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Amechanon, Vol. I / 2016-2018, ISSN: 2459-2846
«Thinking the body: philosophical approaches»

More than the image, the status and the place of the body in the educational space and
mechanism, the battle for or against the body-spirit duality, the transition between

interiority and exteriority, the embodied and the experienced, the representation and the
performance, the suffering and the pleasure, the connection between the beautiful and the

ugly and the emergence of the monstrous, more than the biopolitics and the torture, the
intercorporeality and the gaze, the mysteries of flesh and sensibility, the tension between

distance and touch, more than the connection between gestures and speech, the poetics of
here and there, life and death, more than the body of art, the poetics of movement and

immobility, the mirror and the opacity, the ethics of the limit, the experience of cruelty,
more than the nudity, the «thing» [res] and the dehumanization, the religious body and the

ecstatic body, the visible limit between life and death, the wound and the earth of human

substantiality - Rather a trap for the thinking. More than the body spectrum, the animal body
and the body of carnival, the body construction and the body project, the body experienced,
more than the material body and the desired body, more than the body mass, the body

assembly, the body-object and the Cyborg and lesser than all these, what remains of the

body, what is corporal, embodied, disembodied in education? What about its philosophical
apprehension and how does this conveys the apperception and the inclusion of the body in

the diverse experiences and forms of expression?

Ιn the wake of «Days of Workshops. Philosophy of Education in Praxis» [4th Meeting] under
the theme «Philosophical Body / Body in education» (Rhodes, Rhodes, 26 -29 May) the texts

included in this chapter understand the body from different points of view showing exactly
on the one hand the tips on which strike the efforts of definition, on the other hand a

peculiar openess which permits multiple approaches to its study. On anthropogical,
educational, phenomenogical, socio-political, aesthetical, ethcial level, literally or

metaphorically, the point of views ara multiplied stirring the question which for the
education has still meaning, because the two poles exist equally: is the body the ultimate,

unsurpassable reality (even with its own destruction) or agent of meaning is the beyond the

body, the disembodied or the tug-of-war between the body and what it is not body,
organizes the reason of our existence? A philosophy which will bring to light as a movement
of their designation, the unspeakable or the untouchable by education, is the practical

philosophy considered as the place of their reception and as her labor to be transformed to

a such place - thus it will be recognized from its obstinate movement to the identification,
the integration and the defence of mirabilia, of the irreducible, of the disorderd, the

indisciplined (of the educational act), of those which behave obstinately like strangers
either to philosophy (for example the body as such) or to education (for example, the body

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as a pedagogically unburned «rest» or as an eloquent sign of the educational order).