Por favor, ¡muéstrame tu mundo!: una práctica sofística de la enseñanza

• Carl Anders Säfström ^[1]
  1. [1] Centre for Public Education and Pedagogy, Maynooth University
• Localización: Revista de educación, ISSN 0034-8082, Nº 395 (Enero-Marzo), 2022 (Ejemplar dedicado a: Explorando lo común y lo público en las prácticas de enseñanza), págs. 35-59
• Idioma: español
• Títulos paralelos:
  • Please, show me your world!: a sophistical practice of teaching
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo explora cómo la educación y la enseñanza son o pueden ser una práctica sofística. Se inspira en las lecturas que Cassin hace de los sofistas, en la crítica de Rorty a la filosofía platónica, así como en cómo comprende Rancière la enseñanza como la unión de diferentes mundos. El artículo desarrolla en detalle qué es lo que hace de la enseñanza un proceso de democratización basado en una práctica discursiva sofística. El artículo también desarrolla una crítica precisa de la línea de pensamiento platónico-aristotélico dentro de la educación a través del trabajo de Cassin y Jaeger. Muestra cómo el pensamiento platónico-aristotélico establece un patrón fundamental de dominación sobre la educación por parte de la filosofía y otras disciplinas. Se muestra que esta ¿teoría de la educación cientificista¿ vincula al ser humano y al estado a través de un patrón socio-psicológico que busca el perfeccionamiento de ambos. El artículo problematiza el escenario social original y patriarcal que se encuentra en el centro de dicha teoría y tiene la intención de reemplazar tal imagen con la de ¿la mezcla¿ y la interacción de las personas en la cotidianidad de la vida vivible, como punto de partida para el pensamiento y la práctica educativos. El artículo aborda la idea, compartida con Arendt, de que vivimos en una pluralidad irreductible de otras personas que son diferentes a nosotros y que, por lo tanto, necesitamos educación y enseñanza para descubrir ¿cómo movernos¿ con y entre otros. El artículo concluye defendiendo una vida digna para todos como aquello que mueve a la educación y la enseñanza a ser algo más que dominación y control.

  • English

    This paper explores how education and teaching is or can be a sophistical practice. It takes inspiration from Cassin¿s readings of the sophists, Rorty¿s critique of Platonian philosophy, as well as Rancière¿s understanding of teaching as linking different worlds. The paper develops in detail what makes teaching a process of democratisation based on a sophistical discursive practice. The paper also develops a precise critique of the Platonian/Aristotelian line of thought within education through the work of Cassin and Jaeger. It shows how Platonian/Aristotelian thought establishes a foundational pattern of domination over education by philosophy and other disciplines. Such `scientistic educational theory¿ is shown to link man and state through a socio-psychic pattern aiming at the perfection of both. The article is making problematic the original and patriarchal social scene at the heart of such theory and intends to replace such image with `the mixture¿; of interaction people in the everydayness of liveable life instead as the starting point for educational thought and practice. The insight shared with Arendt, that we live in an irreducible plurality of other people that are different from us and that we, therefore, need education and teaching to find out `how to move¿ with and among others is developed in full in this paper. The paper concludes by making a case for a liveable life for all as that which motivates education and teaching to be something else than domination and control.

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