THE VERBUM AND THE DELIBERATION IN THE SCHOOL
DOI:
https://doi.org/10.7443/problemata.v16i1.70380Keywords:
Instruction, Education, Deliberation, Cultural heritage, PhrônesisAbstract
This article discusses the role of teaching and educational institutions in student formation, highlighting cultural transmission and the development of phrônesis as their intrinsic values. Stemming from reflections made during a Professional Master's Degree in Philosophy aimed at teacher training and motivated by the 80th anniversary of the Colégio Diocesano Seridoense and the 20th anniversary of the UERN Philosophy Course, through a dialectical and phenomenological approach, it argues that educational activity should promote phrônesis, oriented towards love of truth and civilizational good and for the new generations. Inspired by writings such as Insight by Bernard Lonergan, The Mission of the University by José Ortega y Gasset, The Crisis in Education by Hannah Arendt, What Are Teachers For? by George Gusdorf, and Nicomachean Ethics by Aristotle, the text begins by thematizing gratitude to good teachers as a fundamental disposition to be clarified, leading to the understanding of education as personality formation, linked to intellectual and moral development, culture, and the ability to deliberate well.
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