Pratique de la philosophie et fraternité : un levier pour lutter contre les inégalités
Abstract
Being both a constitutional principle and a French Republican value, Fraternity strains to find an embodiment in the laws as well as in the habits. If it cannot be enacted, it can however be cultivated both in theory as well as in practice. This paper aims at showing that an education to Fraternity is possible thanks to the philosophically oriented discussion, as early as primary school, and that it contributes to tackle inequalities in schools and in society. This practice, as it is advised in the Civic and Moral teaching program since 2015, efficiently contributes to an education to citizenship for it allows to question, to feel and actually experience in the flesh those values. Because it enables pupils to ask (each other) universal and existential questions within the collective scene of a regulated discussion, it therefore constitutes a fraternal experience of equality for the adults and pupils who experience it. Although it is based on an on-going field research, this paper is essentially a theoretical analysis of the philosophical stakes of an education to Fraternity thanks to the practice of philosophically oriented discussion. The analysis of the field research could be the object of a further communication.
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