Fenomen dzieciństwa w kontekście edukacyjnym. Myśląc z Walterem Kohanem

Grzegorz Barth

doi:10.18290/rt.2019.66.11-8

Published : 2019-11-28

Vol. 66 No. 11 (2019)

The Phenomenon of Childhood in an Educational Context Thinking Together with Walter Kohan

Grzegorz Barth

DOI: https://doi.org/10.18290/rt.2019.66.11-8

Abstract

The article aims to show how our understanding of childhood, thinking and time determine our values, understanding and educational practices. In its basic structure, it includes five well-known terms: childhood, education, philosophy, time, and thinking, which demand rethinking, both individually and in their interrelationships. Each of these terms is developed in the course of our reflection. To achieve this goal, the article focuses on the work of Walter Kohan, whose contribution to contemporary philosophy of education is important and original. In key terms in the field of philosophy of education, Kohan describes education as childish (philosophy for children). Kohan develops his views on education in dialogue with many philosophers and educators. Through a series of questions, Kohan problematizes the pedagogical and political value of placing philosophical practices in the field of civic education in the context of childhood. In this way, he creates conditions for responsible education.

Keywords:

education, time, thinking, Walter Kohan, childhood

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