THE IMPACT OF REALITY ON CLASSES OF ADOLESCENTS

reflections on inclusion and exclusion

Abstract

Taking into consideration the shocking reality that affects the souls in a class, I propose returning to Plato. He, after Socrates’ death, wants to continue his master’s teaching without repeating it, but splitting up with it. Because his master’s death affected his soul, he tears his master’s words apart to compose his own scenes, which are able to make others move. Due to the impact of our shocking reality, I want to propose that education should take on a philosophical movement. It should be done so in the formal education of adolescents, a conflictive space of interrelationships between subject and object, interior and exterior, childhood and adulthood, teaching and learning, theory and practice, education and politics, littleness and grandness. It does not mean that the young should be imprisoned in their classrooms, but that a philosophical movement should be provided for them. This requires that the relation outside/inside the formal education system be thought over. The proposal that I draft suggests a movement that opposes closing, homogenizing, and repeating. It proposes a limited and concrete teaching movement in class, which aims at generating conditions for learning; but it is an endless open movement.