Time to (un)learn: Rethinking philosophy through Disability Studies

In this article, I consider the potential of Disability Studies to change the attitude of those philosophers who continue, if unintentionally, to conceive philosophy only as a “scientific discipline” and the philosopher as a “specialist” and an “expert”. My main point is that the insights and knowledge coming from outside of the disciplinary bound-aries, especially from minority or marginalized thinking, can play an essential role in finding a way out of an evident crisis of philosophy. Disability Studies, with their insist-ence on the various processes of disablement from which the very idea of disability emerges, may help philosophers, among others, to redirect their attention on the funda-mental philosophical notion of the “human being” and to the infinite ways through which a dominant understanding and model continuously develops of the human being, whose “ability” and “normality” end up being taken for granted.