Abstract

Every human being may be said to be a philosopher, endowed with the capacity to reflect on her own life as part of some general worldview or even 'ontology'. With that said, it is not obvious what kind of philosophical training a state-organized, state-funded educational system should support. This paper seeks an answer to this problem in a Kantian understanding of enlightenment: in transcendental philosophy, what corresponds to a formal notion of ontology is reason, and the autonomy of reason is realized in free and equal citizens governing themselves according to their own best judgment. A precondition of such government is a certain general level of rationality and reflection among the populace, a level to be fostered by public philosophy education. This may warrant closer, 'dialogic' ties between teaching and research as the best way for students to develop their capacity for philosophical thinking. It may also favour the taking of a critical stance on the more scientistic approach dominating much of today's mainstream philosophy.