Childhood, Philosophy and Play: Friedrich Schiller and the Interface between Reason, Passion and Sensation
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):235-250 (2011)
Philosophy for Children claims to foster not only critical thinking, but also creative and caring thinking. However, its theoretical foundations draw mainly on the analytic and pragmatist philosophical tradition. Consequently, and made evident by the choice of the terms ‘caring thinking’ and ‘creative thinking’, it seem to reduce these concepts mostly to ‘thinking skills’. In this article I will first briefly explicate the difficulties of such a reduction. Secondly I will try to resolve this problem by embedding rationality, creativity and caring in a more holistic anthropology. To this end I will refer to the German philosopher and poet Friedrich Schiller, who anchors reason and the emotions in aesthetics (that is, the relationship with the sensuous world). Finally, the article calls on the thought of D. W. Winnicott in order to show how Philosophy for Children can embrace an active creation of an emotionally meaningful (caring) and rationally reflected (critical thinking) reality through the sensuous play with concepts (creativity)
|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
Immanuel Kant (1900). Kritik der Reinen Vernunft. Georg Reimer.
Citations of this work BETA
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.
Similar books and articles
Chun-Hee Lee & Daeryun Chung (2008). Young Children's Caring Thinking. Proceedings of the Xxii World Congress of Philosophy 27:45-54.
Marzena Parzych (2008). Philosophy for Children. Proceedings of the Xxii World Congress of Philosophy 27:71-79.
Peter Carruthers (2002). Human Creativity: Its Cognitive Basis, its Evolution, and its Connections with Childhood Pretence. British Journal for the Philosophy of Science 53 (2):225-249.
Bruno Vanobbergen (2004). Wanted: Real Children. About Innocence and Nostalgia in a Commodified Childhood. Studies in Philosophy and Education 23 (2/3):161-176.
Frederick C. Beiser (2005). Schiller as Philosopher: A Re-Examination. Oxford University Press.
Joe Y. F. Lau (2011). An Introduction to Critical Thinking and Creativity: Think More, Think Better. Wiley.
Anthony Weston (2006). Creativity for Critical Thinkers. OUP Australia & New Zealand.
Jeffrey A. Bernstein (2011). Child's Play. Epoché: A Journal for the History of Philosophy 16 (1):49-64.
Nathan Ross (2010). The Debt of Philosophical Hermeneutics to Schiller's Letters on Aesthetic Education. Epoché: A Journal for the History of Philosophy 15 (1):203-219.
Albert Low (2006). Creative Thinking. World Futures 62 (6):455 – 463.
Walter Omar Kohan (2011). Childhood, Education and Philosophy: Notes on Deterritorialisation. Journal of Philosophy of Education 45 (2):339-357.
Suzanne Miller (2005). The Dialogue of Creative and Critical Thinking. Inquiry 24 (4):37-43.
Sang-Jun Ryu (2008). Strengthening the Thinking in Korean Secondary Education. Proceedings of the Xxii World Congress of Philosophy 37:241-250.
Added to index2011-05-26
Total downloads9 ( #155,581 of 1,098,626 )
Recent downloads (6 months)5 ( #57,338 of 1,098,626 )
How can I increase my downloads?