Thought and Metaphor: Does Philosophy Teaching Clash or Collaborate with Literary Education?

Abstract

Abstract M. Mahlios, D. Massengill-Show and A. Bary in the article “Making Sense of Teaching through Metaphors: a Review across the Studies” investigated how metaphors influence teachers approach to teaching, curriculum and their work with pupil (Mahlios, Massengill-Show, Barry 2010: 49-71). The aim of this thesis is rather different: to investigate the relation between the thought (concept) an the image described by words (metaphor). The question would be asked: is it possible such a phenomenon as the literary argument, which was formulated by Jacques Derrida in discussion with Habermas. If it is possible, next question; how it is possible? How can the consequences of this clash between metaphor and concept be reflected in the philosophy of education? Can literature as interdisciplinary subject on equal grounds be included into philosophy curriculum? Can philosophy on equal grounds be included into literature curriculum? If not - what is the reason for their separation? If on the contrary on chooses the opposite premise that they can be included - what are the philosophical suppositions for their meeting? This article tries to overview the problem from the historical perspective and to suggest the theoretical approach relying on Jacques Derrida conception.1