<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872023000100305</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.74061</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Schooling, community of philosophical inquiry and a new sensibility]]></article-title>
<article-title xml:lang="es"><![CDATA[Escolaridad, comunidad de investigación filosófica y una nueva sensibilidad]]></article-title>
<article-title xml:lang="pt"><![CDATA[Escolaridade, comunidade de investigação filosófica e uma nova sensibilidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[kennedy]]></surname>
<given-names><![CDATA[david]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,montclair state university  ]]></institution>
<addr-line><![CDATA[new york ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872023000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper seeks to reconstruct the role of schooling in a moment of accelerated social, political, economic, geo-political, climatic, indeed planetary crisis. It identifies the school as a potentially prefigurative institution, an evolutionary social frontier, capable of nurturing the democratic social character, a form of sensibility apart from which authentic political democracy is not possible. As theorized by Herbert Marcuse and Richard Hart and Antonio Negri, the &#8220;new sensibility&#8221; or &#8220;multitude&#8221; is characterized by greater psychological freedom, individuality, social creativity and self-rule, comprising a &#8220;whole of singularities&#8221; that &#8220;acts in common&#8221;. It suggests a human subject with a vital, biological drive for liberation, with a consciousness capable of breaking through the material as well as ideological veil of a society based on hierarchy and domination, and is associated politically with democracy and social-anarchism, or what Murray Bookchin called &#8220;communalism&#8221;. This paper identifies three main characteristics of an institution informed by this form of modal subjectivity, all of them based on student-teacher dialogue: an emergent, project-based curriculum, whole-school direct democratic governance on all levels of the community, and the regular practice of communal philosophical inquiry, through which we problematize the concepts we live by, in the interest of their ongoing reconstruction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo busca reconstruir el papel de la escuela en un momento de acelerada crisis social, política, económica, geopolítica, climática e incluso planetaria. Identifica la escuela como una institución potencialmente prefigurativa, una frontera social evolutiva, capaz de nutrir el carácter social democrático, una forma de sensibilidad sin la cual no es posible una auténtica democracia política. Como los plantearon Herbert Marcuse y Richard Hart y Antonio Negri, la "nueva sensibilidad" o "multitud" se caracteriza por una mayor libertad psicológica, individualidad, creatividad social y autogobierno, comprendiendo un " conjunto de singularidades" que "actúa en común". Sugiere un sujeto humano con un impulso vital y biológico de liberación, con una conciencia capaz de romper el velo tanto material como ideológico de una sociedad basada en la jerarquía y la dominación, y se asocia políticamente con la democracia y el social-anarquismo, o lo que Murray Bookchin denominó "comunalismo". Este documento identifica tres características principales de una institución basada en esta forma de subjetividad modal, todas ellas basadas en el diálogo entre alumnos y profesores: un plan de estudios emergente basado en proyectos, un gobierno democrático directo de toda la escuela en todos los niveles de la comunidad, y la práctica regular de la investigación filosófica comunitaria, a través de la cual problematizamos los conceptos que orientan nuestras vidas, en aras de su continua reconstrucción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo busca reconstruir o papel da escolaridade em um momento de acelerada crise social, política, econômica, geopolítica, climática e até mesmo planetária. Identifica a escola como uma instituição potencialmente prefigurativa, uma fronteira social evolutiva capaz de alimentar o caráter social democrático, uma forma de sensibilidade sem a qual nenhuma democracia política autêntica é possível. Como teorizado por Herbert Marcuse, Richard Hart e Antonio Negri, a &#8220;nova sensibilidade&#8221; ou &#8220;multidão&#8221; é caracterizada por uma grande liberdade psicológica, individualidade, criatividade social e auto-governo, compreendendo um &#8220;todo de singularidades&#8221; que &#8220;age em comum&#8221;. Sugere um sujeito humano com um impulso vital e biológico para a libertação, com uma consciência capaz de romper o véu material e ideológico de uma sociedade baseada na hierarquia e na dominação, e está politicamente associada à democracia e ao social-anarquismo, ou ao que Murray Bookchin chamou de &#8220;comunalismo&#8221;. Este artigo identifica três características principais de uma instituição embasada nessa forma de subjetividade modal, todas elas baseadas no diálogo aluno-professor: um currículo emergente baseado em projetos, uma governação democrática direta a todos os níveis da comunidade escolar, e a prática regular da investigação filosófica comunitária, através da qual problematizamos os conceitos que orientam nossas vidas, com vista à sua reconstrução contínua.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[democracy studies]]></kwd>
<kwd lng="en"><![CDATA[evolutionary psychology]]></kwd>
<kwd lng="en"><![CDATA[philosophy of childhood]]></kwd>
<kwd lng="en"><![CDATA[dialogical schooling]]></kwd>
<kwd lng="en"><![CDATA[community of philosophical inquiry]]></kwd>
<kwd lng="es"><![CDATA[estudios sobre la democracia]]></kwd>
<kwd lng="es"><![CDATA[psicología evolutiva]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la infancia]]></kwd>
<kwd lng="es"><![CDATA[escolaridad dialógica]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación filosófica]]></kwd>
<kwd lng="pt"><![CDATA[estudos sobre a democracia]]></kwd>
<kwd lng="pt"><![CDATA[psicologia evolutiva]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da infância]]></kwd>
<kwd lng="pt"><![CDATA[educação dialógica]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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