The concept in dialectical motion: a philosophical approach to learning

Abstract

Evaluating a problem generally involves contrasting at least two possible solutions. One of the techniques used for this purpose is the "value line" from critical thinking, which highlights oppositions and gives each a place in relation to the solution. In contrast, reducing solutions to only two options, as in the case of logical fallacies like the "false alternative" or "black-and-white", neglects the potential for synthesis. These two contrasting options will serve, in this article, as the "thesis" and "antithesis", which oppose each other at the point of misunderstanding.” In fact, the negation of the thesis represents the return to itself, the becoming in the dialectical movement of moving forward. This walk assimilates the antithesis and synthesizes the positions in an original concept. The authentic new emerges, in an unforeseen way, from the fact of experience as such. The reflection stage in the experiential learning cycle arranges concepts into a spiral of understanding. The process of forming the new concept involves multiple phases of construction and deconstruction, leading to a deeper understanding of life’s march towards Truth. Truth and knowledge develop in a continuous dialectical process, in which oppositions flatten out and produce a revelation. By exploring this Hegelian dialectical movement, in the creative educational workshops, pupils and students can learn the fact of interpreting the world from a philosophical perspective. This can facilitate the transformation of a conflict of ideas into an opening towards authentic knowledge. In this way, students not only receive and interpret the world but also actively contribute to its redefinition and enrichment.