o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Childhood & Philosophy (Rio de Janeiro. Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/childhood/article/view/53518 |
Resumo: | India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged. |
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o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolasthe conundrum in the collective indian psyche regarding teaching philosophy in schoolsel enigma en la psique colectiva de la india con respecto a enseñar filosofía en las escuelasphilosophy and childhoodyoga and meditationPatanjaliIndian philosophyLipmanfilosofía e infanciayoga y meditaciónpatanjalifilosofía indialipman.filosofia e infânciaioga e meditaçãopatanjalifilosofia indianalipman.India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.A Índia agora constitui aproximadamente 17% da população mundial e tem uma alta proporção de pessoas mais jovens. A filosofia para crianças em idade escolar visa criar melhores cidadãos do futuro. Neste artigo, estabeleço a necessidade de ensinar filosofia para crianças nas escolas, especialmente na Índia. Posteriormente, discuto a disposição dos indianos em aceitar a filosofia no currículo escolar, seu enigma na compreensão da necessidade da filosofia no ambiente escolar e o dilema Leste-Oeste a respeito do ensino de filosofia nas escolas. O conceito de autorrealização é importante na educação. Sócrates afirmou que uma vida não examinada não vale a pena ser vivida. No entanto, o conceito de autorrealização do Ocidente difere daquele da Índia. Enquanto o primeiro percebe a autorrealização como uma forma de construir um bom indivíduo, o segundo sempre enfatizou a cessação do indivíduo e se concentrou na verdade incompreensível que as linguagens humanas não conseguem captar. A filosofia ocidental está preocupada com o questionamento, a investigação e os problemas da filosofia. O Oriente está preocupado em encerrar esse questionamento. Matthew Lipman se concentra em aumentar a curiosidade, acelerando o processo de pensamento, ensinando lógica e raciocínio formal e o aprimoramento intelectual das crianças. A filosofia, ioga e meditação indianas estão preocupadas com a cessação da consciência. A questão-chave diz respeito à abordagem que se pode escolher adotar no ensino de filosofia - acelerar ou desacelerar os processos de pensamento das crianças? Os pais indianos são os principais tomadores de decisão na educação de seus filhos e, às vezes, ao longo de suas carreiras e vidas. A menos que haja clareza na comunidade indiana e global em relação a esse assunto, não há um ponto de partida claro para o ensino de filosofia para crianças na Índia. Este artigo tem como objetivo aumentar a consciência crítica entre os cidadãos globais sobre esse enigma na psique coletiva indiana. A menos que a psique do mundo seja inserida no lugar da psique indiana, a grande barreira entre o Ocidente e o Oriente em relação à filosofia no currículo escolar não pode ser transposta. La India constituye actualmente aproximadamente el 17% de la población mundial y tiene una elevada proporción de jóvenes. La filosofía para los estudiantes en escuelas tiene como objetivo crear mejores ciudadanos del futuro. En este artículo, establezco la necesidad de enseñar filosofía a los niños en las escuelas, especialmente en la India. Posteriormente, analizo la disposición de los indios a aceptar la filosofía en el programa escolar, su enigma para comprender la necesidad de la filosofía en un entorno escolar y el dilema Este-Oeste relativo a la enseñanza de la filosofía en las escuelas. El concepto de autorrealización es importante en la educación. Sócrates afirmó que una vida no examinada no vale la pena vivirla. Sin embargo, el concepto de autorrealización de Occidente difiere del de la India. Mientras que el primero percibe la autorrealización como una forma de construir un buen individuo, el segundo siempre ha hecho hincapié en el cese del individuo y se ha centrado en la verdad incomprensible que los idiomas humanos no pueden captar. La filosofía occidental se ocupa del cuestionamiento, la indagación y los problemas de la filosofía. El Oriente se preocupa por poner fin a ese cuestionamiento. Matthew Lipman se centra en aumentar la curiosidad, acelerar el proceso de pensamiento, enseñar la lógica y el razonamiento formal, y la mejora intelectual de los niños. La filosofía india, el yoga y la meditación se ocupan del cese de la conciencia. La pregunta clave se refiere al enfoque que uno puede elegir para enseñar la filosofía: ¿acelerar o desacelerar los procesos de pensamiento de los niños? Los padres indios son los principales responsables de la toma de decisiones en la educación de sus hijos, y a veces a lo largo de sus carreras y vidas. A menos que surja claridad en la comunidad india y mundial con respecto a esta cuestión, no hay un punto de partida claro para la enseñanza de la filosofía a los niños en la India. El presente artículo tiene por objeto aumentar la conciencia crítica de los ciudadanos del mundo respecto de este enigma de la psique colectiva india. A menos que la psique del mundo se inserte en el lugar de la psique india, no se podrá salvar la gran barrera entre Occidente y Oriente en lo que respecta a la filosofía en el programa escolar. Universidade do Estado do Rio de Janeiro2020-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/5351810.12957/childphilo.2020.53518childhood & philosophy; Vol. 16 (2020); 01 - 26childhood & philosophy; v. 16 (2020); 01 - 26childhood & philosophy; Vol. 16 (2020); 01 - 261984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJenghttps://www.e-publicacoes.uerj.br/childhood/article/view/53518/35951Copyright (c) 2020 childhood & philosophyinfo:eu-repo/semantics/openAccessvenkatasubramanian, arvind2020-12-21T20:10:40Zoai:ojs.www.e-publicacoes.uerj.br:article/53518Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2020-12-21T20:10:40Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas the conundrum in the collective indian psyche regarding teaching philosophy in schools el enigma en la psique colectiva de la india con respecto a enseñar filosofía en las escuelas |
title |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
spellingShingle |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas venkatasubramanian, arvind philosophy and childhood yoga and meditation Patanjali Indian philosophy Lipman filosofía e infancia yoga y meditación patanjali filosofía india lipman. filosofia e infância ioga e meditação patanjali filosofia indiana lipman. |
title_short |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
title_full |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
title_fullStr |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
title_full_unstemmed |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
title_sort |
o enigma na psique coletiva indiana em relação ao ensino de filosofia nas escolas |
author |
venkatasubramanian, arvind |
author_facet |
venkatasubramanian, arvind |
author_role |
author |
dc.contributor.author.fl_str_mv |
venkatasubramanian, arvind |
dc.subject.por.fl_str_mv |
philosophy and childhood yoga and meditation Patanjali Indian philosophy Lipman filosofía e infancia yoga y meditación patanjali filosofía india lipman. filosofia e infância ioga e meditação patanjali filosofia indiana lipman. |
topic |
philosophy and childhood yoga and meditation Patanjali Indian philosophy Lipman filosofía e infancia yoga y meditación patanjali filosofía india lipman. filosofia e infância ioga e meditação patanjali filosofia indiana lipman. |
description |
India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/53518 10.12957/childphilo.2020.53518 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/53518 |
identifier_str_mv |
10.12957/childphilo.2020.53518 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/53518/35951 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 childhood & philosophy info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 childhood & philosophy |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
childhood & philosophy; Vol. 16 (2020); 01 - 26 childhood & philosophy; v. 16 (2020); 01 - 26 childhood & philosophy; Vol. 16 (2020); 01 - 26 1984-5987 reponame:Childhood & Philosophy (Rio de Janeiro. Online) instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
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UERJ |
reponame_str |
Childhood & Philosophy (Rio de Janeiro. Online) |
collection |
Childhood & Philosophy (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
wokohan@gmail.com || wokohan@gmail.com |
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1799317592377131008 |