Philosophical Education or Legitimations of Analytic Philosophy?

Santiago Zabala in Purlieu:

Hardwired_imageBeing is challenged in the university today by the hegemony of analytic philosophy. The teaching of how to measure the quality of philosophical argumentation through formal logic is squeezing out ontological accounts of existential problems from the history of philosophy. An increasing number of departments all over the world are funded and rewarded only as long as they follow the secure path of modern science; in other words, if they adopt a problem-solving approach that assures objective results. In classrooms, the transmission of logical notions prevails over fruitful dialogues with the aim of educating students according to certain metaphysical assertions. While this transmission might be useful for being at the university, it definitely is not useful for Being in the university—an institution where it is possible to question the fundamental concepts of philosophy and also of oneself. If, as Hans-Georg Gadamer explained, “we understand only when we understand differently,” then much more than the transmission of information happens during a lecture; there is also the possibility to disclose to students (and professors) their interpretations, differences, or even existence. Philosophy does not stand together with other disciplines, such as medicine or architecture, in legitimizing practices; rather, its practice is questions whose answers have never been legitimized or settled.

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