Many philosophers have worried about what philosophy is. Often they have looked for answers by considering what it is that philosophers do. Given the diversity of topics and methods found in philosophy, however, we propose a different approach. In this article we consider the philosophical temperament, asking an alternative question: what are philosophers like? Our answer is that one important aspect of the philosophical temperament is that philosophers are especially reflective: they are less likely than their peers to embrace what seems obvious without questioning it. This claim is supported by a study of more than 4,000 philosophers and non-philosophers, the results of which indicate that even when we control for overall education level, philosophers tend to be significantly more reflective than their peers. We then illustrate this tendency by considering what we know about the philosophizing of a few prominent philosophers. Recognizing this aspect of the philosophical temperament, it is natural to wonder how philosophers came to be this way: does philosophical training teach reflectivity or do more reflective people tend to gravitate to philosophy? We consider the limitations of our data with respect to this question and suggest that a longitudinal study be conducted.

Made available in DSpace on 2016-04-27T14:31:30Z (GMT). No. of bitstreams: 1 Livio dos Santos Wogel.pdf: 1022621 bytes, checksum: 30621a0c4d471c23774a80c49e904b24 (MD5) Previous issue date: 2014-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this thesis is the study of Philosophy during High School related to leisure as an important content for increasing human formation while going across that stage of basic education. The research starts from the question: what are the bases formative possibilities that leisure experiences can contribute to the teaching of Philosophy during High School? Its general objective is to develop an understanding about philosophical training possibilities across High School related to the leisure and formative patterns of Leisure Pedagogy. And its specific objective is to introduce an analysis of texts about the Leisure Pedagogy as a formative possibility to be developed during High School. The research was made based on reading and texts analysis, as bibliographical as documental, added to interpretative methodology and discursive textual analysis. Its theoretical base is on Aristoteles s, Cuenca Cabeza s, Dewey s, Lirier s, Martins , Rios and Severino s collections. The thesis text has been developed along four chapters that broach Philosophy Curriculum study during High School, a reflection about enjoying school phases as a base of human formation, also a leisure conception and its pedagogy introduction and, finally an analysis about formative possibilities since the mixing of leisure experiences and Philosophy teaching. The expected contribution of it is to rouse reflections which improve actions able to formulate pedagogical systems that include leisure as a formative worth to be introduced into school curriculum and also help to formulate some conductresses to teachers responsible for developing philosophical training across Philosophy Curriculum study during High School / Esta tese tem como tema o componente curricular Filosofia no Ensino Médio e sua relação com o Ócio como um conteúdo importante para auxiliar na formação humana no Ensino Médio da Educação Básica. Tem, como ponto de partida, a questão de pesquisa: Quais são as possibilidades formativas que a abordagem das vivências de ócio pode apresentar para o ensino de Filosofia no Ensino Médio? . Tem, por objetivo geral, desenvolver um entendimento sobre as possibilidades da formação filosófica desenvolvida no Ensino Médio relacionando-a com as vivências do ócio e com os parâmetros formativos da Pedagogia do Ócio. E tem por objetivo específico, apresentar uma análise dos textos referentes à pedagogia do ócio como uma possibilidade formativa a se desenvolver no Ensino Médio. Pesquisa realizada por meio da leitura e análise de textos, tanto bibliográficos quanto documentais, com o uso da metodologia interpretativa e o método de análise textual discursiva. Embasa se teoricamente em Aristóteles, Cuenca Cabeza, Dewey, Lorieri, Martins, Rios e Severino. A tese foi desenvolvida em 4 capítulos que abordam uma leitura do componente curricular Filosofia no Ensino Médio, uma reflexão acerca das formas de vivência do tempo escolar para a formação da pessoa, uma apresentação de uma concepção de ócio e da pedagogia do ócio, e um ensaio sobre as possibilidades formativas a partir da articulação entre as vivências de ócio e o ensino de Filosofia. A contribuição esperada é suscitar reflexões que promovam ações em vista de formular ideários pedagógicos que incluam o ócio como um valor formativo a ser desenvolvido no currículo escolar, como também favorecer a formulação de algumas diretrizes para a ação dos docentes que desenvolvem a formação filosófica por meio do componente curricular Filosofia no Ensino Médio