Learning to Think: The Question as a Deepening of Being

Abstract

The following paper aims to consider the importance of questioning in the educational act of learning to think. To address these issues, we will divide the article into four parts. In the first, we will briefly address temporality in the school from the disjunctive freedom-captivity that directly indicates the duality leisure-business, referring to the different attitudes and concepts regarding time that are expressed in the term school. Then, in the second point, we will distinguish between education and training, and then, in a third moment, we will understand within that training the bureaucratizing conception of education. Next, and entering the heart of the matter, we will expose the ontological and anthropological foundation of questioning, emphasizing the irrefutable presence of being and its mysterious character. In the fourth and last point, we will deal with the correspondence between questioning and thinking and the gravity of the act of thinking.