Page 340 - Amechanon_vol1_2016-18

Amechanon, Vol. I / 2016-2018, ISSN: 2459-2846

Project No-Body

Presentation

Τhe project Ou-tis [No-body], aims to represent a meeting point for those educators who

are interested in observation, identification, highlighting and trial of the forms and ways

through which philosophy in school, exists or is likely to exist πwhere educators tend to
use prefabricated «practices» and educational materials, in order to serve goals

(didactic, pedagogical etc.) alien to philosophy or pseudo-philosophical goals. The
recognition of philosophical traces and the excavation of philosophical debris, moving

unseen or transformed or deformed within the educational environments are
numbered among the goals. Conversely, the identification and examination of

pedagogical tissues within philosophical speeches, ways and places. Exploring the
possibility to cultivate common or hybrid or circularized forms or ways that will not

skimp on the needs of both fields runs through the pedagogical activities in and out the
school which are organized around the school classroom as their center of interest.

Within the above-mentioned framework, a certain investigation takes place, as far as

primary school grades are concerned, which would be interested to discover points of

coarticulation between the philosophical and the pedagogical level depending on a
possible understanding that the educator gains while he/she attempts to coordinate
different, yet convergent within the classroom, dynamics through an ever-advancing

realization of their interplay: that of the literary text, of the children regarded as

debaters, of the school curriculum's demands, of the consolidated technics and
methods, of the educator's own pedagogical-didactic habits, of the philosophical
perspective, of the existing pedagogical-didactic culture.

On this basis, an examination took place which concerned the possibility of activating
probational guidelines/ red lines, commitments so to speak, regarding a self-

observation process and exercise in the classroom which would attempt to be
integrated precisely at the framework's dynamic. These guidelines would support the

educator's possible choices without them getting distanced from the basic
commitments, both those concerning the philosophical education, and those

concerning the pedagogical management of the terms of classroom discussion, as they
respond to the principle of a question-centered approach of the didactic process, with

what ever that goes with in terms of principles, method, technics, procedural choices,
values, making good use of the related literature.

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