Alejandro Cerletti e o ensino de filosofia

Abstract

We sought to dialogue with Alejandro Cerletti's The Teaching of Philosophy as a Philosophical Problem to address the question regarding the conditions required for philosophical teaching of philosophy to take place. Cerletti rejects what he refers to as the "philosophical question" and supports his suggestion that philosophy should be taught through creative repetition. The Camusian idea of involuntary engagement, used by the French-Algerian philosopher to define the artist's dedication to their production, is also appropriated to construct this proposal for philosophical teaching of philosophy. The teachers’ dedication to their own philosophy and to the philosophy of their students as they set out on their journey, subsumed under the concept of involuntary engagement, is examined. Finally, it is argued that philosophizing should be understood as creative repetition, as a critique of the philosophical tradition, thus, the teaching of philosophy, beyond pedagogical challenges or issues of method, should be understood as a problem that should be treated philosophically, through critical and creative dialogue with the history of philosophical thought, that is, based the concept of creative repetition.