This paper takes its cue from the question of the possibility of a "genuine" be-ing-with (Mitsein) within contemporary multicultural scenarios and it investigates how philosophical dialogue could represent a fitting educational strategy to culti-vate those habits of thinking and behaviour that are needed for the project of a real living together. This inquiry is situated within a cosmopolitan perspective that, on the one hand, valorizes some educational insights of Martha Nussbaum and, on the other, endeavours to re-balance some risks of universalistic excess in her conceptual device. In this horizon, the author appeals to David Hansen’s educational cosmopolitanism, which is re-interpreted as a form of "alien humanism" culminating in an "inward cosmopolitanism" (Chris Higgins). The proposed reflection on the structural interlacement of philosophical dialogue and educational cosmopolitanism converges on a re-visitation of the approach of the community of philophical inquiry in Philosophy for Children, whose epistemology is examined in order to distil its potential in terms of education as cosmopolitanism
Dialogo filosofico, cosmopolitismo educativo e comunità di ricerca / Oliverio, Stefano. - In: EDUCATIONAL REFLECTIVE PRACTICES. - ISSN 2240-7758. - 7:2(2017), pp. 107-127.
Dialogo filosofico, cosmopolitismo educativo e comunità di ricerca
Stefano Oliverio
2017
Abstract
This paper takes its cue from the question of the possibility of a "genuine" be-ing-with (Mitsein) within contemporary multicultural scenarios and it investigates how philosophical dialogue could represent a fitting educational strategy to culti-vate those habits of thinking and behaviour that are needed for the project of a real living together. This inquiry is situated within a cosmopolitan perspective that, on the one hand, valorizes some educational insights of Martha Nussbaum and, on the other, endeavours to re-balance some risks of universalistic excess in her conceptual device. In this horizon, the author appeals to David Hansen’s educational cosmopolitanism, which is re-interpreted as a form of "alien humanism" culminating in an "inward cosmopolitanism" (Chris Higgins). The proposed reflection on the structural interlacement of philosophical dialogue and educational cosmopolitanism converges on a re-visitation of the approach of the community of philophical inquiry in Philosophy for Children, whose epistemology is examined in order to distil its potential in terms of education as cosmopolitanismI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.