Would Plato Have Loved The Bossa Nova?

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The Boston Review has an interesting article on a recent law passed in Brazil that mandates the teaching of philosophy to high school students-

Getting out of the cave and seeing things as they really are: that’s what philosophy is about, according to Almira Ribeiro. Ribeiro teaches the subject in a high school in Itapuã, a beautiful, poor, violent neighborhood on the periphery of Salvador, capital of the state of Bahia in Brazil’s northeast. She is the most philosophically passionate person I’ve ever met.

Most of the four million slaves shipped from Africa to Brazil were sold in Salvador, the first residence of Portugal’s colonial rulers. It’s still Brazil’s blackest city. In Ribeiro’s neighborhood, children play football or do capoeira, pray in Pentecostal Churches or worship African gods. Many are involved with drugs; “every year we lose students to crack,” she tells me. And they study philosophy two hours each week because of a 2008 law that mandates philosophy instruction in all Brazilian high schools. Nine million teenagers now take philosophy classes for three years.

“But seeing things as they really are isn’t enough,” Ribeiro insists. As in Plato’s parable in The Republic, the students must go back to the cave and apply what they’ve learned. Their lives give them rich opportunities for such application. The contrast between the new luxury hotels along the beach and Itapuã’s overcrowded streets gives rise to questions about equality and justice. Children kicking around a can introduce a discussion about democracy: football is one of the few truly democratic practices here; success depends on merit, not class privilege. Moving between philosophy and practice, the students can revise their views in light of what Plato, Hobbes, or Locke had to say about equality, justice, and democracy and discuss their own roles as political agents. To foster that discussion, Ribeiro must take on a deeply rooted political defeatism. …

…the 2008 law is above all a political project. In 1971 the military dictatorship that ruled Brazil from 1964 to 1985 eliminated philosophy from high schools. Teachers, professors in departments of education, and political activists championed its return, while most academic philosophers were either indifferent or suspicious. The dictatorship seems to have understood philosophy’s potential to create engaged citizens; it replaced philosophy with a course on Moral and Civic Education and one on Brazil’s Social and Political Organization (“to inculcate good manners and patriotic values and to justify the political order of the generals,” one UFBA colleague recalls from his high school days).

The official rationale for the 2008 law is that philosophy “is necessary for the exercise of citizenship.” The law—the world’s largest-scale attempt to bring philosophy into the public sphere—thus represents an experiment in democracy. Among teachers at least, many share Ribeiro’s hope that philosophy will provide a path to greater civic participation and equality. Can it do even more? Can it teach students to question and challenge the foundations of society itself?

(Thanks Marshall)

Most of the philosophy professors I know would be overjoyed if philosophy – at least the history of ideas, critical reasoning, and introductory ethics – were taught in U.S. high schools. Could this be done in a country as anti-intellectual as the United States?

By the way, contrary to Brazilian creativity, Plato was no fan of musical innovation, as this excerpt from The Republic suggests:

Then to sum up: This is the point to which, above all, the attention of our rulers should be directed,–that music and gymnastic be preserved in their original form, and no innovation made. They must do their utmost to maintain them intact. And when any one says that mankind most regard

‘The newest song which the singers have,’

they will be afraid that he may be praising, not new songs, but a new kind of song; and this ought not to be praised, or conceived to be the meaning of the poet; for any musical innovation is full of danger to the whole State, and ought to be prohibited.