Philosophy and Education: From Elitism to Democracy Essay -- Philosoph

Philosophy and Education From Elitism to DemocracyABSTRACT From its first gear appearance in western culture, philosophy has been considered adequate to(p) to build up reality, to educate people, and to dis fill up truth. Plato proposed philosophers as governors in life-long pursuit of philosophical learning. Socrates was the archetype paradigm of an educating philosopher he tried to airstream up human minds so that they could be aware of themselves and of the world, criticizing tradition and prejudices in a logically invariable perspective. A critical and dialogic approachnot by mere notice defined as Socraticto problems has been considered until now the most profitable order of teaching. Socrates is a pioneer in discussing the question of a philosophical (paideia), as he defined his method maieutic. He was not an authoritarian teacher, hardly a sparring partner in the process of self-education. Moreover, he considered himself as the most learned and, at the same time, the w isest in Greece, just because he was conscious of his ignorance. Therefore, he understood for the first time in our pagan tradition that knowledge is an endless process rather than a product, at bottom marked bounds. From its first appearance in western culture, philosophy has been considered able to build up reality, to educate men and to disclose truth. Plato proposed philosophers as governors and a lifelong philosophical paideia nevertheless, yet before him, philopophy and kalokagaqia were in a close relation, as Parmenides and Heraclitus show. Particularly Socrates is the ideal paradigm of an educating philosopher he tried to wake up human minds, so that they could be aware of themselves and of the world, criticizing tradition and prejudices in a logically consis... ...use free means self-governing.BibliographyCalogero G., Filosofia del dialogo, Milano, 1962Dewey J., How we Think, Boston,1933Dewey J., Knowing and the Known, Boston, 1949Dewey J., Logic The supposition of Inq uiry, modern York, 1938Dewey J., Reconstruction in Philosophy, New York,1920Dewey J., The Sources of a Science of Education, New York, 1929Fornaca R., La pedagogia filosofica del 900, Milano, 1989Kant I., Der Streit der Facultten, in AK. A., Bd.VII, Berlin, 1907L Thn Khi, Lducationcultures et societs, Paris, 1991Piaget J., Sagesse et illusions de la philosophie , Paris, 1965Sartre J.P., Lexistentialisme est un humanisme, Paris, 1946Veca S., Il ruolo della filosofia nella didattica e nella formazione, in La didattica della filosofia nelluniversit e nella scuola secondaria superiore, Padova, 1996.