Abstract

HORN, Geraldo Balduíno  and  MENDES, Ademir Aparecido Pinhelli. Philosophy Education: philosophical method and reception in Agnes Heller. Educ. Rev. [online]. 2016, n.62, pp.279-293. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.44746.

This article presents and discusses some assumptions of Agnes Heller' philosophical receiving method in her work Radical Philosophy. The concept of philosophical reception occupies a central role in the analysis. It shows that one cannot think of philosophical education but from an epistemology of circumscribed reference by a philosophical modus operandi. Thus, it follows that one can only give identity and legitimacy to philosophy when an "epistemological territoriality" is recognized and established. This territoriality is expressed through the proper philosophical knowledge status which is stated as radical philosophical knowledge, considering that it does not separate knowledge from human-social conditions of those who made it possible. More than a set of logical arguments intellectually ordered, knowing radically has to do with attitude and a position that does not separate acting from thinking and life. Rational utopia, privation, attitude and philosophical objectification are some of the conceptual notions that enable to institute and give identity to the Philosophical method, the way it is understood and justified by Heller.

Keywords : Philosophical method; Radical Philosophy; philosophical reception.

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