Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance

Our attempt in this article is to analyze from an epistemological point of view the scientific resumption about the discussion on the “wild” child of Aveyron that began in the late Enlightenment, in the field of medical-pedagogical method and practices, and which is extended in the middle of the twe...

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Autor principal: Calderón, Rafael Maximiliano
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2021
Materias:
Niños salvajes
Epistemología
Educación
Lenguaje
Infancia
Wild child
Epistemology
Education
Language
Childhood
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4569
Aporte de:
Saberes y prácticas. Revista de Filosofía y Educación de Universidad Nacional de Cuyo
id I11-R110article-4569
record_format ojs
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-110
container_title_str Saberes y prácticas. Revista de Filosofía y Educación
language Español
format Artículo revista
topic Niños salvajes
Epistemología
Educación
Lenguaje
Infancia
Wild child
Epistemology
Education
Language
Childhood
spellingShingle Niños salvajes
Epistemología
Educación
Lenguaje
Infancia
Wild child
Epistemology
Education
Language
Childhood
Calderón, Rafael Maximiliano
Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
topic_facet Niños salvajes
Epistemología
Educación
Lenguaje
Infancia
Wild child
Epistemology
Education
Language
Childhood
author Calderón, Rafael Maximiliano
author_facet Calderón, Rafael Maximiliano
author_sort Calderón, Rafael Maximiliano
title Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
title_short Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
title_full Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
title_fullStr Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
title_full_unstemmed Epistemology, Education & Childhood: Victor’s of Aveyron Silent Resistance
title_sort epistemology, education & childhood: victor’s of aveyron silent resistance
description Our attempt in this article is to analyze from an epistemological point of view the scientific resumption about the discussion on the “wild” child of Aveyron that began in the late Enlightenment, in the field of medical-pedagogical method and practices, and which is extended in the middle of the twentieth century along the scope of social sciences. We consider that the scientific research methodology, and the treatments applied to educate and transform the “wild” child by scourging their senses, teaching language and civilized customs make him not only a “case” or “object” of scientific investigation, but also an "abnormal", exposed to confinement, experimentation and physical degradation. This time, we question the device called the “anthropological machine” that articulates the epistemological antinomy of nature and culture, that ontologically constitutes the inferior status of the “wild” child as a “critter”. From Agamben’s philosophical theory of childhood as a critical alternative, we develop the concepts of “silence”, “resistance” and “epistemological irruption” to address the ontological and epistemic questions that concern Víctor de Aveyron since a new philosophical perspective.
publisher Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
publishDate 2021
url https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4569
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first_indexed 2022-06-20T13:42:38Z
last_indexed 2022-06-20T13:42:38Z
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