Este artigo procura mostrar que a natureza da filosofia levanta dificuldades ao modo como esta disciplina é geralmente lecionada no Brasil. Argumenta-se que algumas das estratégias de ensino da disciplina resultam de uma incapacidade para assumir a natureza aberta e especulativa da filosofia, e explica-se como se pode ensinar filosofia de um modo que faça jus à sua natureza aberta.
Feynman is credited as saying that “Philosophy of science is about as useful to scientists as ornithology is to birds”. So perhaps no other philosophical subject – ethics, logic or the philosophy of language – is of any interest to scientists as scientists. On the other hand, Einstein believed in “the significance and educational value of methodology as well as history and philosophy of science”. He believed this was important to scientists’ research. Who is right, Feynman or Einstein? Not surprisingly, I argue that Einstein is right. In order to do that, the nature of both philosophy and science must be clarified. I will then argue that philosophy is of value to scientists not just for methodological reasons, as Einstein argues, but also for theoretical reasons.
BRIAN LEITER, autor de Nietzsehe on Morality, declarou recentemente que deixou de fazer sentido distinguir, para efeitos de ranking dos departamentos de filosofia, a chamada «filosofia analítica» da «continental». Esclarecer o significado desta surpreendente declaração servir-nos-á de guia para compreender um conjunto importante de aspectos quanto à natureza e futuro da filosofia.
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