David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 45 (2):171-182 (2011)
Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of education and, by implication, in society as a whole. This article focuses on this growing interest by offering a survey of the main arguments and ideas that have given shape to the idea of philosophy for children in recent decades. This aim is twofold: first, to make more familiar an actual educational practice that is not at all well known in the field of academic philosophy itself; and second, to invite a re-thinking of the relationship between philosophy and the child ‘after Lipman’.
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References found in this work BETA
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Citations of this work BETA
Riku Välitalo, Hannu Juuso & Ari Sutinen (2016). Philosophy for Children as an Educational Practice. Studies in Philosophy and Education 35 (1):79-92.
Karin Murris (2016). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education 35 (1):63-78.
Sevket Benhur Oral (2013). Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme? Studies in Philosophy and Education 32 (4):361-377.
Natascha Kienstra, Machiel Karskens & Jeroen Imants (2014). Three Approaches to Doing Philosophy: A Proposal for Grouping Philosophical Exercises in Classroom Teaching. Metaphilosophy 45 (2):288-318.
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