Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view

Authors

  • JUAN DIEGO GARCÍA UCSF , ,

DOI:

https://doi.org/10.14409/ie.v0i13.9887

Keywords:

Rancière, speech, equality, impotence-potency

Abstract

The present article proposes to address a
recurring problem in the teaching practice: the lack of
circulation of speech in the classroom, which is usually
accompanied by a widespread apathy among students
towards didactic proposals. With the aim of reflecting on
this issue, we propose to start from the account of a real
case –in our own experience– dealing with this problem,
and then we will outline a perspective of analysis of
the teaching practice which we call ‘wild pragmatic
realism’. This will allow us to think about and question
this narration of experience in a unique way. Finally,
we will relate this perspective with some categories of
The Ignorant Schoolmaster by Jaques Rancière so as
to question the issue of speech and silence in class.

Author Biography

  • JUAN DIEGO GARCÍA, UCSF, ,

    Universidad Católica de Santa Fe (UCSF). Profesor de
    Filosofía por la Universidad Nacional del Litoral (UNL). Dicta
    clases en distintas escuelas secundarias y en la UCSF. Investiga y
    trabaja temas y problemas relacionados al pensamiento político
    contemporáneo

References

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Published

2020-12-11

Issue

No. 13 (2020): Itinerarios Educativos

Section

Essays

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How to Cite

Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view. (2020). Itinerarios Educativos, 13, 169-179. https://doi.org/10.14409/ie.v0i13.9887