Philosophy without classroom: meaning and course from Philosophical Cafes in Cuenca city (Ecuador)

This study provides a comparative analysis of the Philosophical cafés held in Cuenca (Ecuador) for 20 years, with the traditional teaching of Philosophy. The existence of a philosophical event for two decades, from unconventional perspectives on education, demands a study of its meaning and trajectory. The purpose of the study is to understand the meaning of the Philosophical cafés, from its origins to the present day, in contrast to the academic tradition of teaching Philosophy. The methodological approach is qualitative, featuring descriptive research at an exploratory level. The hermeneutic method is used to understand and report experiences, perspectives, and meanings of philosophical reflection in non-traditional locations. The result is a systematic description of this educational practice in relation to philosophical reflection based on four categories is achieved: a) Alternative non-traditional locations for philosophical reflection; b) Mediation of learning in those locations and cognitive processes; c) Participants and their perspectives; and d) Meanings and relevance of the topics of reflection. The main conclusions are: 1) Philosophical cafés, as disruptive locations of philosophical reflection, are elements that give meaning to cognitive processes and lead to value their educational meaning, and 2) Combining reflection and enjoyment of philosophy in friendly locations has been an educational experience with satisfactory results, which explain its meaning and existence since 2003.