Resumo

PUCCI, Bruno. The privilege of philosophical experience in the educational process. Rev. Comunic [online]. 2016, vol.23, n.3, pp.145-155. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v23n3p145-155.

This paper aims to analyze the aphorism “The Privilege of Experience”, of the book Negative Dialectics, by Theodor Adorno, in dialogue with other concepts of the same book, in order to shed light and shadows on contemporary cultural and educational problems. The aphorism is divided into seven main ideas that produce tension and are also complementary in order to point out that the realization of formative philosophical experiences on the one hand, presents itself as the privilege of the ones who haven’t been modeled by a coercive and authoritarian society, which prevents the majority of the population of having time and access to the truth and to the construction of objectivity, once the social conditions of education are denied; on the other hand, the realization of formative philosophical experiences can turn into a supportive and comprehensive practice if the privileged ones assume the moral responsibility, that is theirs, of educational and reflective performance with this majority that has adapted completely to the current rules. This essay aims also to underline that to practice philosophical experience is not only to oppose the object intellectually in the pursuit of its truth; It is also a highly political activity as the subject of knowledge in the search for understanding the object, pursues it in the context of the contradictory reality that marginalizes those who do not adapt to it, favors individualism and prevents the individual de jure from becoming the individual de facto with their rights and duties.

Palavras-chave : Philosophical Experience; Negative Dialectics; Individual de facto; Cultural Development; School Education.

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