Who Is Not Afraid of Philosophy
Reflections of the “Groupe de Recherche sur l’Enseignement Philosophique” (GREPH) Towards New Perspectives for Philosophical Teaching
Abstract
In the context of the philosophical contribution to reflection on its teaching, the meeting of the Groupe de Recherche sur l'Enseignement Philosophique (GREPH) represents a still under-explored stimulus to undertake a contemporary reflection on philosophical teaching. The group's investigation leads to a recognition of a new pedagogical value bestowed on philosophy: that of a progressive educational experience, dialogically mediated and immersed in the physical and drive reality of the individual. In analysing the collective text, three themes will be observed on which the group's critique of the system of thought underlying their contemporary philosophical teaching is structured: the myth of the maturity prescribed for philosophy, the body as subject and negated agent in the pedagogical relationship, and language.
Downloads
References
Brunet, R. (1977). Margarita philosophica. In GREPH, Qui a peur de la philosophie?, cit., pp. 111–129.
Cospérec, S. (2019). La guerre des programmes (1975-2020). L’enseignement de la philosophie un reforme impossible ? Limoges: Lambert-Lucas.
Delormes, A. (1977). Le temps de parler. In GREPH, Qui a peur de la philosophie?, cit., pp. 181–205.
Derrida, J. (1990). Du droit à la philosophie. Paris: Galilée.
Derrida, J. (1977). La philosophie et ses classes. In GREPH, Qui a peur de la philosophie?, cit., pp. 445–450.
États Généraux de la philosophie (1979). États Généraux de la philosophie: 16 et 17 juin 1979. Paris: Flammarion.
GREPH (1977). Qui a peur de la philosophie?, cit.
Gromer, B., Nancy, J.-L. (1977). Philosophie en cinquième. In GREPH, Qui a peur de la philosophie?, cit., pp. 207–258.
Hawken, J. (2020), La philosophie avec les enfants. Pour une pédagogie sensorielle. Limoges: Lambert-Lucas.
Kofman, S. (1973). Camera Obscura, de l’idéologie. Paris: Galilée.
Kofman, S. (1977). Philosophie terminée philosophie interminable. In GREPH, Qui a peur de la philosophie?, cit., pp. 15–37.
Meskel, M., Ryan, M. (1977). Pas de deux. Esquisse d’un (-non) rapport. In GREPH, Qui a peur de la philosophie?, cit., pp. 353–379.
Morfaux, L. M. (1975), Les conditions d’exercice de l’enseignement philosophique dans l’enseignement secondaire. Bulletin de la Société française de philosophie, 3, juillet-sept.
Paurat, B. (1977). Quelques excentricités pédagogico-philosophiques. In GREPH, Qui a peur de la philosophie?, cit., pp. 265–277.
Scarpat, M. (1983). L’insegnamento tra Spierlarum filosofico e scène decostruttiva: le ricerche del GREPH, In Fausti L. (a cura di). Filosofia, sapere e insegnamento. Torino: Paideia.
Zippel, N. (2017). I bambini e la filosofia. Roma: Carocci.
Copyrights for articles published in Critical Hermeneutics are retained by the authors, with first publication rights granted to the journal.
Critical Hermeneutics is published under a Creative Commons Attribution Licence CC BY 3.0
. With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute and/or copy the contribution (edited version), on condition that credit is properly attributed to its author and that Critical Hermeneutics is mentioned as its first venue of publication.
