Insegnare filosofia come “parto nella bellezza”: pratiche di disputa regolamentata

Abstract

The article casts light on the teaching of philosophy as a generative experience, in which the act of teaching becomes a “begetting in beauty.” Drawing on a classroom project of regulated disputation on the relationship between emotion and reason, conducted in a language-oriented high school, it argues that philosophy can become both a constructive activity of knowledge – dialogical and critical – and a transformative praxis – relational and affective. The practice of regulated disputation, reinterpreted through a hermeneutical lens, fosters metacognition and educates toward complexity, turning the classroom into a genuine community of inquiry where students learn to think together. In this perspective, philosophical teaching emerges as a pro-creative and affective gesture: an exercise of care, attentive listening, and therapeutic liberation that gives birth to knowledge, desire, and mutual transformation within the restless beauty of learning.