David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 45 (2):339-357 (2011)
This paper aims to argue how education might be considered and practised if not under the logic of the formation of childhood. As such, it puts into question the traditional way of considering children as representing adults' opportunity to impose their own ideals, and considering education to be an appropriate instrument for such an end. More specifically, it considers how the purposes of practising philosophy with children might be affirmed as other than in the service of the social and political education of childhood. This complex issue calls for a redefinition, not only of philosophy and education, but also of childhood itself. Several ancient (Heraclitus) and contemporary (Deleuze, Lyotard) philosophical contributions are offered in order to reflect on new concepts and vocabularies for childhood. What they have in common is a non-chronological concept of childhood—one that considers the child under the sign of aión rather than chrónos, and therefore as something inherently constitutive of human life, which therefore could never be abandoned, forgotten or overcome. As an example of this deterritorialisation of the relation between childhood and education, a practical project undertaken in a couple of public schools in the environs of Rio de Janeiro and its environs is presented, in which a strong emphasis is placed on the concept of the ‘experience of philosophical thinking’. The paper unpacks each of these three terms—experience, philosophy, and thinking—appealing to Foucault, Deleuze and Hadot for conceptual reconstruction. In addition, some basic pedagogical assumptions that informed this project are presented in the context of two philosophers who inspired it—Socrates and Jacques Rancière. The last section of the paper reflects on how the practice of mainstream schooling seems actually hostile to the experience of philosophical thinking, thus challenging the practitioners to encounter the pedagogical space of the mainstream as if it were possible to establish a new educational relationship to childhood there, and to work fully expecting what cannot be predicted
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Matthew Lipman (1988). Philosophy Goes to School. Temple University Press.
Paul Maas, H. G. Liddell, Robert Scott & Henry Stuart Jones (1927). A Greek-English Lexicon. Journal of Hellenic Studies 47:154.
Citations of this work BETA
Walter Omar Kohan (2013). Plato and Socrates: From an Educator of Childhood to a Childlike Educator? Studies in Philosophy and Education 32 (3):313-325.
Similar books and articles
Márcia Buss-Simão (2013). Corpo como potência e experiência na perspectiva de crianças pequenas: diálogos possíveis entre Filosofia e Educação Infantil. Childhood and Philosophy 8 (16):327-353.
Robert A. Davis (2011). Brilliance of a Fire: Innocence, Experience and the Theory of Childhood. Journal of Philosophy of Education 45 (2):379-397.
Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.
Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..
Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.
Conceição Gislane Nóbrega Lima de Salles (2013). Infância e Educação Infantil: o que dizem os professores? Childhood and Philosophy 8 (16):443-458.
Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.
Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.
Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.
Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.
Bruno Vanobbergen (2004). Wanted: Real Children. About Innocence and Nostalgia in a Commodified Childhood. Studies in Philosophy and Education 23 (2/3):161-176.
Susanne Westman & Eva Alerby (2013). Rethinking Temporality in Education Drawing Upon the Philosophies of Merleau-Ponty and Deleuze: A Chiasmic Be(Com)Ing. Childhood and Philosophy 8 (16):355-377.
Stanley Cavell (2008). Time and Place for Philosophy. Metaphilosophy 39 (1):51–61.
Added to index2011-04-05
Total downloads11 ( #128,934 of 1,096,442 )
Recent downloads (6 months)2 ( #134,922 of 1,096,442 )
How can I increase my downloads?