Experiência, filosofia e educação em John Dewey: as muralhas sociais e a unidade da experiência
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Data
2007-08-06
Autores
Cavallari Filho, Roberto [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
John Dewey buscou revolucionar a educação escolar por meio de uma reconstrução filosófica e cultural. Ele procurou resolver um problema secular da filosofia: dualidades estabelecidas tanto com o idealismo quanto com o empirismo. E articulou a filosofia da educação em outros termos lógicos, estéticos e morais, priorizando a relação entre filosofia e realidade social. A filosofia de Dewey está amparada no conceito de experiência. Experiência significa mudança, mas teremos uma mudança simplesmente mecânica ou física, avisa Dewey, se não atentarmos aos significados das nossas ações, que emergem do ambiente. Quando estabelecemos uma relação significativa com o ambiente, é sinal de que a experiência se tornou reflexiva. A educação escolar consiste em expandir, enriquecer, fazer crescer os significados da vida. O professor deve se ater ao desenvolvimento individual de cada aluno. Ao professor cabe analisar igualmente o ambiente e as suas direções. Isso implica não apenas a análise e escolha dos melhores métodos de ensino e aprendizagem, mas leva o professor a atentar à sua própria experiência. A sua influência nos hábitos dos alunos suscita problemas de ordem moral e intelectual, impondo o conhecimento moral como uma resposta à separação entre uma formação centrada na aquisição de conhecimentos empíricos e técnicos das ciências exatas, físicas e biológicas e uma formação humanista e racional das ciências humanas, mais voltada para o trabalho conceitual. O método individual deweyano que leva em conta a experiência do professor faz do ensino uma arte. Em face dessa perspectiva pragmatista, concluímos que é possível pensar atualmente a experiência reflexiva deweyana diante do empobrecimento da experiência, contrariando as críticas ao seu pensamento. No presente, é latente a preocupação com o empobrecimento da experiência que transcende...
In our interpretative perspective, John Dewey worked in the field of Philosophy and Education, in the first half of the XX Century, with the term experience, to whom it was the continuity of the relation between an agent and his environment, which both would come out physiologically, emotionally, and intellectually modified. This is what we call unity of experience in Dewey thought. It is a respond to the diagnosis of the impoverishment of experience inside the critical tradition of John Dewey. He highlighted the importance of growing in the relation between giving meaning and communicated them to a community. The meaning of the term experience and the possibility to reflect and communicate our experiences, nowadays, has become a glowing problem to contemporary debate in philosophy and philosophy of education. Such problem mirrors the tension regarding the harms that the Modern project of knowledge imposed to actual life: the experience reduced itself to the empiric and the knowledge that mirrored the experience has reduced itself to the scientific knowledge and technologies. These characteristics represent the criticism from Critical Theory tradition of the Frankfurt School in what became so called impoverishment of experience. The existential emptiness is part of the scenario that Modernity helped to construct. The philosopher Max Horkheimer arose from such tradition of the diagnosis of the impoverishment of experience and imposed to the Deweyan Pragmatism one of the hardest criticism of the XX Century, by approaching positivism and pragmatism. Dewey, sad Horkheimer, contributed to the impoverishment of experience by reflecting in his philosophy a social dualism. We are looking forward to respond to Horkheimer criticism and to bring Dewey s philosophy to help us to think our educational problems in the present. Nowadays, there are at least two researches that continue the Deweyan project... (Complete abstract, click electronic access below)
In our interpretative perspective, John Dewey worked in the field of Philosophy and Education, in the first half of the XX Century, with the term experience, to whom it was the continuity of the relation between an agent and his environment, which both would come out physiologically, emotionally, and intellectually modified. This is what we call unity of experience in Dewey thought. It is a respond to the diagnosis of the impoverishment of experience inside the critical tradition of John Dewey. He highlighted the importance of growing in the relation between giving meaning and communicated them to a community. The meaning of the term experience and the possibility to reflect and communicate our experiences, nowadays, has become a glowing problem to contemporary debate in philosophy and philosophy of education. Such problem mirrors the tension regarding the harms that the Modern project of knowledge imposed to actual life: the experience reduced itself to the empiric and the knowledge that mirrored the experience has reduced itself to the scientific knowledge and technologies. These characteristics represent the criticism from Critical Theory tradition of the Frankfurt School in what became so called impoverishment of experience. The existential emptiness is part of the scenario that Modernity helped to construct. The philosopher Max Horkheimer arose from such tradition of the diagnosis of the impoverishment of experience and imposed to the Deweyan Pragmatism one of the hardest criticism of the XX Century, by approaching positivism and pragmatism. Dewey, sad Horkheimer, contributed to the impoverishment of experience by reflecting in his philosophy a social dualism. We are looking forward to respond to Horkheimer criticism and to bring Dewey s philosophy to help us to think our educational problems in the present. Nowadays, there are at least two researches that continue the Deweyan project... (Complete abstract, click electronic access below)
Descrição
Palavras-chave
Dewey, John, 1859-1952, Educação - Filosofia, Filosofia crítica, Philosophy of education
Como citar
CAVALLARI FILHO, Roberto. Experiência, filosofia e educação em John Dewey: as muralhas sociais e a unidade da experiência. 2007. 144 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2007.