The no-place of the senses: for a critical-located thinking in education

Abstract

This paper offers an effort of understanding the no-place of the senses as the axis of the epistemological enunciation. There, the senses participate as the dwelling of life to give a name to the knowledge that recreates the individual as a being with a critical-located thinking. At the same time, it creates a border that allows him, for one side, to live and to feel the territory beyond of a positive or pragmatic externality, and for the other side, a sensuous interiority.