about childhood and philosophy... among other paradoxes

Abstract

This work intends to research the paradox present in the words Philosophy and Childhood. Examined together in this way, the words may seem, for those who are not devoted to this subject, strangely incongruous. The first steps in addressing this combination managed to solve this paradoxical aspect and through the schooling of diverse contents, especially through procedural ones, assured the presence of Philosophy in childhood with a useful purpose. However, the paradox resisted domestication. Philosophy, which is linked to the occidental way of thinking, with a long history of meanings and interpretations and childhood, which on the other hand is so fresh and new in the art of thinking, placed side by side, managed to leak through a gap and challenged the most seductive strategies of domesticity, relating once more, the power of thinking with the force of paradox. Rescuing this sense will be done on the basis of a text from Roig (1998), and from the possibility of visiting “the middle region” characterized by Foucault ( 2008), in his preface to “The Words and the Things” . Roig’s text (1998) is entitled “The Pedagogic Methods and its a propósito de la infância y la filosofia... entre otras paradoxas Insertion in Life”. This book deals with the problem of the methods of learning and proposes to find a relationship in theory and practice in this field. Key words: philosophy; childhood; paradox; world; suspect