Teaching Philosophy as Skillful Performance: A Dreyfusian Proposal

Heras-Escribano, Manuel

doi:10.5840/teachphil2024108210

Teaching Philosophy

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published on October 15, 2024

Manuel Heras-Escribano

https://doi.org/10.5840/teachphil2024108210

Teaching Philosophy as Skillful Performance
A Dreyfusian Proposal

In this paper, I offer a skillful performance approach to teaching philosophy based on the ideas of late phenomenologist Hubert L. Dreyfus. For this, I reconstruct the main contributions of Dreyfus’s phenomenological approach to skillful action as a reaction against the cognitivist view of perception and cognition, and I apply these ideas to the issue of teaching philosophy. I conclude that the Dreyfusian approach to teaching philosophy is based on two main ideas: first, that teaching is a skillful action in which the teacher engages with students in a feedback loop relation so that the teacher aims to achieve what I call the maximal teaching grip; second, that this maximal teaching grip is accompanied by a particular experiential state that Hubert L. Dreyfus and Sean D. Kelly named “aliveness,” and that can be traced back to the Heideggerian idea of Augenblick.

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