Abstract
This paper is about the process of learning/teaching philosophy in a class of deaf stu-dents. It starts with a presentation of Portuguese Sign Language that, as with other sign lan-guages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism - even in its weak version - language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present.Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language
Highlights
It is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming difficulties with the spoken language
Assuming that language moulds thought, and that philosophy is shaped by language, one can argue that learning/teaching philosophy in sign language is not a way towards overcoming students difficulties but a cultural issue; this procedure is linked to the assumptions about deaf culture and that it includes bilingualism/biculturalism
As LGP is the Portuguese sign language, and assuming that language encompasses a different perspective of the world, it seems fair to conclude that learning/teaching philosophy in a class of deaf students should be done in Portuguese sign language
Summary
It is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming difficulties with the spoken language. Assuming that language moulds thought, and that philosophy is shaped by language, one can argue that learning/teaching philosophy in sign language is not a way towards overcoming students difficulties (educational special needs) but a cultural issue; this procedure is linked to the assumptions about deaf culture and that it includes bilingualism/biculturalism.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
