O papel da filosofia para a formação em Schiller
Carregando...
Arquivos
Data
2020-02-28
Autores
Sousa, Selmy Menezes de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
No centro do pensamento schilleriano está o problema da formação da humanidade – a questão acerca da Bildung. O estudo das cartas sobre A educação estética do homem (1795) revela uma profunda ligação entre as noções de Bildung e Spiel (jogo), daí a famosa sentença do autor: “o homem joga somente quando é homem no pleno sentido da palavra, e somente é homem pleno quando joga”. Onde há jogo, há formação. O jogo está na arte, mas não apenas; está na história, na filosofia, na alegria pelo cumprimento do dever, está na brincadeira da criança, está na natureza... o que define, afinal, o jogo schilleriano? Essa é a primeira questão que impulsiona esta pesquisa. Schiller parece sugerir que o jogo está na vida, e que especificamente na vida do homem o jogo está em toda atividade que tem em si mesma seu sentido e objetivo. Diante da complexidade do tema propusemos um recorte: em que medida a filosofia participa da ideia de jogo? Qual o papel da filosofia para a formação? Buscamos em toda a sua obra uma possível resolução, debruçamo-nos sobre seus textos teóricos e literários, mas sobretudo sobre suas Cartas estéticas, suas correspondências pessoais e, ainda, sobre o texto O que significa e com que finalidade se estuda a História Universal, referente à sua preleção inaugural como professor de história e filosofia na Universidade de Jena, em 1789. Estaria no plano histórico a principal contribuição da filosofia para a formação? O estudo das obras mencionadas leva a crer que sim. A atividade filosófica, através da reflexão que realiza sobre a história e sobre o destino da humanidade, liga-se à Bildung por ser a única capaz de tanto compreender o processo histórico pelo qual o homem se humaniza, como também de orientar esse processo, indicando a direção a ser tomada. A arte é parte fundamental do processo histórico de formação (como conhecidamente afirma Schiller e bem sabem todos os que se dedicam à interpretação de seu pensamento), mas é a filosofia que descobre e afirma isso e, portanto, pode guiar conscientemente o processo de formação em direção ao futuro. Este trabalho possui o objetivo de verificar essa hipótese.
The problem of humanity´s formation – the Bildung problem – is placed at the center of Schillerian thought. The study of the Letters on the Aesthetic Education of Man (1795) reveals a profound connection between the notions of Bildung and Spiel (play), hence the famous sentence of the author: “man only plays when he is a man in the full sense of the word, and he is only a full man when he plays ”. Where there is playing, there is formation. There is playing in art, but not only there; it is also present in History, in Philosophy, in the joy of fulfilling duty, in childrens play, in nature ... But what, indeed, defines the Schillerian concept of playing? This is the first question to move this research. Schiller seems to suggest that playing is part of life, and that specifically the life of man. Playing is in every activity that contains in itself its meaning and purpose. In view of the complexity of the theme, we propose the following outline: to what extent does Philosophy participate in the idea of playing? Thus, what is the role of Philosophy for formation? We looked for a possible solution to these questions in his work as a whole. We studied his theoretical and literary texts, but, above all, we examined his Aesthetic Letters, his personal correspondences and also the text What is and why we study Universal History (free translation), corresponding to his inaugural lecture as a professor of history and philosophy at the University of Jena, in 1789. Does Philosophy´s most important contribution to formation of humanity lay in the field of man´s historical development process? The study of Schiller’s work suggests that it does. Philosophical activity, by means of it´s comprehension of history and of the destiny of humanity, is linked to Bildung because it is the only way of both understanding the historical process by which man becomes human, as well as guidingthis process, indicating the direction to be taken. Art is a fundamental part of the historical education of man (as Schiller is well known to have said and as everyone who is dedicated to the interpretation of his thought is aware). Philosophy, however, unveils and affirms that statement. Therefore, it can consciously guide the education process towards the future. This work aims to verify this hypothesis.
The problem of humanity´s formation – the Bildung problem – is placed at the center of Schillerian thought. The study of the Letters on the Aesthetic Education of Man (1795) reveals a profound connection between the notions of Bildung and Spiel (play), hence the famous sentence of the author: “man only plays when he is a man in the full sense of the word, and he is only a full man when he plays ”. Where there is playing, there is formation. There is playing in art, but not only there; it is also present in History, in Philosophy, in the joy of fulfilling duty, in childrens play, in nature ... But what, indeed, defines the Schillerian concept of playing? This is the first question to move this research. Schiller seems to suggest that playing is part of life, and that specifically the life of man. Playing is in every activity that contains in itself its meaning and purpose. In view of the complexity of the theme, we propose the following outline: to what extent does Philosophy participate in the idea of playing? Thus, what is the role of Philosophy for formation? We looked for a possible solution to these questions in his work as a whole. We studied his theoretical and literary texts, but, above all, we examined his Aesthetic Letters, his personal correspondences and also the text What is and why we study Universal History (free translation), corresponding to his inaugural lecture as a professor of history and philosophy at the University of Jena, in 1789. Does Philosophy´s most important contribution to formation of humanity lay in the field of man´s historical development process? The study of Schiller’s work suggests that it does. Philosophical activity, by means of it´s comprehension of history and of the destiny of humanity, is linked to Bildung because it is the only way of both understanding the historical process by which man becomes human, as well as guidingthis process, indicating the direction to be taken. Art is a fundamental part of the historical education of man (as Schiller is well known to have said and as everyone who is dedicated to the interpretation of his thought is aware). Philosophy, however, unveils and affirms that statement. Therefore, it can consciously guide the education process towards the future. This work aims to verify this hypothesis.
Descrição
Palavras-chave
Schiller, Formação, Bildung, Filosofia, Formation, Philosophy