Abstract

SCHUTZ, Jenerton Arlan  and  NEITZEL, Odair. THINKING AS A SUSPENSION OF THE WORLD: Arendt and Herbart approaches to (re)think pedagogical action. Revista Teias [online]. 2020, vol.21, n.60, pp.296-309.  Epub May 25, 2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2020.48663.

In the light of the thinking of Hannah Arendt and Johann Herbart, the text proposes to reflect on the relationship between thinking and the common world. After all, what makes us think? To answer this question, we will begin the discussion about the relationship between understanding (Verstand) and reason (Vernunft) that Hannah Arendt makes based on Kant; therefore, we will reread Herbart's conception of formative discipline or counseling, in order to assess which subject is led to think from the moment he takes himself and the world in reflection (suspending it); Finally, we present the three Socratic figures, which, for Arendt, foster the suspension of the world and place the subject in reflexive movement, under the activity of thought. Moreover, this movement allows (re) to think the pedagogical action based on the activity of thought and the continuity, durability and improvement of the common human world, this is what only education and the teacher can and should do.

Keywords : common human world; think; teaching.

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