Who Is Not Afraid of Philosophy

In the context of the philosophical contribution to reflection on its teaching, the meeting of the Groupe de Recherche sur l'Enseignement Philosophique (GREPH) represents a still under-explored stimulus to undertake a contemporary reflection on philosophical teaching. The group's investigation leads to a recognition of a new pedagogical value bestowed on philosophy: that of a progressive educational experience, dialogically mediated and immersed in the physical and drive reality of the individual. In analysing the collective text, three themes will be observed on which the group's critique of the system of thought underlying their contemporary philosophical teaching is structured: the myth of the maturity prescribed for philosophy, the body as subject and negated agent in the pedagogical relationship, and language.