Filosofía para niños, ronda de palabras y una pre-posición dislocada
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Universidad Santo Tomás, Bogotá, Colombia
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El 24 de agosto de 2023 se cumplieron 100 años del nacimiento de Matthew Lipman, un filósofo que creía en la infancia y sus posibilidades, y apostó a una educación diferente de la convencional, incorporando la filosofía a las aulas a través de una sistematización bautizada Filosofía para Niños (FpN). Cuando la FpN comenzó a circular por el mundo, muchos de los supuestos fundantes de la mirada de Lipman fueron interrogados. El nacimiento de la FpN en Estados Unidos requiere de nosotros latinoamericanos que trabajemos sobre la propia mirada que construimos en relación a esos materiales. Para que no sea una práctica exterior a nosotros, resulta importante pensar y reconocer aquellos elementos que toman sentido para nosotros a partir del papel que cumplen en la articulación filosófica, política, pedagógica. Iniciaremos este trabajo pensando la recepción del programa lipmaniano en Argentina y en Ronda de Palabras, a partir de la discusión entre Roberto Schwarz y Elías Palti sobre el “lugar” de las ideas. Tenderemos algunas relaciones entre esa discusión y la circulación de teorías pedagógicas, apelando a algunos conceptos bourdianos para pensar los matices políticos que atraviesan a las teorías y prácticas educativas. Luego, propondremos una reflexión sobre la entrada y difusión de la FpN de Lipman-Sharp en Argentina, retomando algunas cuestiones derivadas del análisis anterior.
August 24, 2023 marked the 100th anniversary of the birth of Matthew Lipman, a philosopher who believed in childhood and its possibilities, and made a bet on an education different from the conventional one, incorporating philosophy into the classroom through a systematization called Philosophy for Children (P4C). When P4C began to circulate around the world, many of the founding assumptions of Lipman's view were questioned. The origin of P4C in the United States requires from us Latin Americans that we work on the very view we have constructed in relation to these materials. In order for it not to be a practice external to us, it is important to think about and recognize those elements that make sense to us from the role they play in the philosophical, political and pedagogical articulation. We will begin this paper thinking about the reception of the Lipmanian program in Argentina and in Ronda de Palabras, on the basis of the discussion between Roberto Schwarz and Elías Palti on the " location " of ideas. We will try to establish some relations between this discussion and the circulation of pedagogical theories, appealing to some bourdian concepts to think about the political nuances that cross educational theories and practices. Then, we will propose a reflection on the entry and diffusion of Lipman-Sharp's P4C in Argentina, going back to some points derived from the previous analysis.
August 24, 2023 marked the 100th anniversary of the birth of Matthew Lipman, a philosopher who believed in childhood and its possibilities, and made a bet on an education different from the conventional one, incorporating philosophy into the classroom through a systematization called Philosophy for Children (P4C). When P4C began to circulate around the world, many of the founding assumptions of Lipman's view were questioned. The origin of P4C in the United States requires from us Latin Americans that we work on the very view we have constructed in relation to these materials. In order for it not to be a practice external to us, it is important to think about and recognize those elements that make sense to us from the role they play in the philosophical, political and pedagogical articulation. We will begin this paper thinking about the reception of the Lipmanian program in Argentina and in Ronda de Palabras, on the basis of the discussion between Roberto Schwarz and Elías Palti on the " location " of ideas. We will try to establish some relations between this discussion and the circulation of pedagogical theories, appealing to some bourdian concepts to think about the political nuances that cross educational theories and practices. Then, we will propose a reflection on the entry and diffusion of Lipman-Sharp's P4C in Argentina, going back to some points derived from the previous analysis.
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philosophy for/with children, ronda de palabras, reception of ideas, pedagogical neutrality, political philosophy of education, filosofía para/con niños, ronda de palabras, recepción de ideas, neutralidad pedagógica, filosofía política de la educación
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https://creativecommons.org/licenses/by-nc-sa/4.0