A exigência do exercício do pensamento e sua relação com a educação no século XXI

Abstract

The importance of examining one’s own thought, making it deep, complex and, from there, putting it at the service of the world and of education is the central theme of this article. There seems to be a correspondence between the problems related to thinking and rethinking, the demands of education and teaching. Based on this assumption, five approaches by different au-thors of the twentieth and twenty-first centuries were presented, in an objective way, which explores the nature of thinking, its relationship with good and evil, its closeness with the function of the educator, the need to contextualize and problematize the complex present and the commitment to heal the wounds of colonialism through dialogue with knowledge considered non-academic or scientific. We recog-nize, with these considerations, the profound relationship between what was proposed by Rudolf Steiner at the beginning of the twentieth century as a path to an ethical individualism in favor of moral actions in the world and what followed as research, a century later, in the epistemological field, regarding the expansion of the forms of knowledge and learning.