Transindividuality and Philosophical Enquiry in Schools: A Spinozist Perspective

Autor/inn/en	Mercon, Juliana; Armstrong, Aurelia
Titel	Transindividuality and Philosophical Enquiry in Schools: A Spinozist Perspective
Quelle	In: Journal of Philosophy of Education, 45 (2011) 2, S.251-264 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2011.00797.x
Schlagwörter	Children; Philosophy; Educational Practices; Individualism; Community Involvement; Educational Philosophy; Inquiry; Schools; Activities; Reflection + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Philosophie; Bildungspraxis; Individualismus; Bildungsphilosophie; Erziehungsphilosophie; School; Schule
Abstract	We suggest in this paper that the practice of philosophy with children can be fruitfully understood as an example of a transindividual system. The adoption of the term "transindividuality" serves two main purposes: it allows us to focus on individuation as a process and at the same time to problematise some of the classical antinomies of Western philosophy that continue to inform our understanding of the relation between individuality and community. We argue that the practice of philosophical inquiry with children, when interpreted in terms of Spinoza's conceptions of relational individuality and affective reason, offers a compelling example of how shared thinking operates as an individuating process in that knowledge and affect, interiority and exteriority, individuality and collectivity can be experienced in action and thought as complementary aspects of the same process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10