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  1. Gilles Abel (2005). La Philosophie Avec Les Enfants, Entre Patience Et Urgence : Du Paradoxe Au Défi. Childhood and Philosophy 1:309-324.
    A l’occasion de son 30e anniversaire, il est permis d’interroger la discussion philosophique avec les enfants, à la fois dans ses fondements théoriques et dans ses implications pratiques. En acceptant de reconnaître que les objectifs qu’elle s’est assignée constituent davantage un horizon à viser qu’un sommet à atteindre, il est alors permis de s’interroger : Qu’est-ce qui constitue à la fois un paradoxe et un défi de ce projet à la fois pédagogique, politique et humaniste ? Cet article a pour (...)
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  2. Laura Viviana Agratti (2011). El Encuentro De La Filosofía Con La Infancia En La Experiencia De Enseñar A Enseñar Filosofía Como Cuestión De Fundamento. Childhood and Philosophy 7:221-232.
    Este texto afirma que la enseñanza de la filosofía es un problema filosófico, lo que conlleva un concepto de filosofía: aquí ella es entendida como una actividad que desnaturaliza lo obvio, que lejos de estabilizar sentidos, los disloca. Y de este modo, indaga y cuestiona aquellos que parecen más asentados, más cristalizados como, en el caso de la enseñanza de la filosofía, ‘enseñar’, ‘aprender’, ‘dar a leer’, ‘evaluar’, ‘problema’, ‘pregunta’, ‘experiencia’, `saber’, `ignorancia’, ‘verdad’, ‘conocimiento’, ‘examen’, ‘texto’, ‘escribir’. En este trabajo, (...)
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  3. Mariana Alvarado (2015). El inspector, un investigador: vestigio de policía en las instituciones educativas mendocinas de fines del Siglo XIX. Childhood and Philosophy 10 (20):445-461.
    En Mendoza, hacia 1883, El Instructor Popular publica en la sección Noticias la creación de la “policía escolar”. El entramado periodístico permite anudar ciertos espacios y ciertas prácticas que oficiarían de parturientas para ese “vigilante secreto” que se configuraba como uno de los pilares del Sistema Educativo emergente. El inspector que alude a las figuras del vigilante y el policía, visibiliza las del político y dirigente, e ilusiona en el consejero y auditor, formador e informador, abre un espacio de engendramiento (...)
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  4. Rodolfo Rezola Amelivia (2014). ¿Se Puede Escribir Una Carta Para Un Aprendiz de Filósofo? Childhood and Philosophy 9 (18):401-421.
    Hay una manera de hablar de los filósofos como de espíritus infantiles que preguntan y cuestionan lo que a los demás les parece obvio, y así se sitúan y nos colocan ante lugares antes insospechados. ¿Se puede ser aprendiz de algo que consiste en ser aprendiz de todo? ¿De todo o de casi todo? ¿También son los filósofos aprendices de lenguas? ¿Pero no las desaprenden porque las tenían ya aprendidas? Lo que parece es que ya hay algo en la pregunta (...)
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  5. Daniel John Anderson (2015). Creating Investors, Not Tourists: How to Care for the Linguistic Ecosystem. Childhood and Philosophy 11 (22):283-297.
    The role of the facilitator within Communities of Philosophical Inquiry has often been allocated to structuring group interactions and/or affirming participants' contributions. In this paper, however, it will be argued that facilitators must take a far more active role in dialogue than has hereto been recognized. This is the case because, when left to its own devices, CPI dialogue often devolves into mere opinion tourism, becomes obscure, and/or is drowned by an excess of irrelevant content. It will be argued that (...)
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  6. Jami L. Anderson (2014). Discipline and Punishment in Light of Autism. In Selina Doran & Laura Botell (eds.), Reframing Punishment: Making Visible Bodies, Silence and De-humanisation.
    If one can judge a society by how it treats its prisoners, one can surely judge a society by how it treats cognitively- and learning-impaired children. In the United States children with physical and cognitive impairments are subjected to higher rates of corporal punishment than are non-disabled children. Children with disabilities make up just over 13% of the student population in the U.S. yet make up over 18% of those children who receive corporal punishment. Autistic children are among the most (...)
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  7. Jami L. Anderson (2013). A Dash of Autism. In Jami L. Anderson Simon Cushing (ed.), The Philosophy of Autism. Rowman & Littlefield
    In this chapter, I describe my “post-diagnosis” experiences as the parent of an autistic child, those years in which I tried, but failed, to make sense of the overwhelming and often nonsensical information I received about autism. I argue that immediately after being given an autism diagnosis, parents are pressured into making what amounts to a life-long commitment to a therapy program that (they are told) will not only dramatically change their child, but their family’s financial situation and even their (...)
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  8. Sergio Andrade (2005). Buscando Contenidos Propios En La Filosofía Con Niños: La Construcción De La Subjetividad Escolar. Childhood and Philosophy 1:555-572.
    Este texto presenta el Proyecto Filosofar con Niños, que se desarrolla en la provincia de Córdoba, Argentina, desde 1995. Se trata de una experiencia pedagógica e indagativa que busca afirmar una línea de investigación en el nivel general básico del orden escolar. En este texto se hace referencia a la labor investigativa presente en el Proyecto; y se citan algunas experiencias en la escuela. Con recurrencia, la filosofía se ha asumido como una herramienta crítica y liberadora; Wittgenstein afirmaba, con una (...)
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  9. Júlia de Souza Delibero Angelo (2013). O trabalho do professor de educação infantil. Saberes Em Perspectiva 3 (6):59-64.
    Neste artigo, abordarei, por meio da Teoria Crítica, o processo de construção do trabalho do professor de Educação Infantil no Brasil, fazendo um breve histórico da educação infantil, que tem seu início marcado pelo assistencialismo. Também será abordada a enorme feminilização dessa categoria profissional, que permanece muito forte, por meio do mito da “mãe cuidadora”. Por todo esse histórico, a desvalorização do professor de Educação Infantil é maior do que de professores de outros segmentos. A recente profissionalização e a rotina (...)
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  10. Julio Groppa Aquino (2012). Fragments of a Discourse on Childhood. Childhood and Philosophy 8:33-65.
    Setting forth from some of Foucault's theoretical and methodological premises, this paper aims at problematizing the contemporary discursive automatisms imposed on childhood, which endow it with an aura of bliss and consecrate it with the role of sowing all things, while, at the same time, they apply to it the taint of incontinence, corruption and subservience, thus attempting against its errancy, originality and therefore its generativity. The procedure adopted is an unlikely interweaving of multiple vocalizations about childhood. In a Barthesian (...)
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  11. Gabriel Fermin Arnaiz (2007). Evolution of Philosophical Workshops: From Philosophy for Children to New Philosophical Practices. Childhood and Philosophy 3:35-57.
    This article describes the evolution of diverse group philosophical practices from their origins , in which a uniform methodology dominates, to actuality in which there exists a great variety of methodologies and perspectives. The author defends the plurality and the diversity of philosophical workshops, whether they be inside or outside of the classroom.
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  12. Mahboubeh Asgari & Barbara Weber (2015). Just Say What You Really Think About Drugs: Cultivating Drug Literacy Through Engaged Philosophical Inquiry. Childhood and Philosophy 11 (22):361-376.
    Research has shown that “no use” drug education programs, with the objective of scaring or shaming youth into abstinence, have not been effective in addressing problematic substance use. The ineffectiveness of such scare tactic approaches has led program developers to focus on prevention and harm reduction associated with drug use, or in general, health literacy promotion. While significant ‘discussion-based’ drug education programs have been developed over the past decade and has encouraged students to be expressive and critical thinkers regarding (...)
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  13. Parmis Aslanimehr (2015). Uncovering the Efficacy of Philosophical Inquiry with Children. Childhood and Philosophy 11 (22):329-348.
    This paper offers a critical exploration of the Philosophy for Children movement, which aims at the expansion of critical, creative and caring thinking skills in students through philosophical dialogue. It describe that such a practice can motivate children to take responsibility in recognizing their thinking and their actions which shape who one is becoming. The paper outlines the historical development of this dialogical framework followed by concentrating on some of the challenges and solutions with respect to the practice of philosophy (...)
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  14. Brock A. Bahler (2015). Merleau-Ponty on Children and Childhood. Childhood and Philosophy 11 (22):203-221.
    Maurice Merleau-Ponty not only published in the fields of phenomenology, aesthetics, politics, and linguistics, but he also lectured as professor of child psychology, which resulted in several texts specifically devoted to the child. Most notably are the works “The Child’s Relations to Others,” Consciousness and the Acquisition of Language, and Child Psychology and Pedagogy: The Sorbonne Lectures, 1949–1952. And yet the question of the child occurs throughout his entire corpus. Thus, it is quite difficult to limit Merleau-Ponty’s philosophy of childhood (...)
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  15. Kelly H. Ball (2009). Producing Populations: Biopolitics, The Family, and Experiences of Queer Foster Youth. Journal of Family Life.
  16. Fernando Bárcena (2012). Meditación filosófica sobre una excepción existencial. Childhood and Philosophy 8:11-31.
    No es la «facilidad» en el aprender -el hecho de que sea habitual hacerlo- lo que justifica un pensamiento sobre educación, sino la experiencia de su dificultad. Esta es la raíz del argumento que se pretende desarrollar en este texto. De modo específico, se trata de una reflexión que toma como punto de apoyo y raíz de su argumento la experiencia humana, no de la normalidad, sino la de la excepcionalidad, entendida como experiencia de lo frágil y de lo vulnerable. (...)
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  17. Gary Bartlett (2010). An Argument Against Spanking. Public Affairs Quarterly 24 (1):65-78.
    I sketch a non-rights-based grounding for the impermissibility of spanking. Even if children have no right against being spanked, I contend that spanking can be seen to be impermissible without appeal to such a right. My approach is primarily consequentialist but also has affinities with virtue ethics, for it emphasizes the moral importance of avoiding bad habits in one’s behavior toward one’s children.
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  18. Fernando Bento (2015). Afetividade e Criatividade em Filosofia para Crianças. Childhood and Philosophy 10 (20):383-399.
    A prática filosófica com crianças permite que elas construam e cumulativamente reconstruam significados enquanto formam a consciência de si, mobilizando simultaneamente elementos dos domínios afetivo, cognitivo e recreativo, presentes na esfera da sua experiência. Nesta dinâmica, habilidades de diálogo e de pensamento consolidam-se sobre competências crítico-reflexivas, sensíveis a critérios razoáveis de afirmação das competências intencionais de interpretação desta sensibilidade em ambientes educativos profícuos privados e públicos, tais como a família e a escola. Sendo a vida infantil um processo de mútuo (...)
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  19. Julio Santiago Cubillos Bernal (2006). La Actitud Filosófica En La Enseñanza De La Filosofía. Nuevas Reflexiones. Childhood and Philosophy 2:271-291.
    In this article we try to answer the following questions What is philosophy? What do I understand by philosophy and which should be its role in our time? Can philosophy be taught? If so, how can it be done? What is philosophical attitude? Does it really exist something that we can call philosophical attitude? We consider that the best atmosphere to teach and to learn philosophy is created by the New or Active School Pedagogy because it understands the pedagogical relationship (...)
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  20. Charles Bingham (2015). Philosophy for Children as a Teaching Movement in an Era of Too Much Learning. Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. I use this (...)
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  21. Oscar Brenifier (2006). Nasruddin Hodja, A Master Of The Negative Way. Childhood and Philosophy 2:29-54.
    Traditionally, the negative way is a process by which the mental process ties to reach truth about its object through negation of what it is not rather than through affirmation of what it is. In dialectics, the negative moment is one where we examine critically a proposition though the affirmation of its contrary. But in philosophy as a pedagogy or as a practice, there is a tradition, like with Socrates, the cynics or the Zen master, which is more concerned about (...)
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  22. Márcia Buss-simão (2010). Childhood Body, Teaching and Ethics of Self-Care. Childhood and Philosophy 6:297-312.
    This essay is the result of reflections, readings and discussions on a compulsory subject for a doctorate in education. In reflections woven search yourself a chance to give the term a broader meaning care that 'caring for the body' aiming thereby problematizing the trivialization of this care in the educational field and, more particularly, the field of childhood studies. To guide these reflections, crossing issues such as childhood body and teaching, it seeks a dialogue with Michel Foucault, especially his writings (...)
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  23. Marit Bøe & Karin Hognestad (2010). Critical Thinking In Kindergarten. Childhood and Philosophy 6.
    Kindergartens in Norway are looked upon as the first step in children’s education. There is a discussion in the early childhood field about how to best prepare children for lifelong education. In this paper we want to discuss critical thinking in relation to children’s everyday life in kindergarten. We want to focus on how kindergarten teachers can practice critical thinking together with children by using documentation as a starting point. We wish to emphasized children’s active participation in relation to critical (...)
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  24. Steinar Bøyum (2004). Philosophical Experience in Childhood. Thinking (3).
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  25. Philip Cam (2015). On the Philosophical Narrative for Children. Childhood and Philosophy 11 (21):37-53.
    Given the obvious differences between telling a story and setting out a philosophical theory or a carefully reasoned argument, the philosophical narrative is, on the face of it, an unlikely genre. It is rendered even more problematic when we come to the philosophical narrative for children, with philosophy and children being, in the eyes of tradition, an equally dubious combination. The philosophical novels of Matthew Lipman and others constitute an existence proof that such a genre is possible, of course, but (...)
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  26. Philip Cam (2011). Pragmatism And The Community Of Inquiry. Childhood and Philosophy 7:103-119.
    The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as looking at its Deweyan moral and social commitments. (...)
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  27. Stephen M. Campbell (2014). Standards for an Account of Children's Well-Being. American Journal of Bioethics 14 (9):19-20.
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  28. Anna Maria Carpentieri (2015). Situated Relationship and Philosophical Praxis. Childhood and Philosophy 11 (21):55-66.
    The paper is about the connotations of the philosophical novel. It explores the question of whether and how the philosophical novel can become functional model for philosophical praxis. I argue that the philosophical novel is a tool for activating a relational process whereby the concept of “situated relationship” becomes clear and is enhanced in conjunction with the activation of philosophical praxis. A “situated relationship” is identified as a relational practice which is contextualized and exerted in and between thinking, (...)
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  29. Anna Maria Carpentieri (2009). Giocare con le parole. il linguaggio e il mistico tra wittgenstein e la p4c: quale rapporto? Childhood and Philosophy 5:367-382.
    Il testo si apre con una nota introduttiva nella quale l’autrice, che sperimenta da diversi anni i programmi del curricolo, motiva le proprie scelte pedagogico-didattiche sia nell’affermare che i percorsi attivati le hanno sempre dato la possibilità di costatare crescite dinamiche e multidimensionali del pensiero individuale e collettivo degli alunni e di lei stessa docente e facilitatrice, sia,soprattutto,hanno continuamentegarantito potenzialità maggiori da esplicitare, quali, ad esempio, la capacità di trasformare e di trasformarsi,che, unitamente alla consapevolezza della necessità di talicambiamenti,agevola e (...)
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  30. Mike Carroll (2009). Children's Spiritual, Moral, Social and Cultural Development: Primary and Early Years, by Tony Eaude. Journal of Moral Education 38 (1):125-127.
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  31. Fabiana Carvalho (2007). Visions of Infancy. A Reading of Jona Oberski, Infancy. Childhood and Philosophy 3:85-101.
    Of Jewish-German origin, Jona Oberski was born in Amersterdam. During the Nazi rule that coincided with her childhood she was arrested by the Germans and deported to the Bergen-Belsin concentration camp after having also spent time in the Westerbork camp. While at Belsen her father died at the camp, and her mother later died in 1945, after the liberation. Oberski was adopted by a couple from Amsterdam, and years later dedicated herself to the studying of Physics, the area in which (...)
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  32. Claire Cassidy (2006). Child And Community Of Philosophical Inquirychild And Community Of Philosophical Inquiry. Childhood and Philosophy 2:345-368.
    It has been asserted in the UN Convention on the Rights of the Child that children’s voices should have a place in society and that their views and opinions should be taken into account by policy makers and those others in authority. This paper suggests that children need to be empowered and enabled to become active, participative, political agents within society. Within certain countries – in this instance, those constituting Great Britain – Education for Citizenship is on the Governmental agenda. (...)
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  33. Cesar Catalani & Patricia del Nero Velasco (2009). On the Logic of the Program of Philosophy for Children. Childhood and Philosophy 5:283-316.
    This article aims to present part of the results from the Scientific Initiation research entitled Logical Foundations of Education for Thinking. Specifically, the exposed contents are the logical ones developed by Matthew Lipman in his philosophical novel Harry Stottlemeier’s discovery. The text is divided in three main sections: formal logic, logic of good reasons and logic of rationally acting. In the first one, we map the contents of formal logic present in that novel. In this context, we studied Aristotelian logic (...)
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  34. Edwige Chirouter (2015). L'enfant, la littérature et la philosophie. Childhood and Philosophy 11 (22):377-393.
    Il n’y a pas d’âge pour se poser des questions philosophiques et, très tôt, face à l’étonnement devant le monde, les enfants s’interrogent sur la vie, la mort et les relations humaines. L’enfant serait par excellence celui qui, selon l’expression de G. Deleuze, fait « l’idiot » et pose la question du pourquoi et de l’essence des choses en toute naïveté et intensité. La pratique de « la philosophie avec les enfants « se développe ainsi en Europe depuis une vingtaine (...)
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  35. Gabriele Cornelli (2005). Il Bambino Allo Specchio: Dionisio E L’infanzia Della Sapienza Occidentale. Childhood and Philosophy 1:167-185.
    Nonostante tutti i tentativi recenti di riscattarla e di metterla nuovamente al centro dell’attenzione politica e accademica, l’infanzia continua a situarsi al margine delle preoccupazioni “serie” del mondo adulto. É un fatto che non ha bisogno, mi sembra, di prove ulteriori rispetto a quelle che quotidianamente si traggono dalla lettura delle pagine economiche e politiche dei nostri giornali. É tuttavia necessario rinunciare ad una lectio universale di questa assenza, che pretenda di generalizzare sistematicamente e in tutti i campi questa esclusione (...)
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  36. Giovânia Costa (2008). Corpo: possibilidades para pensar e ensinar filosofia. O philodrama como experiência de formação. Childhood and Philosophy 4:147-172.
    This article is an evaluative synthesis of my masters dissertation entitled “Body: possibilities of thinking and teaching philosophy: Philo-drama as an experience of formation”. This text proposes to think of the body in a specific relationship with philosophy, studying an aesthetic proposal – philodrama – which proposes dramatic games and textual transpositions to understand philosophical concepts. In what ways can philosophy in school contribute to the direction of a “hearing of one’s own body” making new forms of subjectivity possible so (...)
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  37. Peter Raymond Costello (2015). From Confusion to Love: Russell Hoban’s The Mouse and His Child as Phenomenological Novel. Childhood and Philosophy 11 (21):93-103.
    Russell Hoban’s famous children’s novel, The Mouse and His Child, centers around a child’s quest for family, community, and self-awareness. This paper works to describe the novel as philosophical insofar as the novel takes up themes and elements of Maurice Merleau-Ponty’s essay “The Child’s Relations with Others.” Because the mouse and his father are joined at the hands, because they find their motion to be a problem, and because they work through ambiguity toward a loving community, the novel puts particular (...)
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  38. Bruno Ćurko & Ivana Kragić (2009). Petit philosophy - experiemental project of philosophy for children. Childhood and Philosophy 5:153-171.
    Petit philosophy is an experimental project, conducted in the private elementary school Nova in Zadar, Croatia, aimed at introducing philosophy to children in the 3rd, 4th and 5th grades. In this program we make use of children’s stories and games, but the program itself does not differ essentially from other philosophy programs for children in so far as it makes use of discussions, questions, arguments and counterarguments. This article offers the complete syllabus of our program for one school year, together (...)
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  39. Maria da Silva (2011). Entre A Diversidade E A Disciplina: Uma Análise Do Programa Escola Integrada. Childhood and Philosophy 7:341-361.
    Este artigo tem como objetivo analisar as práticas curriculares desenvolvidas em duas escolas que participam do Programa Escola Integrada, da Rede Municipal de Ensino de Belo Horizonte. Esse Programa amplia a jornada escolar de alunos/as do Ensino Fundamental de quatro para nove horas diárias. Currículo é entendido aqui como um espaço de lutas para a construção de certos significados e de subjetividades de determinado tipo. O argumento defendido é o de que os currículos investigados ficam na fronteira entre uma abordagem (...)
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  40. Claudio Almir Dalbosco (2014). Formação Humana E Condição Ontológica da Infância. Childhood and Philosophy 9 (18):245-271.
    Resumo O ensaio reconstrói, na primeira parte, o conceito de descontinuidade da infância como condição ontológica da existência humana, amparando-se na definição desenvolvida por Walter Kohan, em seu livro Infância. Entre educação e filosofia. Procura mostrar, brevemente, o vínculo dessa tese, por um lado, com a noção heideggeriana de ontologia e, por outro, com a concepção foucaultiana de ontologia do presente. No que se refere à Heidegger, retém a noção de temporalização do Dasein como crítica à tradição metafísica ocidental. Essa (...)
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  41. Marie-France Daniel (2013). Relativism: A Threshold for Pupils to Cross in Order to Become Dialogical Critical Thinkers. Childhood and Philosophy 9:43-62.
    According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who benefited from (...)
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  42. Marie-France Daniel & Mathieu Gagnon (2012). Pupils ’Age and Philosophical Praxis: Two Factors That Influence the Development of Critical Thinking in Children‘. Childhood and Philosophy 8:105-130.
    One of the fundamental objectives of Philosophy for Children is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of exchanges among pupils aged (...)
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  43. Laura de la Fuente, Laura Morales & Andrea Quiroga (2008). Una experiencia de la mirada infante: filosofía en la universidad, filosofía en las escuelas. Childhood and Philosophy 4:113-123.
    The experience of doing philosophy was the purpose and pretext that led to this paper, which gives a narrative account of the theoretical - practical relations that emerged in a university extension group at the Universidad Nacional del Sur –Argentina. These relations involved exploring the differences between thinking philosophy in the university as opposed to the school, and led to a search to break with the academic canon of “scientificity,” neutrality, and universality, by rescuing the infant gaze, and re-thinking thinking (...)
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  44. Darryl Matthew De Marzio (2015). The Theoretical and Pedagogical Significance of the Philosophical Novel and Philosophy For/With Children: Introduction to the Special Issue on the Philosophical Novel for Children. Childhood and Philosophy 11 (21):11-22.
    In this paper I provide an introduction to the special issue on the Philosophical Novel for Children by pointing to a lacuna in the theoretical field of philosophy for/with children, suggesting that the field is in need of more research on the philosophical novel given its status as the curricular centerpiece of Matthew Lipman’s vision of P4/WC. I describe the genesis of the idea for this special issue, emerging as it did first from a series of questions and (...)
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  45. Darryl Matthew de Marzio (2011). What Happens in Philosophical Texts: Matthew Lipman's Theory and Practice of the Philosophical Text as Model. Childhood and Philosophy 7:29-47.
    This paper explores Matthew Lipman's notion of the philosophical text as model. I argue that Lipman's account of the philosophical text is one that brings together the expository and narrative textual forms in a distinctive way--not one in which the tension between the expository and the narrative is overcome once and for all, but in such a way that the expository and the narrative are brought into relationship within the very form of narrative itself. Drawing upon Michel Foucault's reading of (...)
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  46. Paula Ramos de Oliveira (2011). À Procura De Palavras: Filosofia E Subjetividade. Childhood and Philosophy 7:233-249.
    Escrever sobre a prática filosófica com crianças requer uma memória do corpo, de um corpo que guarda o que é importante a si mesmo. Minha memória começa com meu contato com as ideias de Matthew Lipman e as novidades que traziam as suas palavras, mas continua com a necessidade de trocar algumas delas e/ou de atribuir diferentes significados a outras. A partir de minhas leituras dos frankfurtianos, algumas palavras ganharam, para mim, outros sentidos que compuseram o que entendo atualmente sobre (...)
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  47. Conceição Nóbrega Lima de Salles (2012). Inf'ncia e Educação Infantil: o que dizem os professores? Childhood and Philosophy 8:443-458.
    The attempt to convene a discussion about childhood suggests a plurality of educative issues and raises important problems in the context of basic education. To recognize children in their specificity, and to engage and encounter them beyond the discourses produced about them seems to be a challenge today, most especially in the field of childhood education. The large majority of educational discourses assume a notion of childhood as inserted in chronological time, associated with the future, and constituting a doubtful minority. (...)
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  48. Alain Desol (2006). Discussion A Visee Philosophique Dans Une Classe De Maternelle. Childhood and Philosophy 2:75-90.
    In a situation of living-together such as an “ecole maternelle,” organized philosophical discussions help young children to construct their personalities in the context of the group, and thus promotes individual autonomy. This innovative methodology tends to promote in children skills of negotiation and capacities for self-restraint. It places the pupils in issue-situations that require working in groups, and coming to a reasoned understanding before proposing possible solutions. Philosophical discussions help children develop their own thinking processes, as well as increased fluency (...)
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  49. Diego di Masi (2010). Friendship: A Reflection About Children Participation in Public Space. Childhood and Philosophy 6:335-347.
    The article presents an initial discussions held at the end of the project of citizenship education called Poli§ofia. In the project Poli§ofia the Municipal Council of the Children in the town of Rovigo and the counselors’ classes had been converted into the Community of Philosophical Inquiry, to develop in the students the argumentative and reasoning skills necessary for a public decision-making dialogue, through the implementation of the methodology known as Philosophy for Children . The P4C has been interpreted as a (...)
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  50. Andrew Divers (2014). Children and Developed Agency. Childhood and Philosophy 9 (18):225-244.
    That we treat children differently from adults is clear. The attitude of increased paternalistic standards can be seen in a number of cases – be it the rights which children have in terms of medical treatment, decisions about their lives which are left up to parents or guardians, or the prohibition of certain activities before a certain age. However, we can only treat ‘children as children’ if we can prove that this stands in great enough distinction from the adult. Either (...)
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