This paper argues that children as members of a perennial psychoclass represent one potential vanguard of an emergent shift in Western subjectivity, and that adult–child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. I argue from Herbert Marcuse’s prophetic invocation of a “new sensibility,” which is characterized by an increase in instinctual revulsion towards violence, domination and exploitation (whether personal or structural) and, correspondingly, a greater sensitivity to all forms of life. As the embodiment of a form of philosophical “post-animism” or hylozoism, it represents the evolutionary shift that, it could be argued, our species requires for survival at this historical moment. I suggest that the evolutionary phenomenon of neoteny—the long formative period of human childhood and the pedomorphic character of humans across the life cycle—makes of the adult-collective of school a primary site for the reconstruction of belief. After exploring child–adult dialogue more broadly as a form of dialectical interaction between what John Dewey called “impulse” and “habit,” I argue for a form, or archetype of schooling first articulated in ancient Greece called skholé, a space that functions, according to Jan Masschelein and Maarten Simons, as a “meeting place,” a “form of gathering and action” dedicated to inquiry, and not to the production of calculated, preordained outcomes—a space removed from the world of production, and characterized by a form of temporality associated with childhood: aion, or “timeless time,” as opposed to kronos, or linear time. Skholé is dedicated to emergence and cultural reconstruction, which follows from an educative relationship between adults and children based on understanding the latter as bearers of the “novel,” and on a faith in the “reorganizing potentialities” of childhood impulse, or interest—that is, on natality as a fundamental principle of cultural evolution.

中文翻译：

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第二自然、成为孩子和对话式学校

本文认为，儿童作为常年心理阶层的成员代表了西方主体性正在发生转变的潜在先锋，而成人与儿童的对话，尤其是在学校教育的背景下，是所暗示的认识论变化的关键场所。我从赫伯特·马尔库塞 (Herbert Marcuse) 对“新感性”的预言性调用中论证，其特征是对暴力、统治和剥削（无论是个人的还是结构性的）的本能厌恶增加，相应地，对所有形式的生活都更加敏感。作为一种哲学“后万物有灵论”或种虫论形式的体现，它代表了进化转变，可以说，我们的物种在这个历史时刻生存所需的。我认为幼稚的进化现象——人类童年的漫长形成期和人类在整个生命周期中的畸形特征——使学校的成人集体成为重建信仰的主要场所。在更广泛地探索儿童-成人对话作为约翰杜威所谓的“冲动”和“习惯”之间辩证互动的一种形式之后，我主张一种形式或最早出现在古希腊的学校教育原型，称为 skholé，一个功能空间，根据 Jan Masschelein 和 Maarten Simons 的说法，作为一个“聚会场所”，一种“聚集和行动的形式”，致力于探究，而不是产生经过计算的、预定的结果——一个远离生产世界的空间，其特点是一种与童年相关的时间形式：aion，或“永恒的时间，”与克罗诺斯或线性时间相反。Skholé 致力于涌现和文化重建，这源于成人和儿童之间的教育关系，这种关系基于将后者理解为“小说”的承载者，以及对童年冲动或兴趣的“重组潜力”的信念——即是，将出生作为文化进化的基本原则。