Acceso usuarios
José María Nava Preciado
Este trabajo parte del interés por encontrar estrategias didácticas para propiciar la disquisición filosófica en las y los adolescentes desde el marco de sus propias motivaciones. Partimos de suponer que, a partir de sus preocupaciones, los razonamientos del estudiantado tiene un claro matiz filosófico. El objetivo es explorar las preguntas ordinarias que estos jóvenes tienen sobre las rarezas del mundo, y sobre sí mismos, como la base necesaria para construir un proyecto de enseñanza de la filosofía que se configure desde su propia voz. El ejercicio se realizó con jóvenes de cinco escuelas preparatorias en la ciudad de Guadalajara, México, para lo cual utilizamos como herramienta el arte de la deliberación, porque pone en juego el razonamiento y la palabra. Después de delibrar con los y las estudiantes encontramos que sus inquietudes se relacionan con su proyecto de vida, sus identidades, la sexualidad, la inseguridad, entre otras cosas; es decir, asuntos polémicos para practicar con las y los adolescentes el arte del pensar. Asimismo, a partir de los temas que les preocupan, creemos que están dadas las condiciones para desarrollar su capacidad retórica y argumentativa. Finalmente, desde sus interrogaciones e interpelaciones, es posible pensar en la construcción de una agenda para la enseñanza de la filosofía en nuestras escuelas, definiendo problemas y temas de interés desde el mundo y de la vida adolescente.
This work is based on the interest in finding didactic strategies to promote philosophical disquisition in adolescents from the framework of their own motivations. We start from assuming that, based on their concerns, the students’ reasoning has a clear philosophical nuance. The aim is to explore the ordinary questions these young people have about the oddities of the world, and about themselves, as the necessary basis for building a philosophy teaching project that is shaped from their own voice. The exercise was carried out with young people from five preparatory schools in the city of Guadalajara, Mexico, for this we used the art of deliberation as a tool, because it puts reasoning and the word into play. We find that their concerns are related to their life project, their identities, sexuality, insecurity, among other things; that is, controversial issues to practice with adolescents the art of thinking. In addition, we believe, based on the issues that concern them, that the conditions are in place to develop their rhetorical and argumentative capacity. Finally, from their interrogations and interpellations, it is possible to think about the construction of an agenda for the teaching of philosophy in our schools, defining problems and topics of interest from the adolescent’s world and life.
questions these young people have about the oddities of the world, and about themselves, as the necessary basis for building a philosophy teaching project that is shaped from their own voice. The exercise was carried out with young people from five preparatory schools in the city of Guadalajara, Mexico, for this we used the art of deliberation as a tool, because it puts reasoning and the word into play. We find that their concerns are related to their life project, their identities, sexuality, insecurity, among other things; that is, controversial issues to practice with adolescents the art of thinking. In addition, we believe, based on the issues that concern them, that the conditions are in place to develop their rhetorical and argumentative capacity. Finally, from their interrogations and interpellations, it is possible to think about the construction of an agenda for the teaching of philosophy in our schools, defining problems and topics of interest from the adolescent’s world and life.
