Resumen

BORGHI, Giorgio. O não saber socrático e a educação: o desafio de aprender a pensar. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2013, vol.22, n.39, pp.117-127. ISSN 0104-7043.

This article analyzes the problem of the kind of knowledge that is at stake in education. We reflect on the Socratic meaning of not-knowing opposed to the traditional knowledge of the polis and to the new knowledge of the Sophists. Considering the relation between knowing and thinking, our attention focuses on the Platonic dialogue Apology, in which we find the first thematization of the conflict between the traditional view and the philosophical view of education. For a correct understanding of this conflict it is necessary to understand the new relation that philosophy inaugurates through the transcendent dimension of truth, which becomes decisive for a Socratic kind of Paideia, that was considered enough to condemn the philosopher to death. What makes the Socratic attitude threatening in relation to education is his monotheistic philosophical mysticism, which shows the relativity of both anthropomorphism of the truths that are considered untouchable by religious men and the absolute anthropomorphism vision of the Sophists.

Palabras clave : Knowing; Thinking; Education; Philosophy.

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