sobre partos y nacimientos: derivas ético-políticas de la figura del “maestro-partero” en filosofía con/para niñxs.

Abstract

In this paper, I endeavor to evaluate the ethical-political consequences of the metaphor of "teacher-midwife" awarded to Plato’s Socrates in Theaetetus and its use by different scholars to describe the role of teacher in a Philosophy with/for children (Pf/wC) context. The paper is divided into three sections: first (1) an approach is made to the figure of Socrates in Meno, to the critique of his method as expressed by Jacques Rancière in The Ignorant Schoolmaster, and to the echoing of that  critique by Walter Kohan in his evaluation of the pedagogy of Pf/wC. Next, (2) different descriptions of the teacher’s role in Pf/wC are reviewed, emphasizing the elements that emphasize the Socratic figure. For Matthew Lipman, one of the keys to turning classrooms into communities of philosophical inquiry was to substantially modify the teaching role. Because, on Lipman’s account, the teacher should not teach in the traditional sense, different metaphors have been sought to describe her role. In section (3), I argue that a description of the teacher as "guide" can be applied to many features that characterize Socrates. I analyze in depth the metaphor of the "teacher-midwife" establishing the links with those developed in (1) and (2). Emphasis is placed on the ethical-political consequences of equating the teacher with a "teacher-midwife", especially if we take into account Plato's complete description of pedagogical maiusis  in Theaetetus, and the centrality of the metaphor in Pf/wC pedagogical practice. Finally, I consider the very different image of the “birth” metaphor that is suggested by Hannah Arendt’s concept of “natality,”  and explore its implications for a pedagogical alternative to the Socratic.