Dreams remain poorly understood in philosophy, but Freud and Jung showed that dream interpretation offers practical benefits. This paper argues that understood dreams can provide a new life perspective, especially during difficult times. Using Maria Zambrano's innovative phenomenological approach—which examines dream form and its relation to time perception rather than dream content—the author observes that people possess multiple types of consciousness and different forms of access to time, linked to varied perception modes and emotional states. Applying this theory, Maria J. Neves demonstrates that phenomenological dream analysis can produce significant changes in people's lives.
Perception, particularly vision, is not merely a brain-bound process but an active, participatory endeavor we engage in collectively. Drawing on performance art, the author argues that seeing is something we do together, not alone. Performance art's features—an autopoietic feedback loop, an exchange between spectator and performer, and a fluid subject-object relationship—serve as a model for understanding perception as inherently relational, participative, and transformative. This theoretical paper reinterprets perception as a shared, dynamic activity rather than a passive reception of stimuli.
This paper argues that enactivism offers a viable alternative to constructivist and classical views of learning, particularly in mathematics and philosophy education. Classical approaches treat students as mechanisms that solve fixed problems and store universally correct solutions, which reduces learning to informational efficiency. Enactivism, rooted in Varela and Maturana's work and updated by Davis, Proulx, and Simmt, proposes that students collaboratively produce problems, see multiple solutions, and become performers of knowledge. The article applies these ideas to philosophical education, addressing students' difficulty connecting new texts with their intuition, and offers a lesson design that explores students' thinking before introducing a text.