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ERIC Number: EJ928615
Record Type: Journal
Publication Date: 2011-May
Pages: 14
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0309-8249
Transindividuality and Philosophical Enquiry in Schools: A Spinozist Perspective
Mercon, Juliana; Armstrong, Aurelia
Journal of Philosophy of Education, v45 n2 p251-264 May 2011
We suggest in this paper that the practice of philosophy with children can be fruitfully understood as an example of a transindividual system. The adoption of the term "transindividuality" serves two main purposes: it allows us to focus on individuation as a process and at the same time to problematise some of the classical antinomies of Western philosophy that continue to inform our understanding of the relation between individuality and community. We argue that the practice of philosophical inquiry with children, when interpreted in terms of Spinoza's conceptions of relational individuality and affective reason, offers a compelling example of how shared thinking operates as an individuating process in that knowledge and affect, interiority and exteriority, individuality and collectivity can be experienced in action and thought as complementary aspects of the same process.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A