On the Practice of Philosophizing, and Its Teaching, as Theory and Practice in Differences

Abstract

In this text, we describe the approach to the teaching of Philosophy at the UNSL from the articulation with teaching, research and extension practices around the concern of philosophizing. We first distinguish the theoretical frameworks that sustain the proposal and present the teaching device from a dynamic implementation of the notion of theory as a "toolbox" (Foucault, Deleuze). We understand this teaching experience as a dynamic call to philosophize, as a proposal for interpretative understanding of philosophical texts and as a challenge drawn from the historical ontology of ourselves, in order to learn and teach philosophy as a capacity to ask questions, as an art of self-cultivation and as a concern to philosophize.