If this journal aims at the emergence, identification, questioning, investigation of philosophical places and ways and their peculiar cartography and kinesiology within the various educational spacetimes, the ways, the forms, the foldings, the narratives, the incorporations of practical philosophy, the philosophical re-deconstruction of the concept of application, the ways, the forms, the foldings the transformations, the turns of applied philosophy, the philosophical comprehensions of the concept, of appearances, of movements, of voices of action within life forms, it is, after all, a bewildered /amechanon journal. Αmechanon in the face of its aims, of the things that must emerge, in the face of forms and their foldings, in the face of the various turns and meaning reconstructions, in the face of the question about the practical and the applied, about philosophy itself and philosophical comprehension. Amechanon as impractical, ineffective, unskilled, inexpugnabilis, ineluctabilis, inennarabilis, immensus, infinitus, incredibilis, as bewildered speech, in a amechanon manner, to stand with the things it includes in puzzlement, with the infinite, as the sea of Socratic aporia and its stupor are, like stupor. An alien speech.

[…] Ὦ Σώκρατες, ἤκουον μὲν ἔγωγε πρὶν καὶ συγγενέσθαι σοι ὅτι σὺ οὐδὲν ἄλλο ἢ αὐτός τε ἀπορεῖς καὶ τοὺς ἄλλους ποιεῖς ἀπορεῖν καὶ νῦν, ὥς γέ μοι δοκεῖς, γοητεύεις με καὶ φαρμάττεις καὶ ἀτεχνῶς κατεπᾴδεις, ὥστε μεστὸν ἀπορίας γεγονέναι. Καὶ δοκεῖς μοι παντελῶς, εἰ δεῖ τι καὶ σκῶψαι, ὁμοιότατος εἶναι τό τε εἶδος καὶ τἆλλα ταύτῃ τῇ πλατείᾳ νάρκῃ τῇ θαλαττίᾳ· καὶ γὰρ αὕτη τὸν ἀεὶ πλησιάζοντα καὶ ἁπτόμενον ναρκᾶν ποιεῖ, καὶ σὺ δοκεῖς μοι νῦν ἐμὲ τοιοῦτόν τι πεποιηκέναι, [ναρκᾶν]· ἀληθῶς γὰρ ἔγωγε καὶ τὴν ψυχὴν καὶ τὸ στόμα ναρκῶ, καὶ οὐκ ἔχω ὅτι ἀποκρίνωμαί σοι. Καίτοι μυριάκις γε περὶ ἀρετῆς παμπόλλους λόγους εἴρηκα καὶ πρὸς πολλούς, καὶ πάνυ εὖ, ὥς γε ἐμαυτῷ ἐδόκουν νῦν δὲ οὐδ’ὅτι ἐστὶν τὸ παράπαν ἔχω εἰπεῖν. Καί μοι δοκεῖς εὖ βουλεύεσθαι οὐκ ἐκπλέων ἐνθένδε οὐδ’ἀποδημῶν· εἰ γὰρ ξένος ἐν ἄλλῃ πόλει τοιαῦτα ποιοῖς, τάχ’ ἂν ὡς γόης ἀπαχθείης […] (Μένων, 80a-b)

Socrates, I used to be told, before I began to meet you, [80a] that yours was just a case of being in doubt yourself and making others doubt also: and so now I find you are merely bewitching me with your spells and incantations, which have reduced me to utter perplexity. And if I am indeed to have my jest, I consider that both in your appearance and in other respects you are extremely like the flat torpedo sea-fish; for it benumbs anyone who approaches and touches it, and something of the sort is what I find you have done to me now. For in truth [80b] I feel my soul and my tongue quite benumbed, and I am at a loss what answer to give you. And yet on countless occasions I have made abundant speeches on virtue to various people—and very good speeches they were, so I thought—but now I cannot say one word as to what it is. You are well advised, I consider, in not voyaging or taking a trip away from home; for if you went on like this as a stranger in any other city you would very likely be taken up for a wizard [Menon, 80a-b] [W.R.M. Lamb, https://www.perseus.tufts.edu/hopper/].

And, if all these can pass into the background of such a journal, on the foreground words seem anything but bewildered, as a paradox which cannot be confronted, only to be brought to light as much as possible. Amechanon monitors the moves of the Laboratory of Research on Practical Philosophy, attempting to bring this attitude to light, as a primary attitude of the Laboratory itself. With the intention of including the gaps, the adversities, the aporiae, the entrenchments of investigating and comprehending concepts that are driven in the Practical Philosophy field, of the selection, creation and employment of materials, activities and actions that are related with the development of a field. In a sense, the journal turns into a diary.

The third issue of the journal includes three of its regular sections.

The first section [Auditorium] hosts texts dealing with performance et its relationship with practical philosophy in an interdisciplinary approach. The contributions included in this dossier reveal aspects of performativity and fields, where the performance can appear and be developed. There are attempts to use the term and to possibly relate it with practical philosophy, through the organization and description of conceptual and praxial settings able to engage performative and philosophical gestures that by their multiple articulations with each other add perspectives and meanings to performance and practical philosophy themselves. These entries repeat the existence of an inner bond of praxiality, of practice with performance in different fields (education/music education, dance-choreography, performative arts, philosophy, anthropology, gender studies), a bond which is highly significant for the conceptualization of practical philosophy through its interdisciplinary dimension.

The 2nd section includes in a first part the Proceedings of the 2nd International Doctoral Students‘ Seminar (’Research Themes II, 2020-2021’), containing papers on multiple tracks embracing practical philosophy from a variety of entries and approaches: from theatre and literature to architecture and the digital arts, from theories of education to philosophy of education, from political philosophy to ethics, from phenomenological approaches to conceptual analyses, while the themes and concepts also multiply: From the body to violence, from the hidden to the ‘instead of’, from philosophising to selfformation, from the graphic novel to ‘wild hybrid things’, from teacher ethics to values education, from equality to Freirean consciousness, from desolation to homelessness, the spectrum of questions opens up a space for reflection for and about practical philosophy and strengthens the dynamic of dialogue on this subject. The second part contains a series of articles dedicated to Philosophy for/with Children, a line of research also developed as part of the activities of the Laboratory of Research on Practical Philosophy. However, what remains important, from this point of view, is that philosophy, in all its appearances, is able to highlight sensitivity to differences, vulnerability in the face of impossibilities and complexities – practical philosophy would be difficult to be restricted to protocols, although it does include them in a certain way at the level of knowledge and methodology. Yet it remains open to the challenges that philosophy with children reveals in relation to philosophical thought and praxis and its possible interlocutors; it is also in this sense that it challenges the school as well as the affair of philosophy in the school.

The 3rd section hosts a series of interviews introducing personal paths into philosophical research – the way in which new ways are opened up, through the engagement with philosophy, both for philosophy and for the person doing it. In this section, there will be a systematization and intensification of the investigation into personal engagement with philosophy as a form of praxis. On that basis Paul Standish, Walter Kohan and Arno Gisinger representing respectively Philosophy of Education, Philosophy with Children and philosophy of photography are interviewed.

Εκ τε γὰρ οὐδάμ’ έόντος ἀμήχανόν έστι γενέσθαι
Καὶ τα’ἐόν έξαπολέσθαι ἀνήνυστον καὶ ἄπυστον.
Αἰεί γὰρ τη γ’έσται, ὅπη κὲ τις αἰέν έρείδη
(Eμπεδοκλέους, Απόσπ. 12 [Αριστοτέλης] Μ.Ξ.Γ. 2, 975b1
G. S. Kirk & J. E. Raven, M. Schofield, The Presocratic Philosophers)

Prof. Elena Theodoropoulou
Directress of L.R.P.Ph.

For the Editorial click here

The section of Auditorium includes theoretical texts that deal each time with a concept or thematic which is considered to participate to the shaping of an understanding of practical philosophy, as it seems, inversely, to be able to intergrate and reorganize them. The aim is to bring such concepts or thematics into discussion, which could permit to progressively furthering and specializing their connection with the field of practical philosophy even more.

For the Auditorium click here

The contributions included in this dossier reveal aspects of performativity and fields, where the performance can appear and be developed. There are attempts to use the term and to possibly relate it with practical philosophy, through the organization and description of conceptual and praxial settings able to engage performative and philosophical gestures that by their multiple articulations with each other add perspectives and meanings to performance and practical philosophy themselves.

«Practical philosophy, at the same time, slides and appears as a performance of meaning being formed in front of our eyes as much as it is reformed as thinking returning and taking shape in real spaces, in a flux, a constant tug between doing and undoing, the public and the solitary, the voice and the silence. It is the body thinking in full (im)mobility within real situations. Almost an enigma whose answer is constructed and deconstructed in every moment of interlacing between thinking and acting, of cracking and freezing of this very interlacing, by ironizing its efficacity. Rather a floating concept which might be withdrawn and thus evacuate the violence of (its) applications […]» (Theodoropoulou, E., «‘Philosophical Objects’: meta-[reading] notes for a project: Μovements, Ob-Gestures, Tones», in: Theodoropoulou, E. (dir.), Proceedings of the 1rst International online Pre-Biennale of Practical Philosophy, 9-10 Mai 2020, Rhodes: L.R.P.Ph., 2021, p. 268).

These entries repeat the existence of an inner bond of praxiality, of practice with performance in different fields (education/music education, dance-choreography, performative arts, philosophy, anthropology, gender studies), a bond which is highly significant for the conceptualization of practical philosophy through its interdisciplinary dimension.

A such navigation though (through the texts of Christoph Wulf, Eliane Beaufils, Kanako Ide, Marissa Silvermann, Μarkus Cslovjecsek, Chien-Hsin Chiang & Chien-Chiao Liao, Aline de Oliveira Rosa) permit us to recognize the question Laura Cull considered as «one of the main problems that seems to have troubled the relationship between performance and philosophy; that is the tendency of both sides merely to apply philosophy to performance» (Cull, L., «Performance as Philosophy: Responding to the Problem of ‘Application’», Τheatre Research International, 37(1), 2012, pp. 20–27 / p. 21). Τhese texts arise an interesting series of questions relating in many -mostly unexpected- ways, philosophy with performance through conceptual nervures like the thinking, the doing, the event, the practice, the becoming, the research, the bodies, the objects, the method, which are in the same time, ways of understanding or restating practical philosophy.

Elena Theodoropoulou
Rhodes, 2024

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How to cite this article: Theodoropoulou, E., «Hints of performance in/for Practical Philosophy», Introduction to the Dossier: «Performance & Practical Philosophy», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 24-38.

Hints of performance in/for Practical Philosophy

For the Introduction click here

How to cite this article: Wulf, C., «The Contribution made by Performative Arts and intangible Cultural Practices to a Culture of Peace», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 40-58.

The Contribution made by Performative Arts and intangible Cultural Practices to a Culture of Peace

The starting point is the question as to what contribution performative arts and intangible cultural practices can make to the development of a culture of peace. Here the examples of a performance by the Serbian performance artist, Marina Abramovic and the artistic work of Niki de Saint Phalle show how violence can be confronted in the performative arts. The «Singing Revolution» in the Baltic States illustrates the fact that many practices of our intangible cultural heritage can also contribute to a culture of peace. What aesthetic performances and intangible cultural practices have in common is that performativity is central to both. In this way, they produce a variety of effects that are not only cognitive and rational, but also sensory and emotional. The article then identifies the following six aspects as being characteristic of the effects of aesthetic and intangible cultural practices: 1. the human body as a medium, 2. performing arts as practices of communication and interaction, 3. mimetic learning and practical knowledge, 4. the performativity of cultural practices, 5.producing culture and generating order, 6.difference and otherness. This is followed by an exploration of the sustainability of aestheticand intangible cultural practices and their place in an education for peace.

Keywords: culture of peace, performative arts, intangible cultural practices, performativity, body, practical knowledge, aesthetics, mimesis, otherness, sustainability.

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How to cite this article: Beaufils, É., «Gathering and Making-With: On Two Key concepts of the Anthropocene and their Actualization in Participatory Devices», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 59-73.

Gathering and Making-With: On Two Key concepts of the Anthropocene and their Actualization in Participatory Devices

This contribution looks at the performative possibilities of two cardinal notions of the Anthropocene to act at the heart of the Chthulucene: gathering (Latour) and sympoiesis or making-with (Haraway). The three participatory performances discussed in the article bring these notions into play, they make us experience them, as they are bringing together humans and non-humans in common situations. The experiences allow us to approach the work necessary to become ecological subjects. This material, spiritual and cognitive work is the indispensable complement to philosophy in order to change our ways of thinking-doing, and to give us future power or potency (Berardi).

Keywords: performance, sympoiesis, gathering, participation, thinking-doing, relationalities, Chthulucene.

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How to cite this article: Ide, W.-Κ, «A Lesson of Beauty and Harmony in a Ballet Production of Daphnis et Chloé», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 74-91.

A Lesson of Beauty and Harmony in a Ballet Production of Daphnis et Chloé

This essay explores the beauty of harmony through artistic iterations of Daphnis and Chloé. In seeking to pinpoint what is at the core of the philosophy and aesthetics of Daphnis and Chloé which so endlessly attracts artists and audiences, this essay presents various ways in which the story embodies the beauty of harmony. To present Daphnis and Chloé as fitting educational material for studying the aesthetics of harmony, the essay firstly describes the history of art associated with the story. It then discusses two performing arts masters, Maurice Ravel and Mikhail Mikjailovich Fokine, and the understanding of harmony that they discovered within and or created from the story. After that, the essay introduces Fabrice Lemire’s ballet production of Daphnis et Chloé, and discusses how it corresponds to Ravel’s and Fokine’s ideas of harmonies through choreography.

Keywords: Aesthetics of Education, Daphnis and Chloé, Ballet, Harmony, Fabrice Lemire, Performing Arts, Philosophy of Education, Art Critique, Art Education.

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How to cite this article: Silverman, M., «Music education and performative values», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 92-116.

Music education and performative values

The praxis of «education» and the praxis of «music» sometimes are at odds. Therefore, it is incumbent upon «music education»—i.e., as well as those engaged in music teaching and learning—to navigate its «impossible profession»1; to critically reflect on the natures, aims, and values of music education in order to hope towards personal and communal growth.

But how? Connecting philosophical gestures and questions with artistic experiences might assist music teachers «feel-through» the tensions and problems that can arise when we confront the «what is» of music through «what can be» of music education. Why?

In Between Past and Future, Hannah Arendt (1961) states: «education is the point at which we decide whether we love the world enough to assume responsibility for it […] where we decide whether we love our children enough […] to prepare them in advance for the task of renewing a common world». Thus, in what ways can the music of music education answer this call? In what ways do musical experiences and engagements connect us to one another —in, with, and through music— and therefore facilitate ethical ways of being? As Bowman writes: «At the center of all music making [and listening] lies a ‘we’, a collective identity that dialectically and powerfully influences individual identity. Who this ‘we’ includes and excludes, whose and what kind of communities we create and sustain through our musical actions are questions [to be] addressed».

This paper examines engage with some of music education’s values, namely social bonding, social wellness, positive emotional experiences, and human flourishing of many kinds. In other words, this paper will think-through and feel-through the praxis—and, therefore, the eudaimonia—of being with and through music in order to attempt an inter-related sense of self, which is the foundation for music education of any kind.

Keywords: performance, music education philosophy, praxial music education, praxis, eudaimonia.

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How to cite this article: Cslovjecsek, Μ., «Practice as Thinking in Doing? Attempt of Integrative and Participatory Clarification from the Perspective of Music», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 117-142.

Practice as Thinking in Doing? Attempt of Integrative and Participatory Clarification from the Perspective of Music

Practice and Learning are a dazzling combination and relevant to professional development. For specific careers and activities, learning through performance is particularly vital. When training teachers for classroom music education, experiencing is essential on three levels: in the practice of music making, in the general teaching practice and in the specialized practice of teaching music. The praxeological approach allows for clarification of music specific pedagogical content knowledge, and the nature of music can promote, potentially as an irritation, the understanding of practice-based learning. Through the young field of practice-based research, interested readers are invited to participate in the process of practice based knowledge creation.

Keywords: Learning in Practice, Teacher Education, Learning by Doing, Practice Based Research, Music Education.

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Pour citer cet article: Chien-Hsin, Ch., «Deux formes hétérogènes de l’agencement», Liao, Ch.-H. (ed.), Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 143-155.

Two heterogeneous forms of configuration

Politics is always about unexpected issues or incessant (re)questioning, instead of only being interpreted by the constant higher-level axiomatics as the highest value of a homogeneous system. Through uncountable and indistinguishable passages between heterogeneous systems, any statement relates to another, always opening towards something else, it is «with, with, with…» to infinity. We are constantly seeing the emergence of relationships between different processes of arrangement (Chien-Hsin, 2021: 109).

Keywords: larval subject, imagine, express, configuration.

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How to cite this article: Oliveira Rosa, de Α., «Breaking with gender colonialism», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 156-185.

Breaking with gender colonialism

Not only the woman, but every kind of subjectivation that deviates from the ‘Greater’ male term -the man- has its sexuality denied, that is, through non-discourse. The other bodies, ‘smaller’terms under a phallocentric and patriarchal economy, navigate in a place of non-disclosure, thevoid, the non-identity, constructed from the male identity, being the reflection of man. In thisarticle I propose to think of the non-normative, non-binary bodies, beyond the colonialcategories. An approach on gender and sexuality as a poetic/aesthetic performance, a doing thatis ever-changing and political and that is also inscribed in race; thinking of gender-sexuality-raceas inseparable categories. Beyond the male/female perspective, man/woman, but a rebellious crythat breaks with the structure of the language itself, producing new speeches, newsymbolizations of the lips, building a performativity of speech.

Keywords: gender, sexuality, performativity, aesthetics, corporeity, coloniality.

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The Section In the Laboratory keeps track of the L.R.P.Ph. activities designed, in order to investigate the way in which research methods, employing philosophical ways, can possibly be structured for further use in public places (as they are here, the school and the community) and for examining their applications’ results in correlation with the dynamic of their theoretical frame and their connection especially with the field of art.

* The information about the authors (institutional affiliation & CV details) as included in this Proceedings editions refers to the period of 2020-2021.

Pour citer cet article: Théodoropoulou, E. & Moreau, D., «Pour un espace ouvert de recherche», Introduction à: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 190-194.

Introduction

For an open research space

For the Introduction click here

How to cite this article: Kizel, A., «Philosophy, Education and learning: Changes and Challenges», Foreward to: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 196-198.

Philosophy, Education and learning: Changes and Challenges

For the Foreward click here

How to cite this article: Bitsikas, X., «Objects–things that matter», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 200-219.

Objects–things that matter

This presentation examines how digital technologies affect modern objects and transform them into hybrid, wild things. These new things, which emerge in a bottom-up manner, constitute a novel version of a wild uncontrolled nature in which the subjects are latterly immersed. Previously, things became objects. As Heidegger pointed out, industrialization, mass production and detachment converted the things of the past into the objects of the modern world. Subjects were then found objected, opposed to these objects; they were no longer attached to them. Unlike the unique and irreplaceablethings of the past, modern objects were operational, interchangeable and massively produced. The title WILD THINGS defines a specific category- i.e. wild-, of a larger grouping, – things-. The text will answer why the two notions are central to our current situation. It will do so by determining, beside the wilderness, other characteristics that render things wild. It will define things and distinguish these new hybrid wild things, from traditional, old-fashioned things of the past as well as from the objects that those had latterly become. The lecture analyzes and presents these attributes that constitute, among others, the wild nature of these hybrid things. In order to clarify how these attributes are ascribed to wild things in general, one specific thing will be briefly presented, explored and associated to each matching attribute. The digital condition reinstates some of the lost properties of things to the industrialized modern objects. Therefore, they are no longer inert, passive, detached and indistinguishable. They become autonomous, like Crete’s mechanical guardian Talos; responsive, like Theodore’s star- crossed lover, the OS called Samantha; behavioral, like the popular toy Furby; surprising, like the voluptuous, animatronic “Female Figure”; embedded, like Android Things 1.0, Google’s brand new OS, and finally, they become wild. As a final contemplation, this approach will insert the matter of subjects in the prospect, as things have always been considered, as an illustrative element and a constitutional component of self, identity and the social and cultural characteristics of different civilizations. Subjects that underlie every-thing provoke the changes that convert objects to things but then, when the dipole subject-object is no longer operative, subjects become autonomous and wild things emerge, then it is the subjects that are subjected to change.

Keywords: wild, things, objects, subject, hybrid. 

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How to cite this article: Mantzou, P., «Other Things», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 220-232.

Other Things

The paper examines how digital technologies affect modern objects and transform them into hybrid, other things. These new things, which emerge in a bottom-up manner, constitute a novel version of an uncontrolled nature in which the subjects are latterly immersed and entangled. Previously, handmade things had become industrial objects as mass production and detachment converted the things of the past into the objects of the modern world. Subjects were then found objected, opposed to these objects; they were no longer attached to them. Unlike the unique and irreplaceable things of the past, modern objects were operational, interchangeable and massively produced. These emerging other things are similar but also different to both the traditional, old-fashioned things of the remote past as well as from the objects that those had latterly become. Their attributes manifest their otherness; few of these attributes are analyzed and each of them is exemplified with one specific thing. As a parallel contemplation, the matter of subjects is also inserted in the prospect; things have always been considered as an illustrative element and a constitutional component of self, identity and the social and cultural characteristics of different civilizations; and this novel otherness of things entangles and intertwines subjects and even affects their distinctiveness.

Keywords: other, things, objects, subject, digital.

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How to cite this article: Kohan, W., O., «Why Paulo Freire more than ever?», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 234-238.

Why Paulo Freire more than ever?

This short text presents some reasons why the reading of Brazilian educator Paulo Freire might be more meaningful today than in any other time. These reasons are concentrated in the emphasize he has given to education as politics and a reading of this politicity is offered around 5 words/concepts/principles: a) life; b) equality; c) love; d) errantry and e) childhood. Finally, the relationship between childhood and time is studied to offer an unusual connection between Freire and childhood.

Keywords: Paulo Freire, life, equality, love, errantry, childhood.

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Pour citer cet article: Moreau, D., «De l’égalité entre les hommes, en temps de pandémie», dans: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 239-245.

Equality between humans in pandemic times

The philosophical principle of equality established by the Enlightenment has since become the foundation of formal political equality in representative systems, and has a dual function: to attest to the legitimacy of a system that conforms to philosophical equality, and to validate all the political actions undertaken to defend or develop that equality. Yet there are still as many non-democratic states where inequality between genders and ethno-cultural groups is legally practised, while the current crisis of the Covid 19 pandemic seems to have undermined the skillful distribution of merit. So what happens to the principle of equality in the global health context if there is also a danger (a direct consequence of the crisis, once it has been overcome): the risk that difference and diversity will become, even more strongly than before, factors of social division and of recourse to the authoritarian protection of political power?

Keywords: principled equality, pandemic, dignity, human condition, disease-health, solidarity.

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Pour citer cet article: Théodoropoulou, E., «De la banalité du dialogue en éducation», dans: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 246-263.

On the banality of dialogue in education

The interpenetration between pedagogy and philosophy at the level of discussion/dialogue creates either junctures and passages towards an emancipatory education or confusions raising ethical questions in relation to the autonomy of thought and active participation supposed to be the main stake in acts of discussion/dialogue. If dialogue is supposed to be sensitive to the multiplicity of circumstances in which difference emerges and is deployed, thus excluding phenomena of omerta, marginalisation and exclusion of difference in its multiple forms and modes, and preserving the tension of risk in each of its turns, if, on the other hand, this dialogue is allowed (or led) to become a place where hegemonies emerge, contributing henceforth to the training and submission of the subjects discussing, to the very stultification of difference, it is then that the dialogical effort itself breaks down, becoming a device set up both in vain and successfully – henceforth a device directly or indirectly banalized, a matter of ethics in education.

Keywords: dialogue/discussion, banality-banalization, thought, ethics.

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How to cite this article: Antoniou, K. & Theodoridis, A., «The necessity of bringing homelessness under IPA’s prism», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 265-283.

The necessity of bringing homelessness under IPA’s prism

This article portrays selectively the new dynamics of homelessness in general and in Greece in particular having as its ultimate goal to feature the relationship between the apparent inadequacy in tackling the situation and the problems in monitoring. A long discussion in scientific field has begun about the suitability of the research methods that have been used to the record of a phenomenon that is being deceptively homogenized, oversimplified and finally underestimated when is being studied only under the quantitative spectrum. So the article advocates the feasibility of Interpretative Phenomenological Analysis (IPA) and pursuits a brief presentation of some methodological concepts that are crucial to the interpretation and the implementation in order the researcher to go deeper to the subjective experience. Exactly this emphasis to the first person perspective promotes the suitability of the method to the future efforts to elucidate the multidimensional character of homelessness and to incorporate alternative or non-conventional interventions to the already existing supportive frame.

Keywords: Homelessness, housing crisis, Interpretative Phenomenological Analysis, Lifelong Learning, vulnerable groups.

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How to cite this article: Bardas, S., A., «Values Education: the influence of educational policies, curricula and teachers», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 284-309.

Values Education: the influence of educational policies, curricula and teachers

Teachers’ values, pupils’ values and curricula’s values form a value galaxy consisting of a plethora of subjective evaluations and valuing considerations. Nowadays, there is an ongoing discussion about a school “full of values”, values that, on the one hand, are openly stated in the most explicit way and values that are stated indirectly, but also implicitly, on the other hand. But is bound to wonder which kind of teaching – learning situation is formed in a classroom in this context of debating values. In international bibliography, it is observed that two dominant perspectives are shaped in above context. The school can act as a propulsive mechanism towards value introspection, moral reflection and value reorientation of the individual, but it can also be turned into a field of a cold war of values, through processes of conscious or unconscious imposition of personal values on others.

Keywords: moral education, values education, school “full of values”, values, curriculum, educational policy, teacher, propaganda.

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Pour citer cet article: Carrasco Zavala, M., J., «Penser l’éthique de l’enseignant avec Bernard Williams et Stanley Cavell», dans: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 310-317.

Thinking about the teacher ethics with Bernard Williams and Stanley Cavell

This work aims to reflect on teacher’s professional ethics in the light of the philosophical approaches of Bernard Williams and Stanley Cavell. Their perspectives will allow us to go beyond the analyses of moral philosophy linked to duty, obligation, standards and impartiality. Ethics is considered from the point of view of the role it plays in the daily experiences of individuals, as leading activators to act as agents with personal projects and commitments. In this approach, the accent is placed not only on exchanges of arguments and justification, but above all on rationality, imagination and affectivity. We will see that the ethical positions of Bernard Williams and Stanley Cavell open up the possibility of progressively integrating the experiences of teaching and the ethical experiences, in such a way that the educational agent tends to be identified with the moral agent. At the same time, teacher practices are seen in relation to the questions of how can self-cultivation foster the development of others? And, conversely, how can this development support the teacher’s own development?

Keywords: Ethics, teacher, Bernard Williams, Stanley Cavell.

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How to cite this article: Chronopoulou, E-E., «The Latent Curriculum: Tracing terms and definitions», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 318-348.

The Latent Curriculum: Tracing terms and definitions

The concept of Latent Curriculum (known mainly as Hidden Curriculum) is a concept studied for decades; therefore, many different terms which attempt to render the various forms of curriculum(a) that is/are not official have emerged and the contents of the concept have been evolved. Hence, we understand the necessity of monitoring this evolution, since any discussion of the subject of Latent Curriculum demands a detailed definition, in the first place, of the concept of Latent Curriculum itself. In this paper we attempt to track the paths of thought of the various scholars on the concept of Latent Curriculum, not only indexing the terms used/suggested (at least the more widespread ones), but also researching the content of each term, in order to monitor possible displacements/ shifts in their perception of the related concept(s) and therefore provide ourselves the ‘tools’ for an updated/revised definition of the concept of Latent Curriculum, being aware of the fact that what is used as a starting point in a research can simultaneously be the target of this research.

Keywords: Latent Curriculum, Hidden Curriculum, term, definition, concept.

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How to cite this article: Costa, G., «What is the role of education in the moving game of perception and memory? A brief reflection on the possibility of a philosophical education through the education of the senses», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 349-362.

What is the role of education in the moving game of perception and memory?

A brief reflection on the possibility of a philosophical education through the education of the senses

How to educate the senses? This reflection, inspirated in Matter and Memory by Bergson, takes place in search of educational strategies that dialogue with the possibility of educating the senses in search of a bodily availability that, by slackening attention to useful life, opens way to endure indeterminacy. This bodily availability is thought considering a game between the two forms of memory that Bergson distinguishes: habit memory, as a memory of the body, and memory itself, memory-images of the totality of the past. I investigate what bodily attitude that would be. Thus, I look for somatic strategies that can contribute to the conversion of attention. Can practices that place breathing, observation and slowness as sources of transformation help education to convert attention and expand the range of sensitive impressions? This work presents the initial course of these inquiries in search of a philosophical education, incarnated and that affirms itself as a way of life.

Keywords: Attention, creation, soma.

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How to cite this article: Dimitropoulou, E., «Antigone Project: Violence and transition», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 363-374.

Antigone Project

Violence and transition

Violent […] is the kharis of daimones

This article is organised in two parts. In the first part, the article presents elements concerning the staging and implementation of the performance «Antigone project» (which took place in the adolescent stage of the Volos Municipal Regional Theatre), which, both in its conception and its structure, is a derivative project in the context of an ongoing research on violence in theatre and especially in tragedy. It is based on the assumption that violence can be an equal, autonomous, cognitive basis for understanding the self. In support of the hypothesis, the article traces particular research trajectories that view violence as a complex process and notes aesthetic perceptions that give violence an additional meaning. The versions of that research are precisely embedded in the very structure of the «Antigone Project». In the second part, the performance itself is offered for viewing, precisely as a complete product of the research process in its specific phase.

Keywords: Violence, tragedy, different, multimedia text, rehearsal, risk, self, atrocious.

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Pour citer cet article: Ding, J., «La logique de la philosophie éducative de Marx», dans: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 375-381.

The logic of Marx’s educational philosophy

Marx and Engels did not write any book specially intended for education. But we can find their educational thoughts in their various writings, such as correspondence, conference papers, articles, monographs etc. We will summarize Marx’s educational thoughts in three main propositions: from the nature of education which addresses the relation between education and social classes in the purpose of education which is to pursue the «full development of the individual» through the teaching method explaining the fact that education must be associated with productive work. In fact, Marxist educational thought has not only had a huge impact on educational theory and practice across the world, but it still serves as a reference for education of nowadays.

Keywords: Marxism, Education, Philosophy, Logic.

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How to cite this article: Gaivota, D., «Toward a minor thinking: philosophical vectors and hiddenness», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 382-391.

Toward a minor thinking: philosophical vectors and hiddenness

The reflections Deleuze and Guattari make in their book about Kafka lead us to think about a political relationship between major and minor fields, that is, between crystalized, structured ‘dispositifs’ being all the time rotten or milled by non-official, unnamed, and diffuse forces. This relation between major and minor ideas can leak the political field and help us to think (micropolitical) relations in fields like arts, literature, epistemology, pedagogy, and philosophy. In this text, these concepts are put in tension with the idea of hiddenness, being in opposition to a ‘visible’ field of materiality, but differently of platonic and post-platonic traditions, not appealing to transcendentality. How can an idea of an invisible, yet material, plane of immanence affects the way we deal with thinking, reality, and education? What changes in the way that we think about thought itself if we admit that there are always intense and hidden vectors in language, in actions, in ways of doing, and in the very own act of being in the world?

Keywords: minor, hiddenness, vectors, philosophy.

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How to cite this article: Nikolakopoulou, E., «The hidden weaving of concepts in the thought of Elena Theodoropoulou (First part)», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 392-439.

The hidden weaving of concepts in the thought of Elena Theodoropoulou (First part)*

Elena’s Theodoropoulou work develops as a laboratory of thought, through the scaffolding and mechanisms that she constructs each time, and which, as gestures, create and open philosophical cores and slots. In this first part of a text in progress, an attempt will be made to lay some possible foundations of understanding of the ways of function of a such laboratory, so that in the following parts the joints of her work will be further analysed in detail. We are therefore interested in significant passages of her concepts from one node to another, which, as poles, define a complex particular place of meaning worthy of study; the «place» of a, we might say, practical «emergency». In this sense, from this very first moment of her entry, as we shall see, into the Philosophy of Education, the «emergence» of Practical Philosophy as a place of importance for her thought and for the activation of the Philosophy of Education itself is already being prepared; something that will become clearer with the establishment by her of the Laboratory of Research on Practical Philosophy. In fact, we understand this mapping as an example per se of Practical Philosophy and our writing about as an exercise on this field.

Keywords: Elena Theodoropoulou, Philosophy of Education, Practical Philosophy, theory, practice, concepts, movements, thought.

* The writing of this text, which started in 2020, would not have been completed at all in its current form, without the valuable assistance and concern, the detailed remarks and comments of my supervisor Prof. Elena Theodoropoulou, to whom I am grateful.

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How to cite this article: Patta, E., «Searching philosophical elements in the structure of the graphic novel: the case/example of Art Spiegelman’s «Maus», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 440-475.

Searching philosophical elements in the structure of the graphic novel: the case/example of Art Spiegelman’s «Maus»

Graphic novel is based on the conventions of the language of comics, but as a multimodal form of narration, it borrows ways of expression from other arts, shaping the characteristics with which it is organized and operates. Μaking use of techniques and tools of literature, painting and cinema, it structures a language, which by its own means can «think», consequently motivating the reader to think and be concerned and possibly acquiring, in this way, an internal relationship with philosophy. The present paper, making use of the thought mechanism introduced by Elena Theodoropoulou regarding philosophical findings in non-philosophical material (Τheodoropoulou, 2018, Τheodoropoulou 2019, Théodoropoulou, 2020), attempts to investigate the existence of philosophical elements in essential features of the structure of the graphic novel in particular in Art Spiegelman’s «Maus».

Keywords: graphic novel, philosophical elements, structural characteristics, «Maus».

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Pour citer cet article: Portas, N., «Philosopher avec les adolescents dans le cadre de la scolarité obligatoire en France», dans: Theodoropoulou, E. & Moreau, D. (dir.), «Actes du 2ème Séminaire International des Doctorants/tes en ligne: Thématiques de Recherche II, 2020-21», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 476-488.

Philosophy with teenagers as part of compulsory education in France

In this talk I present philosophy with teenagers in French medium school as a possible object and space for research. My action-research intends to lay the theoretical foundations of philosophy in French college and to determine its psychosocial, epistemic, didactic but also epistemological issues. I attempt to understand and evaluate the effects of a regular practice of philosophy on the development of preteens and teenagers, as well as on their relationship to knowledge and learning, within the institutional framework of compulsory education. Based on John Dewey’s and William James’ pragmatism, and also Matthew Lipman’s Philosophy for Children, my work questions the possibility of a didactic of philosophy with teenagers in middle school: if we consider what Bernard Charlot calls «the learning equation», which corresponds to an intellectual activity, associated with meaning and pleasure2, how can we help children, aged 11 to 15, to ‘learn’ initiation into philosophy?.

Keywords: Philosophy, Secondary teaching, Teenagers, Didactics, Epistemology.

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How to cite this article: Tziora, E. & Theodoridis, A., «The political significance of widespread loneliness in Hannah Arendt’s thought», in: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 489-510.

The political significance of widespread loneliness in Hannah Arendt’s thought

Illuminating a borderline fact of the socio-historical reality of the western world, Arendt conceives the political significance of loneliness becoming a prevalent phenomenon and highlights its relation to total domination. In fact, she identifies loneliness as the main pathology of modern societies caused by the alienation of people from the common world. Loneliness, in this case, does not refer to the loss of intimacy with other people; rather it refers to the destruction of human ties to the world that connects and separates people. In this thesis, we will venture, following the philosopher’s thought, to understand in which sense it is possible for the human connectedness to the world, as the place of the common bestowal of meaning to it and manifestation of the difference, to be eradicated, and in which way such a condition renders people vulnerable to total domination.

Keywords: loneliness, common world, common sense, Totalitarianism, space of appearance.

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How to cite this article: Konstantinidis, D., «The one instead of the other», Postsctriptum in the: Theodoropoulou, E. & Moreau, D. (dir.), «Proceedings of the 2nd On-line Doctoral Students International Seminar: Research Themes ΙI, 2020-2021», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 512-528.

The replacement

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Philosophy for/with children in the Laboratory of Research on Practical Philosophy

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How to cite this article: Kizel, A., «The Challenges of Philosophy for/with Children Today», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 535-550.

The Challenges of Philosophy for/with Children Today

In this article, I’ve suggested three main challenges facing the Philosophy for Children (P4C) and Philosophy with Children (PwC) movement today. Philosophy for/with Children require a willingness by the adults to part, their erudition, their hierarchical authority, and the curriculum. Philosophy for/with Children place the question at the center of one’s activity and departs from known truths and their justifications, or at least questions these from a position of doubt while maintaining an open and alert dialogue. The legitimization of openness characterizes the philosophical community of inquiry without pre-defined borders as a platform for the original examination of answers that are not fixed in previous ideologies and traditions. These communities require that adults (including teachers and parents) allow children to ask questions without fear and to argue without, or with minimal, adult intervention. Since its inception as a field of research and pedagogical practice, Philosophy for/with Children has raised great interest among all those addressing questions related to the connection between a philosophical community of inquiry and democratic citizenship, the adult’s authority over the child, and the adult’s place in the child’s development or inhibition thereof. In addition, the connection between the philosophical discussions in the community of inquiry, current, and future civic activism, and the possibility of enabling voice to children from excluded and marginalized groups in communities with a national or gender majority.

This article suggested three main challenges facing our movement: (1) Recognition that there has been a significant change in the young student living on social media and the web. We must recognize that this is not just a period in which the means of communication have changed but that communication and technology (inherent in them) are changing the human subject. (2) Although philosophical communities of inquiry share a democratic inquiry, we must explore and develop tools to enable the diversity of identities and narratives of those who come at their gates. (3)The war in Ukraine, the Covid pandemic, and other areas of violence that are hurting people,especially young children-and refugees-present to those in our fields the challenge of how youngstudents understand the uncertainty and flexibility that follows it.

Keywords: Philosophy for/with Children, challenges, uncertainty, ambiguity, complexity.

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Pour citer cet article: Chirouter,Ε., «La philosophie avec les enfants: une pratique au coeur du projet démocratique et humaniste», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 551-572.

Philosophy with children: a practice at the heart of the democratic and humanist project

Philosophy workshops, by offering children oases of thought and deceleration to take the time to resonate with themselves, with others and with the world, are one of the levers for taking part in the process of emancipation. They allow us to patiently build links between knowledge and ideas and force us to distance ourselves from the acceleration and busyness of the world.

Keywords: Philosophy with children, Humanities, Political philosophy, Emancipation.

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Pour citer cet article: Filipucci, Α., «Didactique de la philosophie–Quelques enseignements du cas belge», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 573-586.

Didactics of philosophy–
What we can learn from the Belgian case

Assuming that didactics of philosophy requires, induces and practices some kind of historical reflexivity, we put this conception to the test on the occasion of an update of a text written in 2019. In this earlier version, we tried to present the context in which the new course of ‘Philosophie et Citoyenneté’ had to take place . The aim here is to identify the impact of the transformation of the historical situation on the didactics of philosophy.

Keywords: Didactics, Philosophy, Belgium, Citizenship, History, Contradiction, Reflexivity.

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Pour citer cet article: Olivier, M., «Le Pôle Philo, 15 ans de pratiques Philo-Art», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 587-599.

The Pôle Philo: 15 years of Philo-art practices

For over 15 years, the «Pôle Philo» has been implementing field actions to expand the boundaries of the access to philosophy. By focusing on the New Philosophical Practices, the «Pôle Philo» will introduce a fresh and imaginative way of approaching philosophy, whether in common places such as schools or in more «unconventional» settings like prisons, hospitals, or even museums. This article will explore the tools implemented (Philo dell’Arte, Philéas & Autobule, etc.) for the democratization of philosophy in the public sphere.

Keywords: Philosophy, Art and Philosophy, New Philosophical Practice, Education, Philosophy for children.

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Pour citer cet article: Hayek, J., «Philosophie et interculturalité», Amechanon. Revue Internationale du «Laboratoire de Recherche en Philosophie Pratique» (L.R.Ph.P.), vol. IIΙ, 2020-2022, Rhodes: L.R.Ph.P., 2024, pp. 600-608.

Philosophy and interculturality

In our multicultural societies, the search for agents of social cohesion capable of promoting interaction, exchange and communication between cultures with mutual respect for the diversity of each is a civic necessity and a moral duty. Because philosophy develops the critical spirit, free thinking and openness of the mind to the world, to others, combats prejudices, questions standards and strengthens self-confidence, it is the only discipline, among all disciplines taught in school programs, which builds intercultural bridges. Philosophy with children should therefore be promoted by any national education concerned with creating a unified national identity beyond denominational barriers. This text emphasizes the political and civic issues of philosophy in any society fragmented by cultural identity ruptures and it is based on the example of Lebanese society in search of national identity and broken by multicultural conflicts.

Keywords: Philosophy, philosophy workshops with children, interculturality, intercultural bridges, political and civic issues.

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How to cite this article: Gisinger, Α., «‘Practical philosophy and photography’, Αrno Gisinger interviewed by Elena Theodoropoulou», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 611-621.

«Practical philosophy and photography»
Αrno Gisinger interviewed by Elena Theodoropoulou

This interview is part of a collaboration started in the frame of the International Biennales on Practical Philosophy in 2021 and 2024. This collaboration will take a more specific form through the project of “Philosophical Objects” as a study of the possible readings of photographic gestures as philosophical objects. The interview took place during consecutive online meetings.

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How to cite this article: Kohan, W., «‘… still traveling…’, Walter Kohan interviewed by Elena Theodoropoulou», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 622-638.

«… still traveling…»

Walter Kohan interviewed by Elena Theodoropoulou

The interview questions were given to Prof. Kohan by e-mail and the answers were sent as an audio recording. A discussion about the logic of the interview and the questions preceded the interview and there were intermediate understandings to clarify points of the interview.

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How to cite this article: Standish, P., «“«Philosophy» is a strange word” Paul Standish interviewed by Elena Theodoropoulou», Amechanon. International Journal of the «Laboratory of Research on Practical Philosophy» (L.R.P.Ph.), vol. III, 2020-2022, Rhodes: L.R.P.Ph., 2024, pp. 639-652.

«“Philosophy” is a strange word» Paul Standish interviewed by Elena Theodoropoulou

The interview was conducted in the wake of Prof. Paul Standish’s participation as keynote speaker at the 2nd Online International Biennale on Practical Philosophy, in November 2021.

Questions were given written & answered written via e-mails.

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