thinking about school education in a non-cognitivist way: an anthropo-philosophical approach to attentionContemporary educational discourse reflects a conception of learning based on classical cognitive psychology, which often addresses knowledge acquisition and cognitive development as the focus of school education. Based on this premise, we propose to investigate the following research question: how can we think about school education from a non-cognitivist point of view? In anthropology and philosophy, we find views of education as exercises in attention, which allow us to broaden notions of subjectivity and singularity in the act of educating. Thus, this article contributes to the understanding of the current school educational scenario, immersed in biopsychic discourses, as well as providing an opportunity to expand horizons built from attention and presence as attitudes that aim an examination of oneself, intersubjectivity, and openness to more affective, attentive, and plural ways of experiencing education in an expanded manner, intersubjectivity, and openness to other ways of experiencing the world.
keywords:
school education; cognitive psychology; attention; learning; Timothy Ingold