who are the authentic unquiet of contemporary times?

rosana aparecida fernandes, josé menna oliveira


In this paper, we work on bringing together, throughout five sections, philosophy,education and neuroscience, through thoughts of some authors such as Nietzsche,Spinoza, Deleuze, Bergson, Jaspers, Hannah Arendt, Ortega Y Gasset and Kapur. In the“Some kind of difficulty to understand attention” section we approach concepts related toAttention Deficit Hyperactivity Disorder (ADHD). We suggest that a pharmacologicaltreatment using psychostimulants may be understood as a way to program affections,since it interferes with the neural mechanism of the salience coding. We warn, in thesegment “Some knowledge about the bodies”, about how the ability to pay attention or tostay focused is connected with how much affirmative engagement there is between theaffected body and the body or the object affecting it. The characteristics of studying and ofthe student are problematized in “Some understading about education”, and we affirm:students study to learn about their own strengths and sensitivities, to reach the requiredcompetence to satisfy their needs, not someone else's. In “A way to wander and learn”,we talk about the cartographic capacity of the bodies — the ability to wander and select what raises the potency of thinking, experimenting and living. Lastly, in “Other possiblepaths” we resume ideas, we intertwine issues, and we ask about paths, routes, changes.


attention; education; philosophy; neuroscience

DOI: https://doi.org/10.12957/childphilo.2018.25235


  • There are currently no refbacks.

childhood & philosophy Creative Commons License
e-issn 1984-5987 | p-issn 2525-5061