|Difficulties of pupils||Goals of practice|
|Intellectual aspect: thinking by oneself|
|Does not listen||To reformulate|
|Is indolent||To confront others’ thinking|
|Does not keep focus||To be careful to one’s thinking|
|Consider others hostile||To be interested in others|
|Is self-centered||To stimulate astonishment|
|Existential : being oneself|
|Is indifferent||To identify and name things|
|Does not question||To question|
|Lacks coherency||To get started in Logic|
|Confused and limited speech||To structure the speech|
|Gregarious behaviors||To define their identity|
|Social aspect : being in the group|
|Conflict of values||To be aware of their values|
|Religious thinking||To think the unthinkable|
|Spirit of consumption||To commit to a work|
|Sexism||To set a common language|
|To want to be right||To think with others|
The philosophers Bernard Stiegler and Hartmut Rosa analyze major social changes linked to the development of new technologies.
For their part, teachers are aware of these transformations and must take them into account in order to give meaning to their work: increasing difficulties in listening and concentrating, changes in the relationship to the written word, to images, to others and to themselves.
Moreover, the resources offered by computers, tablets and smartphones make certain aspects of traditional teaching obsolete. Why continue to offer lectures when excellent ones can be found online ?
The philosophy practice we propose takes into account these changes and tries to remedy the difficulties they entail while relying on the possibilities they offer.
Since courses and knowledge are easily available online, the classroom becomes the place of an encounter, of a here and now that no media can replace.
Philosophical workshops are based on the effectiveness of an encounter with the other and with oneself through argumentative debate, the formulation of one’s thoughts, listening to others, reformulating their ideas, working on questioning and observing one’s and others’ attitudes.