emotion, disequilibrium and attentive compassion
confronting emotions in the community of philosophical inquiry with simone weil & ann margaret sharp
DOI:
https://doi.org/10.12957/childphilo.2025.89714Palavras-chave:
simone weil, atenção, investigação, compaixão, emoçãoResumo
A expressão das emoções dentro da Comunidade de Investigação Filosófica (CIF) pode ser desafiadora. Embora Matthew Lipman insista que as emoções são escolhas e julgamentos, pode haver uma tendência a confundir a razoabilidade da CIF com um espaço de racionalidade livre de emoções. Quando o sentir na CIF é teorizado, geralmente é interpretado em um nível geral como sentimentos coletivos atmosféricos, que os facilitadores podem “verificar” no início ou no final de uma sessão. No entanto, a realidade dentro das CIFs é bastante diferente. Emoções podem surgir repentinamente, o que torna lidar com elas um desafio para o facilitador. Teorizamos que, em vez de exigir empatia, esses momentos requerem compaixão, fundamentando essa concepção de compaixão no pensamento de Simone Weil e Ann Margaret Sharp. Teorizar as negociações das contribuições emocionais na investigação com Sharp e Weil nos lembra do risco de ler de forma reducionista os outros, cujas emoções e situações são radicalmente diferentes das nossas. A concepção das autoras nos oferece recursos para explicar como a CIF produtiva explora as emoções em conjunto. Em especial, Simone Weil apoia nossa compreensão da compaixão atenta em relação ao mundo do outro, para explorar teoricamente o que acontece entre os participantes em uma CIF frutífera quando as emoções são expressas. Para tanto, partimos da concepção de Sharp sobre a CIF, que, argumentamos, é profundamente inspirada por sua leitura de Weil. Este artigo enquadra o fenômeno da emoção expressa na comunidade por meio de exemplos da prática, apresenta uma concepção de compaixão atenta com base em estudos recentes sobre Weil e a aplica à CIF, compreendendo-a como um espaço de compaixão atenta.
Downloads
Referências
Bourgault, S. (2016). Attentive Listening and Care in a Neoliberal Era: Weilian Insights for Hurried Times. Ethics & Politics, 18(3), 311–337. https://sites.units.it/etica/2016_3/BOURGAULT.pdf
Burnett et al. (2019). 12 Theses of Attention. https://friendsofattention.net/sites/default/files/2020-05/TWELVE-THESES-ON-ATTENTION-2019.pdf
Dianetti, M. (2025). Against Unreality: A Literary Ethics of Attention to Suffering with Simone Weil, Iris Murdoch, and Elsa Morante [Doctoral dissertation, University of Galway] https://researchrepository.universityofgalway.ie/entities/publication/bf58b72a-d6f0-4519-8325-8b5b1d503adb
Dianetti, M., & Elvis, L. (2025). “From Desiring to Inquiring: ‘setting the stage for attention’ through philosophical dialogue.” Attention (E-Journal on Simone Weil).
Düringer, E.-M. (2022). Murdoch and Weil. In S. C. Panizza & M. Hopwood (Ed.), The Murdochian Mind. Routledge.
Elvis, L. (2023). Attentiveness, Qualities of Listening and the Listener in the Community of Philosophical Inquiry. childhood & philosophy, 19, 1–22. https://doi.org/10.12957/childphilo.2023.76451.
Elvis, L., & Dianetti, M. (2024). Attending to Adolescence Experience through Greek Tragedies. Philosophy and Literature in School Special Issue, 11(2), 43–60. https://jps.bham.ac.uk/22/volume/11/issue/2.
Fletcher, N. M., Gregory, M. R., Shea, P., & Sykes, A. (2021). The story circle as a practice of democratic, critical inquiry. childhood & philosophy, 17.
Fletcher, N. (2021). Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining. Analytic Teaching and Philosophical Praxis, 41(2), 1-18.
Jesson, S. (2017). Compassion, Consolation, and the Sharing of Attention. In R. RozelleStone (Ed.), Simone Weil and Continental Philosophy. Rowman and Littlefield.
Kennedy, David. (1997). The Five Communities. Inquiry: Critical Thinking Across the Disciplines, 16(4), 66–86. https://doi.org/10.5840/inquiryctnews19971647.
Lipman, M. (1998). Lisa. Nitschmann Middle School.
Lipman, M. (2003). Thinking in Education. Cambridge University Press.
Murris, K. (2000). The Role of the Facilitator in Philosophical Inquiry. Thinking: The Journal of Philosophy for Children, 15(2), 40–46. https://doi.org/10.5840/thinking200015217.
Oliverio, S. (2018). The teacher as liberator. Ann Margaret Sharp between philosophy and teacher education. In M. Gregory & M. Laverty (Ed.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Peirce, C. S. (2012). Philosophical writings of Peirce. Courier Corporation.
Sharp, A. M. (1978). Simone Weil on Friendship. Philosophy Today, 22(4), 266–275.
Sharp, A. M. (1993). The Ethics of Translation. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children, 1(1), 10–17.
Sharp, A. M. (2009). Caring Thinking and Philosophy of Emotions. In D. G. Camhy (Ed.), Dialogue - Culture - Philosophy. Philosophizing with Children in Transcultural Environments. Academia.
Sharp, A. M. (2018a). Self-transformation in the community. In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Sharp, A. M. (2018b). The role of intelligent sympathy in educating for global ethical consciousness. In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Sharp, A. M. (2018c). The Other Dimension of Caring Thinking. In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Sharp, A. M., & Laverty, J. M. (2018). Looking at others’ faces. In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Sharp, A. M., & Gregory, M. (2018). Towards a feminist philosophy of education. Simone Weil on force, goodness, work, method and time. In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Shea, P. (2018). Do we risk what is most precious in Philosophical Inquiy? In M. Gregory & M. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge.
Teuber, A. (1982). Simone Weil: Equality as Compassion. Philosophy and Phenomenological Research, 43(2), 221–237. https://doi.org/10.2307/2107530.
Weil, S. (1951). Waiting on God (E. Craufurd, Trans.). Routledge and Kegan Paul LTD.
Weil, S. (2003). Gravity and Grace (E. Crawford & M. von der Ruhr, Trans.). Routledge.
Weil, S. (2015). Late Philosophical Writings (E. O. Springsted, Trans.). University of Notre Dame Press.
Zanetti, L. (2024). Learning from Suffering in the Community of Philosophical Inquiry: ‘Leaving Our Grasping Egos Behind’. In The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education. Routledge.
