Enseñanza de la filosofía: entre los juegos de lenguaje y la teleología de la educación

Abstract

The question and inquiry about transmission of knowledge, in specific relation to the teaching of philosophy, can be presented from different approaches and analyses. In the present reflection, a particular analysis of both perspectives —education and philosophy teaching— is proposed. It focusses a deep investigation on the meaning of education, beyond its practices or contextual considerations, in a sense that could be considered "fully" philosophical by inquiring into its cause: the telos of education. This reflection around the purpose of education establishes, in turn, the path of a particular approach to fulfill this telos, namely, the teaching of philosophy. And, likewise, to understand both the possibility and the form of the teaching of philosophy, an objective and a method are proposed. On the one hand, the goal of philosophy teaching makes use of the idea of the classical premise "know thyself" in search of the possibility of self-determination and emancipation. On the other hand, the method of teaching philosophy lies in the very essence of education: communication through, specifically, language games.