An analysis of arguments schemes in the Cartesian "Meditations" in building the "Cogito" idea: proposing an educational model for Philosophy teaching

ABSTRACT

One of the main legacies of the rationalist thought of René Descartes (1596-1650) is embodied in the concept of Cogito. Here, the purpose was to develop an analysis of the main arguments in the classical texts of the first and second Meditations and expose the web of arguments that form the Cogito concept body in order to structure a teaching sequence. In the first part of the article is the exposure of Cartesian arguments of senses, dreams, the deceivable God, extension as Data; the idea of evil Demon as Justification; and the idea of the Cogito Conclusion: "I think, therefore I am". The second part is the Cogito idea construction as a teaching model. The hypothesis is that this structure can serve as teaching practice in primary school Philosophy classes stimulating argumentation and discussions about the Cartesian work.

Keywords:
argumentation; argumentation teaching; Philosophy teaching