No matter what the starting point for this experience called thought, the development and existence of thought take on the shape of an event. Just as there cannot be an event without spectators, a thought depends on the person to whom it is addressed; even if precariously and temporarily, I become, for myself, the figure of this other person. Thus, if human beings are 'made of the world,' human thought is made of words which, created in and by this world, lead, in turn, to the world of meanings and what they signify to us. As such, perhaps one of the first tasks of philosophical reflection on education is to contribute to questioning the meanings and distorsions of meaning that trends, or simple routine, impose on words. In this article, among the many occurrences that could be mentioned, the goal was to examine the notion of 'category,' the path of which seems to be especially illustrative of the risks that dogmatic use can impose on reflection.
philosophy of education; category; thought