النص الفلسفي: قراءةً واشتغالاً
Features and types of the philosophical text, philosophical reading and interpretation, working with texts in class, and worked text studies.
Students' strained relation to philosophical texts and the limits of ready-made questions; what marks a philosophical text: concern for truth, avoidance of contradiction, systematicity; then expository and polemical texts, and eight types of philosophical texts.
Reading means appropriating a text and entering into dialogue with it, which teaches independent thinking: principles of reading, the mechanisms that build a text (problematization, concepts, argumentation, representation, persuasion, intertextuality), and an approach completed by interpretation as a critical act.
The text as a core support: its place in the module, the competencies it targets, the aim of working on it, its semantic, thematic and argumentative levels, and the pedagogical and didactic requirements.
Frameworks for group work: the conceptual structure of a text (semantic, ontological and logical dimensions), elements of representation and illustration and their functions, and methods of demonstration and argumentation, with a diagram of the inferential strategy.
Elements for working on the conceptual structure (good sense, judging, method, mind) and the argumentative structure (argument from desire, examples, testimony) of a passage from the Discourse on Method; thesis: equal reason but unequal minds make method necessary.
A study of the conceptual and argumentative levels of § 46 of the Critique of the Power of Judgment: genius as the natural gift that gives the rule to art, and its three features (originality, exemplarity, inexplicability).
Two contrasting texts reproduced in the book: Descartes' Second Meditation (I am a thinking thing) and Hume's Treatise of Human Nature (I never catch myself without a perception), in Arabic and French.