Philosophy and pedagogy

Philosophy and pedagogy are deeply interconnected, as our worldview influences our educational approach. If we consider that humans are intrinsically eager to learn, pedagogy becomes a way to nurture this natural desire rather than imposing constraints. This perspective, opposed to the idea of “civilizing” a “savage” being, invites a humanistic education that respects dignity and free will, fostering citizens capable of advancing the world toward greater humanity.

A Very Concrete Link

Many philosophers have been concerned with pedagogy, such as John Dewey, Tim Ingold (if we consider him a philosopher), Ivan Illich, or Jacques Rancière, among others. Philosophy—essentially a worldview—and pedagogy may not seem inherently connected, except in a philosophy class! Yet, in my view, the link between these two disciplines is profound and essential for effective pedagogy. This connection is far more practical and concrete than one might imagine.

Our worldview, including our understanding of human nature, impacts how we relate to others, such as students in a classroom. On the question of whether humans are intrinsically good or bad, there are two philosophical schools. Do we believe humans must be tamed because their primal instincts are disordered and potentially destructive? Or do we think humans inherently possess everything they need, that they naturally desire to learn, and that they are inclined toward connection and creation rather than destruction? These two philosophical positions lead to fundamentally different approaches to teaching: do I see the individuals before me as eager to learn and capable of self-structuring, or as disordered, requiring me to impose structure on their thoughts and learning?

Building on the Intrinsic Desire to Learn

My philosophical stance, based on my real-life experiences, is that humans are intrinsically eager to learn. This seems like an observation to me, but it is only my perspective. Others might have observed the opposite. Thus, for me, the goal of pedagogy is to help individuals reconnect with their innate desire to learn, which lies at the heart of a child’s development. From birth—even in the womb—a child does nothing but learn, building their understanding of themselves and the world. They are constantly observing and experimenting. This is how they learn language, social codes, their own preferences, and relationships with others. It is clear that children have an absolute desire to learn. Learning is what they do most of the time; their brains are forming. There is no moment when they suddenly lose this desire. For me, they always want to learn. This is my philosophical viewpoint, and it shapes my pedagogical methods.

One could hold the opposite philosophical view and derive entirely different teaching methods, which might also work. I do not wish to pass judgment; I am simply proposing a philosophical angle. This is important because how we view others will entirely guide our pedagogical thinking. For example, if I believe the other person wants to learn, my focus will be on how to align the educational project with their intrinsic desire to learn, ensuring it is not stifled by boredom or obligation. It’s a real question, and one that requires us to constantly rethink our methods, listening to those present. On the other hand, if I believe they lack this desire and must be guided to develop it, the approach will be entirely different. This alternative approach might suit individuals who have, due to personal experiences, completely suppressed their innate desire to learn. This is why I believe opposing approaches can, in fact, be complementary.

From “Savages” to Be Civilized?

The ethnologist Jack Goody, in his book The Theft of History, notes that Western societies define themselves in opposition to the “savage” or “backward.” In the past, we were supposedly savage and backward—our origin—and civilization emerged as we rose above this historical childhood of humanity. In this Western view, civilization assumes we start as savages, and children, too, are initially “wild.” Thus, pedagogy serves to civilize them.

I completely disagree. Goody also observes that animals have language. Therefore, even animals are not “savage.” They are structured, with language and social organizations. We are not superior to animals; they are no more savage than we are. Goody further argues that those who truly thrive in society are those who do not blindly follow rules. They understand that social behaviors are merely rules and must be questioned to build themselves as individuals endowed with free will—and thus, with humanity.

By relying on people’s desire to learn rather than imposing rules, we enable them to understand these rules with some distance, to live with them without feeling imprisoned, and to evolve them. This allows the world to grow not in an increasingly “civilized” direction but in a more humanistic one. After all, civilization is not always respectful of humanity. Consider the Nazi project, for example: it was extremely organized and structured, perfectly “civilized” in terms of discipline and order, yet utterly inhuman.

The Legacy of Nazism

It is important to note, as French historian Johann Chapoutot explains in his book Libres d’obéir: Le management, du nazisme à aujourd’hui (2020), that concepts like human resources and management did not exist before World War II. They emerged afterward, largely promoted by Reinhard Höhn, who was revealed in the late 1980s to have been a former Nazi general. The idea of treating humans as resources stems from the concept of concentration camps.

Humans are not resources. A human is a human—not coal or fuel. Every individual must be respected in their dignity. The term “human resources” comes from a worldview rooted in a highly advanced yet deeply inhumane civilization, whose legacy we still bear today, often mistaking it for normality.

Toward a Humanistic Pedagogy

It is worth understanding that our society and its organizational and representational frameworks are part of a civilizational process that deserves to be questioned, softened, and re-evaluated. If, through pedagogy, we build on people’s competencies, desires, free will, and critical thinking, we can foster future citizens capable of advancing the world toward greater humanism. Philosophically speaking, this would be moving in the right direction.