practice differs from a more traditional conception of philosophy teaching by upsetting three key aspects of the pedagogi...
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| Format: | Article |
| Language: | fra |
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ENS Éditions
2013-11-01
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| Series: | Tracés |
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| Online Access: | http://journals.openedition.org/traces/5828 |
| Summary: | This paper presents a recent pedagogical practice in the field of philosophy in schools : Discussion with a Democratic and Philosophical Aim (DDPA). According to the author, this practice differs from a more traditional conception of philosophy teaching by upsetting three key aspects of the pedagogical relationship : the relationship to knowledge, the relationship to the teacher, the relationship to the group. For each of these aspects, there is an analysis of, on the one hand, how authority is questioned and reworked, and secondly, how the power relations relayed by the school system are revealed and transformed. More broadly, the author argues that the DDPA, in its very practice, sheds new light on the nature of the philosophical act and undermines the established partitions between teacher and student, philosopher and non-philosopher, scientist and ignorant. This paper therefore ambitions to highlight the concept of emancipation – inseparably intellectual and political – that underlies such a philosophical learning device. |
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| ISSN: | 1763-0061 1963-1812 |