'In Charge of the Truffula Seeds': On Children's Literature, Rationality and Children's Voices in Philosophy
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 45 (2):359-377 (2011)
In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations—not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck
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References found in this work BETA
Stanley Cavell (1958). Must We Mean What We Say? Inquiry 1 (1-4):172 – 212.
Stanley Cavell (2005). Philosophy the Day After Tomorrow. Belknap Press of Harvard University Press.
Stanley Cavell (1979/1999). The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy. Oxford University Press.
Viktor Johansson (2010). The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation. Educational Theory 60 (4):469-486.
Gareth Matthews, The Philosophy of Childhood. Stanford Encyclopedia of Philosophy.
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