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

Dans ce cadre, prof. Santi a presenté un atelier sous le titre:
«Incorporation dans l'inattendu: improvisation comme forme de la ‘pensée

Complexe’ développementale».
Révision de la transcription: prof. Elena Thédoropoulou

So I would like you to tell us a few things about what you’re doing with teaching, with
philosophy and your idea about jazz education put us into a context.

I ‘ve started my interest in P4C really at the beginning of my Phd program. So you know,

around 90’. In that period, I was looking for the possibility to link philosophy of science, &
particularly I was interested in analytic philosophy, Wittgenstein and education because

the Phd program was on educational sciences and I was a little bit worried about the effect
that the study of philosophy as theoretical object had on me. So I decided to try to change

the perspective on philosophy as object of my interest and as a really fundamental
opportunity for growing, but in a more practical way, more close to life, because as a

theoretical object, I feel that it would be dangerous for me, for my health.

I understand. Why would that be dangerous?

Dangerous to my well-being … closing myself in my own reflection and in relation with the

other but in a conceptual way … & this is just a short point of my biography not so
important, but still important for me, because it was the starting point for exploring other

dimensions of philosophical thinking. In that inquiry, Ι found that M. Lipman and the

program of P4C was interesting for me, because the analytic tradition of logic and in
particular argumentation theory (the topic that are more linked to my study interests) was
immediately applied to an educational program, but not as a thinking skills program. That

would be dangerous for me, because it would be like a mere technical project, too much

result-oriented, products-oriented. I realized immediately that P4C was in fact a program,
a curriculum but a lot of people in the world have already interpreted it in a different way,

from different cultural perspectives. In fact it was a really educational movement, a way to
re-thinking education, starting from values and also conceptual dimension that are in a way

deposited in the different cultures that could be re-considerated from the point of view of
education. Education not just as an aspect of institutional life of communities, but also as

an essential component of human development.

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