Starting from the seminal experience of James Prescott Joule, this paper aims to debate the possibility of “making” science outside universities and academies. Joule himself studied as an autodidact and did not make his own discoveries while following an academic path; on the contrary, at first, the associations and academic societies of the time tended not to recognize his works officially. All of this happened throughout the nineteenth century during the period of the first relevant tendency to science popularization. For (...) example, looking at the second half of the England of the 1800s, we can refer to Michael Faraday’s open lessons for children like The Chemical History of a Candle. Following this perspective from a historical view, this paper explores the Italian attempts to communicate science—from the ‘50s to the ‘70s—to a larger public via television and other media, also considering the political and social backgrounds behind this choice. In particular, this paper also deals with Lucio Lombardo Radice’s work on TV programs and writings in social-political journals and daily newspapers, as a mathematician and pedagogist engaged on the importance of what he specifically called “Scientific mediation”, as a “method” to teach and popularize science to a larger public. (shrink)

Fourteen enjoyable papers, from the Theoretical Archaeology Conference held in Oxford in December 2000, which reflect on the relationship between archaeology and the outside world' and investigate the meaning of archaeology to the general public and the relevance of archaeology to society. Essays examine the development of archaeology as a discipline through the medieval, Romantic and Post-Modern eras, looking, for example, at the treatment of archaeological themes in the works of Mary Shelley and Byron. Contributors also consider the impact of (...) Stonehenge on astronomical studies, the influence of Roman finds and sites, including Bath and Caerleon, on Edwardian jewellery and children's stories and the dramatisation of the Iceman's' discovery in a recent play. (shrink)

During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the (...) humanistic ideas of first-generation authors. A new understanding of childhood is presented by second-generation authors as giving possibilities for the subject to emerge in truly philosophical encounters. This article tries to show some of the possibilities and limits of such an understanding by considering the views in the light of general educational theorisations concerning pedagogical action. The continental tradition of European educational discourse, especially in the German-speaking regions, has stressed a necessity for asymmetry in the educational relationship. This line of thought is in conflict with the idea of a symmetrical, communal emergent system, which seems to be at the heart of second-generation understanding of educational philosophical dialoguing. The concluding argument states that in education we are always confronted with questions about purpose and aims, which have a special character in relation to pure philosophy /dialogue, although the philosophical/dialogical dimension is necessary for the emergence of unique subjectivity. (shrink)

Simona Giordano investigates the moral concerns raised by current clinical options available for transgender and gender diverse children and adolescents. From the time young children express gender incongruent preferences and attitudes, up to the time in which older adolescents might apply for medical or surgical treatment, moral questions are likely to be asked: should children be enabled to express themselves freely inside and outside the domestic environment? What are the implications of the choices that parents might make (...) early on? How should clinicians respond to distress around sexual anatomy? Is it ethical to suspend pubertal development? What level of evidence should we seek for medications to be used in paediatric care? What are the risks and benefits of various forms of hormonal treatment? Is it ethical to defer surgical interventions till adulthood? Giordano provides a detailed ethical analysis of these and many other questions that are likely to arise at various stages of a person's life and proposes a moral formula to answer these questions, as well as others, that are likely to arise in a fast-changing landscape. Children and Gender combines a detailed ethical analysis with an accurate clinical description of gender development and available clinical pathways. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Children’s Home Musical Experiences Across the World ed. by Beatriz Ilari, Susan YoungAmy Christine BeegleBeatriz Ilari and Susan Young, eds., Children’s Home Musical Experiences Across the World (Bloomington, IN: Indiana University Press, 2016)Historically, most studies of children’s musical learning have been informed by stage theories of developmental psychology and focused on school music or private instrumental lesson contexts. Over the past few decades, scholars have (...) conducted research that increasingly explores children’s involvement with music in contexts outside of formal learning settings, utilizing methods and models from ethnomusicology, sociology, social psychology, and/or cultural psychology. Nine individually authored chapters in the volume, Children’s Home Musical Experiences Across the World, edited by Beatriz Ilari and Susan Young, convey results, applications, and extensions of one such project that reaches beyond the conventional ethnographic music education study.The bulk of this collection contains findings and interpretations from a collaborative project called MyPlace, MyMusic, followed by several additional chapters that provide descriptions and narratives from subsequent related projects. The original project included fourteen scholars from the International Society of Music Education-Early Childhood Commission, who conducted in-home observations and interviews with parents and children in order to examine the nature of, influences on, and meaning of musical activities that took place in the homes of middle-class seven-year-olds in diverse locations, including Brazil, Denmark, [End Page 105] Greece, Israel, Kenya, the Netherlands, Singapore, Spain, South Africa, Taiwan, the U.K., and the United States.Importantly, the project’s designers attempted to avoid complications of transcultural developments by asking each researcher to select children whose families had not recently migrated to their country/locality. The seventeen participating children from twelve countries were also of the same ethnicity and lived in the same “locality” as each researcher in order to ease communication during in-home observations and interviews. Results shed light on issues of children’s family life, schooling, identity, gender, and social class.This project presents a unique contribution to the field of music education in a number of ways. First, most previous studies of music in the homes of children have centered around preschoolers, toddlers, and infants, whereas the present project focuses on seven-year-old children, whose age places them on the cusp of crossing from early to middle childhood. Second, most previous music education researchers have considered issues of social class, ethnicity, and race as independent variables, but the methodology for this project calls for observation and description of each child in his or her home first, followed by comparison of the “cases” to each other. Third, the researchers utilize a Wiki platform to share and collaboratively interpret data collected from home lives of children (photographs, video and audio recordings, texts, and pdf files) among researchers from different countries.The volume is organized into three major sections. Susan Young and Jèssica Pérez-Moreno set the scene in the first two chapters by describing the theoretical underpinnings and methodology for the MyPlace, MyMusic project. The second section of the book includes four chapters in which several individual researchers interpret the project’s data based upon the themes of children’s private musical worlds; belonging/identity/gendered meanings of children’s music making; perspectives and influences of parents; and the role of social class on children’s musical lives. The last three chapters of the book provide detailed descriptions of projects and extensions that developed after the MyPlace, MyMusic project.Following the introductory chapter, in which Ilari and Young explain the background, rationale, goals, and methods of the MyPlace, MyMusic project and provide a reader-friendly table that presents the cultural background and “sources of musical stimulation in the home” for each participating child,1 Susan Young outlines the theoretical and analytical frameworks for the project in the first chapter. Rather than viewing children’s learning as developing and socializing into adulthood, the project researchers were encouraged to look at children as being instead of becoming, as subjects, rather than objects of research, and as having opportunities for agency that are contextual. This theoretical framework stems from the field of Childhood Studies (as cultivated in Scandinavia [End Page 106] and... (shrink)

Many experimental investigations of human sentence processing have shown that listeners do not wait until they reach the end of a sentence before they begin to compute an interpretation. Rather, listeners incrementally make commitments to an interpretation as the linguistic input unfolds in real time. A consequence of this property of sentence comprehension is that it sometimes gives rise to so-called garden-path effects. In the presence of a temporary ambiguity, listeners may assign an interpretation that later turns out to be (...) unviable and must, therefore, be abandoned in favor of an alternative interpretation. Various explanations have been proposed to account for garden- path effects that have been documented in certain experimental contexts (Frazier and Rayner, 1982; Trueswell and Tanenhaus, 1994; MacDonald, 1994, among others). One line of research has claimed, however, that the referential contexts in which sentences ordinarily appear often mitigate, or even completely eliminate, garden-path effects. This is the Referential Theory proposed by Crain and Steedman (1985) and extended by Altmann and Steedman (1988). According to the Referential Theory, people experience garden-path effects primarily when sentences are interpreted outside any referential context or in infelicitous contexts. If the Referential Theory is correct, garden-path effects are largely experimental artifacts. Recent work by Trueswell, Sekerina, Hill and Logrip, (1999) suggests that children might not be sensitive to features of the referential context to the same.. (shrink)

Many experimental investigations of human sentence processing have shown that listeners do not wait until they reach the end of a sentence before they begin to compute an interpretation. Rather, listeners incrementally make commitments to an interpretation as the linguistic input unfolds in real time. A consequence of this property of sentence comprehension is that it sometimes gives rise to so-called garden-path effects. In the presence of a temporary ambiguity, listeners may assign an interpretation that later turns out to be (...) unviable and must, therefore, be abandoned in favor of an alternative interpretation. Various explanations have been proposed to account for garden- path effects that have been documented in certain experimental contexts (Frazier and Rayner, 1982; Trueswell and Tanenhaus, 1994; MacDonald, 1994, among others). One line of research has claimed, however, that the referential contexts in which sentences ordinarily appear often mitigate, or even completely eliminate, garden-path effects. This is the Referential Theory proposed by Crain and Steedman (1985) and extended by Altmann and Steedman (1988). According to the Referential Theory, people experience garden-path effects primarily when sentences are interpreted outside any referential context or in infelicitous contexts. If the Referential Theory is correct, garden-path effects are largely experimental artifacts. Recent work by Trueswell, Sekerina, Hill and Logrip, (1999) suggests that children might not be sensitive to features of the referential context to the same.. (shrink)

This paper explores how engaging in and with philosophy in the streets has unique and special potential for children doing philosophy both inside and outside the classroom. We highlight techniques drawn from research into the political, social and activist potential of street art, and we illustrate how to apply these techniques in a P4C context in what we call guerrilla philosophy. We argue that guerrilla philosophy is a pedagogically powerful method to philosophically engage students whose ages range from 11-13. (...) In calling attention to the power of guerrilla philosophy to engage students philosophically, we are tacitly assuming a Deweyan philosophical approach, which emphasises the importance of promoting civic-mindedness as a social value; the reliance on imaginative, creative and experiential forms of learning as essential to education ; and a vision of the classroom as an embodiment of the larger civic community to which we all belong and in which we all must cooperate and engage. This paper traces these three themes in Dewey’s philosophical views of education and democracy, and considers how they are given a twenty-first century interpretation through street art, guerrilla philosophy and children’s activism. (shrink)

In Felisberto Hernández’s story “The Stray Horse,” the young narrator imagines that the piano teacher’s sitting room furniture has relationships, intentions, and desires. The developmental psychologist Paul Bloom attributes this imagination of objects as living as part of normal development in childhood. He argues that such a tendency, while scientifically incorrect, was an evolutionary advantage in the long, brutal prehistory of mankind. Whatever the merits of Bloom’s evolutionary story, it fails to grasp the nature of creative imagination in children. (...) Maurice Merleau-Ponty cautions against reading backward from the adult into the child. Seeing all that is adult existing in some minor form in children fails to capture those unique, and often lost, parts of childhood experience. In their imaginative play, children rarely confuse object and toy play with religion. Instead of fitting into adult metaphysical commitments, children’s imaginations challenge our organization of reality. The intensity and rigidity of children’s play with objects, including their fear of select ones, often seems to speak of objects, such as those from “The Stray Horse,” that are connected to a parallel world that intervenes weakly on our own. It is fantastical, but not as in an addition to our metaphysical commitments, but as a kind of barbarian reality. This paper takes up the challenge of childhood imagination as the phenomenological prehistory of our own creative imagination. It considers the work in psychoanalytic and phenomenological accounts of childhood memories and ties it to the creative imagination of authors like Hernández. Dans le récit de Felisberto Hernandez, Le Cheval perdu, le jeune narrateur imagine que le mobilier du salon de sa professeur de piano possède des relations, des intentions et des désirs. Le psychologue du développement Paul Bloom attribue à ce fantasme, qui fait des objets des êtres vivants, une partie du développement normal de l’enfance. Il soutient que cette tendance, bien que scientifiquement incorrecte, a été un avantage dans la longue et brutale préhistoire de l’humanité. Malgré les mérites de l’histoire de l’évolution de Bloom, elle ne parvient pas à saisir la nature de l’imagination créative des enfants. Maurice Merleau-Ponty met en garde contre une lecture rétrospective qui voit l’adulte dans l’enfant : voir tout ce qui est de l’adulte déjà exister en quelque sorte sous forme mineure dans l’enfant, nous empêche de comprendre les traits uniques, et souvent perdus, de l’expérience de l’enfance. Dans leur jeu imaginaire, les enfants confondent rarement le prétexte de leur jeu ou leur jouet avec la religion. Plutôt que de s’inscrire dans les obligations métaphysiques des adultes, l’imagination des enfants met en question notre organisation de la réalité. L’intensité et la rigueur avec lesquelles les enfants jouent avec les objets, impliquant aussi la peur qu’ils ont de certains d’entre eux, semblent vouloir parler d’objets (comme ceux du Cheval perdu) connectés à un monde parallèle qui lui-même n’interfère que faiblement avec le nôtre. C’est un monde fantastique, non pas comme ajouté à nos contraintes métaphysiques, mais plutôt comme une réalité barbare. Cet article relève le défi de l’imagination infantile entendue comme la préhistoire phénoménologique de notre imagination créative. Il prend en charge le travail psychanalytique et phénoménologique concernant les souvenirs d’enfance et le met en rapport avec l’imagination créative d’auteurs comme Hernandez.Nel racconto di Felisberto Hernandez, Il cavallo perduto, il giovane narratore immagina che il mobilio del salotto della sua insegnante di pianoforte sviluppi relazioni, intenzioni e desideri. Lo psicologo dello sviluppo Paul Bloom considera l’immaginare gli oggetti come esseri viventi parte di un normale sviluppo nell’infanzia. Egli sostiene infatti che tale credenza, benché scientificamente errata, sia stata un vantaggio nella lunga e violenta preistoria dell’umanità. Malgrado i meriti della storia dell’evoluzione di Bloom, questa non riesce tuttavia a cogliere la natura dell’immaginazione creativa nei bambini. Maurice Merleau-Ponty mette in guardia da una lettura retrospettiva che veda l’adulto nel bambino: vedere l’adulto come già esistente, in una qualche forma minore, nel bambino impedisce infatti di cogliere delle componenti uniche, e spesso perdute, dell’esperienza dell’infanzia. Nel loro gioco immaginativo, i bambini raramente confondono l’oggetto e il giocattolo con la religione. Invece di iscriversi nei vincoli metafisici degli adulti, l’immaginazione dei bambini mette in discussione la nostra organizzazione della realtà. L’intensità e l’inflessibilità del giocare dei bambini con gli oggetti, compresa la paura che alcuni di questi incutono in loro, spesso sembra voler parlare di oggetti – come quelli de Il cavallo perduto – che sono connessi ad un mondo parallelo che solo debolmente interferisce con il nostro. È un mondo fantastico, che non va però letto come un’aggiunta rispetto ai nostri vincoli metafisici, quanto piuttosto come una forma di realtà selvaggia. Questo articolo accetta la sfida di pensare l’immaginazione dell’infanzia come preistoria fenomenologica della nostra immaginazione creativa, prendendo in considerazione il lavoro psicoanalitico e fenomenologico sulle memorie infantili e collegandole all’immaginazione creativa di autori come Hernandez. (shrink)

This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help them learn. I (...) refer to these as “special goods of childhood.” The second desiderata is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships. (shrink)

This paper makes a sociological exploration of the enforcement of strong boundaries between “pure” and “applied” knowledge in primary school English classrooms. This article is innovative in its focus on how pupils describe and evaluate their own experiences. It addressed the research question: How do primary pupils experience the traditional classroom and what suggestions do they and their teachers express for making improvements to English language learning? We used observations in 18 classrooms, a written sentence-starter activity with 394 pupils and (...) extended individual interviews with 38 pupils in Egyptian Government primary schools. The research took place in the 2015–2016 school years in response to the British Council’s ELT research awards funding. This article conveys the pupils’ experiences of learning the “pure” English; and also of experiencing another English outside the classroom, which was legitimised through speaking and interacting rather than... (shrink)

This book seeks to make an additional contribution to the extensive literature in the field of philosophy for children and philosophy with children. It seeks to do this through several central axes of discussion. Their main point is the belief that children can philosophize and that it is necessary to allow them to do so inside and outside our educational institutions. This book is dedicated to children all over the world, to adults who believe that they (...) must remove the shadow from the children's world and who are not afraid to do so. (shrink)

TWEEN POP examines the creation of the "tween" in the early 2000s as a gendered and raced consumer audience. The tween, aged nine to twelve, and usually thought of as a white girl, occupies a temporality between childhood and adolescence: she has aged out of children's products but is too young to fully engage in marketing directed at teenagers. But, as Tyler Bickford argues, this seemingly narrow market grew to broadly include four to fifteen year olds, with producers and (...) marketers pulling upwards and downwards by creating material that would attract younger viewers and teenagers, thereby creating a demographic that expanded, rather than limited, the traditional reach of child and teenage markets. According to Bickford, the key to this expansion was pop music, as it provided an intensity of experience that mirrored childhood in its investments in emotional authenticity, cultural value, and relational intimacies. In other words, pop music needed to be both intimate and public--a tension that Bickford argues defined the tween's positionality as well--and tween pop did so by pairing the mainstream pop of adulthood with images and lyrics suitable for younger audiences. Throughout the book, Bickford reveals how childhood's status as a private domestic position outside of politics was not a hindrance to the cultivation of children as a mass audience but rather was the very foundation of that project. By creating an intimate public of tween pop, the tween music industry was able to position tweens as still within the private domestic sphere of family life, but connected in a broader public of other tween-pop-listening tweens. Chapter 1 looks at Kidz Bop music videos to argue that the tween music industry framed childhood domesticity as complementary to participation in a public culture. Chapter 2 focuses on Disney Channel's popular music programs' efforts to engage older children, particularly older girls, in their marketing tactics. Chapter 3 analyzes the Disney Channel show Hannah Montana and its foregrounding of tensions between girlhood, public culture, and family. Chapter 4 attends to how whiteness served as central to the tween construction of innocence and childhood. Bickford concludes the book by periodizing the tween moment as the decade from 2001 to 2011, and then outlines the developments in popular culture for children since that time. This book will be of interest to students and scholars of ethnomusicology, feminism and gender studies, and cultural studies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:'You Belong Outside':Advertising, Nature, and the SUVShane Gunster (bio)And which driver is not tempted, merely by the power of his engine, to wipe out the vermin of the street, pedestrians, children and cyclists?—Theodor Adorno, Minima MoraliaImages of nature are among the most common signifiers of utopia in commercial discourse, tirelessly making the case that a certain commodity or brand will enable an escape from the malaise and drudgery (...) of urban existence. The invocation of natural themes has been especially prominent in the marketing and promotion of sport utility vehicles over the past decade. Speeding through deserts and jungles, fording raging rivers, and even scaling the heights of Mt. Everest, the SUV is routinely depicted in the most spectacular and remote natural locations. These fanciful themes now attract the scorn of many who draw upon them to underscore the rather glaring contradictions between how these vehicles are marketed and how they are actually used: the irony of using pristine images of a hyper-pure nature to motivate the use of a product that consumes excessive amounts of natural resources and emits high levels of pollutants lies at the core of the growing public backlash against the SUV. While generally sympathetic to this critical perspective, I argue that we need to think through the role of nature in constructing the promotional field of these vehicles in a more [End Page 4] rigorous fashion than is often the case. Otherwise, we risk failing to fully understand the complexity of the SUV's appeal; even worse, simplistic criticism can have the perverse effect of reinforcing the ideological conceptions of nature that constitute a cornerstone of that appeal. Through an examination of recent print and television advertising campaigns, I develop an alternative account of the significance of natural imagery based upon the dialectical relation between nature and society that dominates the SUV's promotional field.1 Instead of reifying the conceptual distance that divides these two categories, we must look to how they flow into and define each other, often blending together into a dense cluster of associations in which the images of one connote and invoke ideas of the other.Welcome to the (not So) Great Outdoors: The Many Faces of NatureSince the emergence of the automobile as a commodity in the early twentieth century, natural themes and imagery have been used to attach a utopian flavor to movement through space. From the 1920s onward, car advertising has often invoked the fantasy of leaving behind the constraints of a crowded, mundane, and polluted urban environment for the wide open spaces offered by nature. In words that have guided advertisers (and urban planners) ever since, Henry Ford once quipped, "we shall solve the city problem by leaving the city."2 Charting the evolution of automotive promotional discourse, Andrew Wernick argues that the reliance upon natural imagery intensified in the 1970s and 1980s as people grew disenchanted with technology (and its militaristic overtones) and expressed concerns over growing traffic congestion, energy consumption, and road construction. Among the easiest tactics for advertisers wishing to deflect the negative associations invoked by the car was, and remains, an image-based rearticulation of cars with nature.3 Invoking nature as the endpoint of vehicular travel affirms one of automobility's most precious and fiercely guarded illusions, namely, that spatial mobility offers access to places, experiences, and events that are fundamentally different from everyday life, that one can escape to somewhere other than where one is now. Furthermore, as Martin Green explains, the use of nature to frame flight to the countryside summons up a powerful nostalgia for the simpler times and lives connoted by idealized scenes of rural life.4Nevertheless, SUV marketing takes the appropriation of natural themes and imagery to new 'heights,' with epic campaigns that place vehicles atop [End Page 5] mountain peaks, in the midst of dense forests, or racing across vast deserts. Leading the way in this appropriation of nature has been the Ford Motor Company. Although its market share has suffered recently, Ford spearheaded the promotion of the SUV in the 1990s with the Explorer which quickly became the best selling family vehicle of the decade, producing immense... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:'You Belong Outside':Advertising, Nature, and the SUVShane Gunster (bio)And which driver is not tempted, merely by the power of his engine, to wipe out the vermin of the street, pedestrians, children and cyclists?—Theodor Adorno, Minima MoraliaImages of nature are among the most common signifiers of utopia in commercial discourse, tirelessly making the case that a certain commodity or brand will enable an escape from the malaise and drudgery (...) of urban existence. The invocation of natural themes has been especially prominent in the marketing and promotion of sport utility vehicles over the past decade. Speeding through deserts and jungles, fording raging rivers, and even scaling the heights of Mt. Everest, the SUV is routinely depicted in the most spectacular and remote natural locations. These fanciful themes now attract the scorn of many who draw upon them to underscore the rather glaring contradictions between how these vehicles are marketed and how they are actually used: the irony of using pristine images of a hyper-pure nature to motivate the use of a product that consumes excessive amounts of natural resources and emits high levels of pollutants lies at the core of the growing public backlash against the SUV. While generally sympathetic to this critical perspective, I argue that we need to think through the role of nature in constructing the promotional field of these vehicles in a more [End Page 4] rigorous fashion than is often the case. Otherwise, we risk failing to fully understand the complexity of the SUV's appeal; even worse, simplistic criticism can have the perverse effect of reinforcing the ideological conceptions of nature that constitute a cornerstone of that appeal. Through an examination of recent print and television advertising campaigns, I develop an alternative account of the significance of natural imagery based upon the dialectical relation between nature and society that dominates the SUV's promotional field.1 Instead of reifying the conceptual distance that divides these two categories, we must look to how they flow into and define each other, often blending together into a dense cluster of associations in which the images of one connote and invoke ideas of the other.Welcome to the (not So) Great Outdoors: The Many Faces of NatureSince the emergence of the automobile as a commodity in the early twentieth century, natural themes and imagery have been used to attach a utopian flavor to movement through space. From the 1920s onward, car advertising has often invoked the fantasy of leaving behind the constraints of a crowded, mundane, and polluted urban environment for the wide open spaces offered by nature. In words that have guided advertisers (and urban planners) ever since, Henry Ford once quipped, "we shall solve the city problem by leaving the city."2 Charting the evolution of automotive promotional discourse, Andrew Wernick argues that the reliance upon natural imagery intensified in the 1970s and 1980s as people grew disenchanted with technology (and its militaristic overtones) and expressed concerns over growing traffic congestion, energy consumption, and road construction. Among the easiest tactics for advertisers wishing to deflect the negative associations invoked by the car was, and remains, an image-based rearticulation of cars with nature.3 Invoking nature as the endpoint of vehicular travel affirms one of automobility's most precious and fiercely guarded illusions, namely, that spatial mobility offers access to places, experiences, and events that are fundamentally different from everyday life, that one can escape to somewhere other than where one is now. Furthermore, as Martin Green explains, the use of nature to frame flight to the countryside summons up a powerful nostalgia for the simpler times and lives connoted by idealized scenes of rural life.4Nevertheless, SUV marketing takes the appropriation of natural themes and imagery to new 'heights,' with epic campaigns that place vehicles atop [End Page 5] mountain peaks, in the midst of dense forests, or racing across vast deserts. Leading the way in this appropriation of nature has been the Ford Motor Company. Although its market share has suffered recently, Ford spearheaded the promotion of the SUV in the 1990s with the Explorer which quickly became the best selling family vehicle of the decade, producing immense... (shrink)

Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is (...) philosophical work with children about asking better questions or asking questions better as he states in his presentation? Finally, pfc risks as presented by Biesta are examined: a) being reduce to critical thinking, i.e., “to keep a clear head”; b) even being extended to creative and caring thinking, it could “stay in the head” and “not touch the soul”; c) that through the building of communities of inquiry in the classroom, we establish a kind of artificial setting where “we end up living in an idea about the world rather than the world”. The response ends with a last reference to Biesta’s approach of education in terms of “growing” and existence in terms of a “grown-up way” of being in the world. (shrink)

In 2010, a South Carolina mother was taken to court when her fourteen‐year‐old son reached 555 pounds. An article on the story reported, “His mother, Jerri Gray, lost custody of her son and is being charged with criminal neglect. Gray is facing 15 years on two felony counts, the first U.S. felony case involving childhood obesity.” If the caretakers of obese children are negligent, then they are also morally and legally blameworthy. I want to suggest, however, that important ethical (...) differences exist between negligent or abusive caretakers and the caretakers of obese children and that these differences ought to make a moral and legal difference. The distinctions are nuanced, and the ethical pictures in cases of abuse, neglect, and obesity are far from black and white. However, the various types of harm that children face from their caretakers should be placed in neither the same ethical nor the same legal category.When children are beaten or sexually molested, the justification for taking them out of the home is clear: the caretakers are violating the rights of their children. Similarly, with neglect, caretakers are failing to provide their children the necessities to which they are entitled. The central question that I want to address in this article is whether the actions (or inaction) of caretakers that allow a child to become obese are morally or practically analogous to physical abuse or neglect. Ultimately, I will argue that parenting that allows a child to become obese is so morally different from both abuse and neglect that it is best understood as falling outside these categories altogether. This conclusion has important moral, practical, and legal implications. (shrink)

This retrospective-descriptive study investigated how primary and middle-school children perceived the first COVID-19 lockdown in Italy as manifested in their drawings. Once school restarted after the first COVID-19 wave, and as part of a structured school re-entry program run in their class in September 2020, 900 Italian children aged 7–13 were asked to draw a moment of their life during the lockdown. The drawings were coded and quantitatively and qualitatively analyzed; several pictorial examples are illustrated in this article. (...) Most children used colorful and full-body representations of the self, but in almost half of the pictures drawn by older students, the self was either missing or represented without the face visible. Most children drew the interior of their houses, and the outside world was completely invisible in over half of the pictures. The most represented activities among younger students were playing or sport, followed by screentime or technology-use. Domestic routines and distance learning were also depicted. Most children, but predominantly girls, drew characters showing emotional cohesion clues, and more younger pupils and girls depicted contentment as their main emotion. Conflicting emotions were virtually non-existent. Our data suggest that children coped with the lockdown through play, screen, and technology use. The high incidence of the missing self-representation in preadolescents could indicate how the enforced loneliness and lack of direct physical contact with others impacted their perception of the self. The findings presented here deepen our knowledge of the dynamics connected to the effects of the COVID crisis on children and young people and show how drawings can provide a valuable window into children’s emotions and perceptions. (shrink)

Informal science learning sites create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children and 44 parents in 31 family groups. Results showed that parents’ science questions and (...) explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors. (shrink)

In the first issue of the renewed Analyic Teaching, A. T. Lardner opens a debate on how to react to postmodern and multi-culturalist positions and their critique on Philosophy for Children. Lardner concludes: This paper has not been set out to disagree with either the postmodern or multi-culturalist positions. Indeed, it accepts most of the claims made. It has attempted to show that the critique from these quarters of the work of Philosophy for Children in settings outside the (...) USA is based on a misunderstanding of what we do. It has suggested how those working in the program might answer such critiques along with suggesting caution in how we describe our goals and methods. Finally, it has suggested an uncomfortable parallel between the extreme postmodern and multi-cultualist position about eduactional work based on critical, reflective inquiry, and previous, elitist notions which the same people are sure to reject.I'd like to comment on some of Lardner's theses. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Invisible ChildrenMaureen KelleyИсчезаю в весне,в толпе,в лужах,в синеве.И не ищите.Мне так хорошо...I fade into spring,or into a crowd,or into a puddle,sometimes into the blue.There's no sense in looking for me.I feel fine...—¾"Absentee" by Arvo Mets"You have to go through Lesha to get to Danil," Alexandra told me. Lesha was a small but unmoving dog with matted hair and a fierce growl. The dog was pressed against the little (...) boy, who looked no more than three or four years old. Alexandra later told me he was eight. Danil was wearing a Spider Man shirt that was four sizes too big and came down to his feet and mismatched sandals. He was huddled against his dog not only for security but warmth. His tiny arm circled Lesha's neck and he looked at me with a mix of curiosity and caution. I knelt and put my hand out for Lesha to smell me. Apparently I didn't pass the smell test. The dog didn't budge from his post. We stood like that for a long time, at the base of the steps to the shelter. I tried the few Russian words I had learned while visiting as a volunteer. The dog didn't understand my broken Russian, or pretended not to, but I managed to get a shy smile from Danil.Alexandra, a nurse volunteer at the shelter, eventually mediated the standoff by giving Lesha, the dog, a cookie. I introduced myself to the little boy. And just like that, he leaned up against me and put both arms around my legs. It didn't matter that I was a stranger, and a stranger who spoke terrible Russian. "Spidey" was an affectionate little guy. He gripped my hand while Alexandra led us up the steps and Lesha followed close behind. Inside was a small room, warm and full of color. One wall was covered in kids' drawings. Another had public health posters in Russian, some with instructions for condom use, others on literacy. There were about fifteen kids in the shelter that afternoon. The young ones were drawing pictures at a low table. Two teenage boys were hunched over a small TV playing a video game. There was only one teenage girl, Irina. She was cooing at the little kid's drawings, showing one girl how to draw a princess. Alexandra said quietly to me, "Most of the teenage girls are only here in the morning. The rest are back at work right now." I found out later "back at work" meant on the streets as sex workers. This city was frequented by businessmen and itinerant workers heading to the factories or lumber mills in the North. The best money for homeless girls was in prostitution. Danil unwrapped himself from me and ran over to the two older boys playing video games. One put his controller down long enough to pull Danil into his lap. The three boys stared intently as Super Mario hopped from mushroom to magic cloud, golden coins spinning above his cartoon head.To the right of the main room was a closet-sized office for the shelter director, Anya, a pediatrician who donated her time to running the shelter for homeless and orphaned youth living on the streets. Alexandra and I stood in the doorway waiting for Anya to finish a phone conversation. Her desk was covered in papers. Behind her were photos of the kids who had "graduated" from the streets. There were cards and letters pinned to a cork board. When [End Page E4] she finished, Anya greeted us with bear hugs and showed us to the clinic area. Next to her office was a small bathroom with a shower and tub. She explained that bath days were on Wednesdays. Around back, with a separate entrance was the small clinic space. The outside metal door had a sliding window that you see at some nightclubs. They ran a needle exchange program out of that door. It was funded for street youth, but from time to time they would get adult addicts. Anya was adamant that this side of the clinic remain separate from the central space for the children. In reality the distance... (shrink)

Learning to use, make, and modify tools is key to our species’ success. Researchers have hypothesized that play with objects may have a foundational role in the ontogeny of tool use and, over evolutionary timescales, in cumulative technological innovation. Yet, there are few systematic studies investigating children’s interactions with objects outside the post-industrialized West. Here, we survey the ethnohistorical record to uncover cross-cultural trends regarding hunter-gatherer children’s use of objects during play and instrumental activities. Our dataset, consisting of (...) 434 observations of children’s toys and tools from 54 hunter-gatherer societies, reveals several salient trends: Most objects in our dataset are used in play. Children readily manufacture their own toys, such as dolls and shelters. Most of the objects that children interact with are constructed from multiple materials. Most of the objects in our dataset are full-sized or miniature versions of adult tools, reflecting learning for adult roles. Children also engage with objects related to child culture, primarily during play. Taken together, our findings show that hunter-gatherer children grow up playing, making, and learning with objects. (shrink)

From David Brat, the college professor who made political headlines when he unseated Majority Leader Eric Cantor, comes his plan for restoring fiscal liberty for America. Congressman David Brat's odds-defying win against Eric Cantor--a triumph of a modest $200,000 campaign fund against a $5 million war chest--immediately brought David Brat, heretofore a liberal arts college economics professor, into the political limelight. Now, in his first book, AMERICAN UNDERDOG, Brat examines how we brought down the status quo by tapping into moral (...) and economic lessons as old as our civilization and discusses how Washington can learn from history instead of ignoring it. A fighter for children, he illuminates how our current fiscal policies are selling their future, and outlines new ways to move forward with a conservative agenda that provides fairer treatment for all. (shrink)

I think that the international movement of doing philosophy with children consists of two main lines: the first line aims at elementary and seconday school philosophy and the second line aims at philosophy as an after-school enrichment. I'm mainly engaged in doing philosophy with children outside school.

This research analyzes global children's literature from the National Council for Social Studies Notable Trade book lists from the past three years. The authors studied primary level texts that were either written by or about people and cultures from outside the United States. Using critical content analysis, the authors identified what aspects of global citizenship these books promote. The authors also analyzed the texts for dangers of representation as presented through various stereotypes or problematic tropes. This research critiques the (...) NCSS Notable Trade book lists to provide social studies educators with guidance in selecting and using international and global children's literature. Findings suggest NCSS recommended trade books promote a Cosmopolitan discourse (Gaudelli, 2009) and a soft approach (Andreotti, 2006) to Global Citizenship Education. We offer both nuanced critiques of specific books as well as guidance for teachers, librarians and organizations for selecting texts. (shrink)

Bioethical arguments conceal the coercion underlying the choice between poverty and selling ones organsIn mid-May 2006, three Palestinian prisoners detained in Israel applied to the Israeli Prison Service for permission to sell their kidneys in order to send money to their children for food. Whether truly sincere or merely propagandistic, the request was made against the background of Israel’s decision to suspend the transfer of Palestinian tax moneys to the Hamas-led Palestinian Authority, and the subsequent increasing poverty and famine (...) in the Gaza Strip.1An official decision was yet to be made when this paper was written. However, the IPS chief medical officer had already made it clear that the request is likely to be rejected. Aside from emphasising that the cost of the pertinent treatment of the prisoners could not be imposed on the IPS, especially as it would greatly exceed the sum to be obtained by the sellers , he asserted that the IPS “won’t lend a hand to endangering the prisoner”. He also reiterated the official IPS policy, according to which the prisoners’ consent to such transaction could not be valid, since they might have been threatened by people from inside or outside the prison.1This is ironic. While the IPS’ professed concerns for the welfare and best interests of the prisoners are commendable, they conceal and hence reaffirm the real coercion implicit in the dilemma the prisoners face: to sell their kidney or let their children starve. Interestingly, approval of their request would have equally concealed the coercion, this time behind concerns for either their autonomy, or the welfare of their children, or both.At present, it is unlikely that Israel will acknowledge the role of national oppression and poverty in producing this dilemma. Rather, the debate will remain focused on …. (shrink)

Nearly 400 million adults have been vaccinated against COVID-19. Children have been excluded from the vaccination programmes owing to their lower vulnerability to COVID-19 and to the special protections that apply to children’s exposure to new biological products. WHO guidelines and national laws focus on medical safety in the process of vaccine approval, and on national security in the process of emergency authorisation. Because children suffer much from social distancing, it is argued that the harms from containment (...) measures should be factored in a broader perspective on the good of the child. Considering the available knowledge on the disease, vaccine, and coping strategies, the decision about vaccine access to children is a public responsibility. The ultimate choice is a matter of paediatric informed consent. Moreover, jurisdictions that permit non-participation in established childhood vaccination programmes should also permit choice of vaccines outside of the approved programmes. Even if vaccine supply is too short to cover the paediatric population, the a priori exclusion of children is unjust. It may also exacerbate local and global inequalities. The second part of the paper delineates a prudent and ethical scheme for gradual incorporation of minors in vaccination programmes that includes a rigorous postvaccination monitoring. This is a theoretical paper in ethics that uses the Pfizer vaccine as a stock example, without discussing possible differences among existing vaccines. The key purpose is reflection on the good of the child in emergencies and vaccine policymaking. All data relevant to the study are included in the article and in its refernces. (shrink)

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and (...) regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

The treatment of children diagnosed with attention deficit/hyperactivity disorder with stimulant drugs has been a subject of controversy for many years, both within and outside bioethics, and the controversy is still very much alive. In her feature article , Ilina Singh, a major contributor to that debate in recent years, brings fresh empirical evidence to bear on it. She uses new data to deal with two key ethical concerns that have been raised about the practice. First, does medicating (...) class='Hi'>children with ADHD compromise their capacity for autonomous moral agency? And second, does it pose a threat to their ‘authentic self’? A related question is whether medication for ADHD is being used as an instrument of social control, forcing children to adapt to environments that they find oppressive.Whereas previous research by Singh examined the attitudes of parents of boys diagnosed with ADHD,1 this article draws from a series of interviews with children from the UK and USA, including those who were taking drugs for ADHD. The conclusions that Singh reaches can be characterised as cautiously optimistic. The data, she thinks, indicate that ‘a majority of children are not victims of stimulant drugs’. Rather than experiencing their use of such drugs as undermining their capacity for moral agency, children tend to report that the medication renders them better able to control their responses in potentially challenging situations. In addition, most of the children did not perceive the medication as a threat to their authenticity. Singh nevertheless accepts that such a threat might be real in certain cases, and suggests ways in which the threat might be mitigated. In particular, she suggests—plausibly, I think—that medical professionals could play a key role by spending more time listening to children in order to get …. (shrink)

Value-based education aims to train students with appropriate attitude and values when they are interacting with their friends, family and outside the school. It helps in developing the child’s Personality, Character, Citizenship, and Spirituality. Stories are an effective tool and an ideal medium through which children can be taught essential life lessons. In ancient India, children were taught values and ethics through the oral story-telling tradition. Stories from Indian Folk tales such as Panchatantra, Hitopodesha, Epics like Ramayana and (...) Bhagavad Gita were told to children during their childhood to teach them Ethics, Values which plays a significant role in their personality development. In this article, we have attempted to bring out the commonality between the values as given in Patanjali Yoga Sutras and HYP as Yamas (Social Discipline) and Niyamas (Personal Discipline) with the characters of Ramayana and the values given in Bhagavad Gita. It is easy to incorporate them in the curriculum with the help of stories class wise. (shrink)

Tomasello proposes that the concept of obligation develops “from the inside-out”: emerging first in experiences of shared agency and generalizing outward to shape children's broader understanding. Here I consider that obligation may also develop “from the outside-in,” emerging as a domain-specific instantiation of a more general conceptual bias to expect categories to prescribe how their members are supposed to behave.

In early 2020, in-person data collection dramatically slowed or was completely halted across the world as many labs were forced to close due to the COVID-19 pandemic. Developmental researchers who assess looking time were forced to re-think their methods of data collection. While a variety of remote or online platforms are available for gathering behavioral data outside of the typical lab setting, few are specifically designed for collecting and processing looking time data in infants and young children. To address (...) these challenges, our lab developed several novel approaches for continuing data collection and coding for a remotely administered audiovisual looking time protocol. First, we detail a comprehensive approach for successfully administering the Multisensory Attention Assessment Protocol, developed by our lab to assess multisensory attention skills. The MAAP is administered from a distance by using Zoom, Gorilla Experiment Builder, an internet connection, and a home computer. This new data collection approach has the advantage that participants can be tested in their homes. We discuss challenges and successes in implementing our approach for remote testing and data collection during an ongoing longitudinal project. Second, we detail an approach for estimating gaze direction and duration collected remotely from webcam recordings using a post processing toolkit and demonstrate its effectiveness and precision. However, because OpenFace derives gaze estimates without translating them to an external frame of reference, we developed a machine learning approach to overcome this limitation. Thus, third, we trained a ML algorithm [] to classify gaze estimates from OpenFace with respect to areas of interest on the participant's screen. We then demonstrate reliability between this approach and traditional coding approaches. The combination of OpenFace and ML will provide a method to automate the coding of looking time for data collected remotely. Finally, we outline a series of best practices for developmental researchers conducting remote data collection for looking time studies. (shrink)

In this paper, I would like to argue that brain-dead small children have a natural right not to be invaded by other people even if their organs can save the lives of other suffering patients. My basic idea is that growing human beings have the right to grow in the form of wholeness, and dying human beings also have the right to die in the form of wholeness; in other words, they have the right to be protected from outside (...) invasion, unless they have declared their wish to abandon that right beforehand. I call this the principle of wholeness. Natural rights, which were discussed by Hobbes and Locke in the 17th century, have to be extended to include the right to grow and die in the form of wholeness in the age of scientific civilization, where peripheral human lives are being threatened by aggressive biomedicine and other advanced technologies. (shrink)

This paper has aimed to remedy a neglect of multi-party disputes by addressing how those involved in a two-party argument may collaborate with others who are co-present. Collaboration is a complex phenomenon. In the first place, we have seen that disputes, although initially produced by two parties, do not consist simply of two sides. Rather, given one party's displayed position, stance, or claim, another party can produce opposition by simply aligning against that position or by aligning with a counterposition. This (...) means that parties can dispute a particular position for different reasons and by different means. It is therefore possible for several parties to serially oppose another's claim without achieving collaboration. A second complexity, then, is just that collaboration is a negotiated phenomenon. For example, while it is possible for an outside party to produce an uninvited alignment display that is sympathetic to an already-stated position in a two-party dispute, the party whose position it supports can agree or disagree with that display. Thus, outsiders' uninvited alignment displays that occur subsequent to those of the insiders or principals in a two-party dispute must be considered as collaboration offers, which can be accepted or rejected. But that is not the end of it, for an outside party can offer alignments that now align with a principal party's position and then, addressing a different aspect of the principal's talk, align against it. Finally, in addition to being offered, collaboration can also be solicited. A principal in a two-party dispute solicits collaboration by inviting an outsider to display an alignment favorable to inviter's own position or to participate in a joint activity that supports that stance. Such solicits can be accepted, rejected, or, again, handled in such a way as to exhibit neutrality. Argumentative collaboration, in short, is a specific, momentary, and delicate state of affairs that is also an organized, technical achievement.The fact that the subjects for this study were children has become submerged in the formal analysis of alignment structures and collaboration. Thus, following this research, two directions can be pursued. One would be to ask how children's arguments differ from those occurring among adults. A reasoned answer would be that matters of substance or content may distinguish disputes among youthful persons from those occurring among older ones, while the forms of disputing remain relatively invariant (Maynard, 1985a, 1985b). In other words, by studying multi-party disputes among first-grade children, we learn about the structure of collaboration as a generic phenomenon among at least practitioners of standard English no matter what their age. This claim can be sustained in part because the analysis presented here depends upon deriving a priori conventional relations between utterances, rather than statistical relations between variables (Coulter, 1983). We have not examined exogenous influences — which would include the age characteristics of participants — on disputes, but rather the endogenously-produced structure of argumentative discourse. Still, the claim that patterns of collaboration are generic to children and adults can be examined with further research on multi-party disputes among different age groups.Another, more radical, research orientation, would be to consider, in any social arena where the members are identified as children, how it is that such a ‘membership category’ (Sacks, 1972) is relevant. If that query is made, then research on ‘children's arguments’ would involve investigating formal practices for exhibiting the accountable category ‘children’ as much as it would mean describing the ways that disputing is done. Those who have studied children's arguments, in Pollner's (1979) terms, have treated ‘children’ as a social fact, a ‘thing,’ rather than as a socially organized meaning, or ‘ing.’To attend to the -ing of things involves a radical modification of the attitude of daily life, for it requires attending to the processes of constitution in lieu of the product thus constituted (Pollner, 1979: 253, fn. 11).In short, we have treated arguments as the important event without also seeing how it is that the category ‘children’ is constituted as a recognizable feature of and within the research setting. (shrink)

This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning (...) and prior learning, and how those connections can variously support or confound children's acquisition of new knowledge and understanding. (shrink)

This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning (...) and prior learning, and how those connections can variously support or confound children's acquisition of new knowledge and understanding. (shrink)

In the majority of research, resettled immigrant and refugee parents are often considered to be less involved with their children’s schooling than majority parents. This study challenges such research positions, based on narrative interviews about parenting in exile conducted with refugee parents resettled in Norway. Cultural psychology and positioning theory have inspired the analyses. The choice of methodology and conceptualisations have brought forth a rich vein of material, which illuminated agency and active positions in the parents’ narratives about involvement (...) with their children’s education. Involvement narratives of success achieved by parents taking action are presented as well as narratives of thwarted agency. Parents’ narrated action includes also involvement outside officialdom, such as informal contact with teachers. It is assumed that the latter involvement forms have become invisible in the majority of earlier research on refugee parents’ school involvement due to methodological choices, and may have contributed to deficit positioning of refugee parents as passive in school involvement. This article’s agency narratives form a sharp contrast to such deficit positioning. (shrink)

This paper presents an integrated discussion of methods and ethics by drawing on participatory research with children in Ethiopia and Kenya. It examines the complex social, ethical, practical and methodological dilemmas of research with HIV-affected children, and explores how we confronted some of these dilemmas before, during and after fieldwork. The paper interrogates the role and limitations of ‘global’ ethical standards in childhood research, and the ways in which the researchers’ gender, ethnicity/race, material power, knowledge and insider-outsider position (...) all intersect to affect: (a) the level of children's involvement in the research process; (b) the generation of knowledge about the field; and (c) the negotiation of ethics in collaborative ways. We argue that doing ethical research with HIV-affected children should not be based solely on dominant and de-contextualised understandings of ethics, knowledge and social relations, but should be negotiated reflexively and through dialogue with participants, including the children, their guardians and ‘local’ community members—all with the aim of doing good and avoiding harm in the research process. (shrink)

Background: Despite a gradual shift in the focus of medical care among terminally ill patients to a palliative model, studies suggest that many children with life-limiting chronic illnesses continue to die in hospital after prolonged periods of inpatient admission and mechanical ventilation.Objectives: To examine the characteristics and location of death among hospitalised children, investigate yearwise trends in these characteristics and test the hypothesis that professional ethical guidance from the UK Royal College of Paediatrics and Child Health would lead (...) to significant changes in the characteristics of death among hospitalised children.Methods: Routine administrative data from one large tertiary-level UK children’s hospital was examined over a 7-year period for children aged 0–18 years. Demographic details, location of deaths, source of admission , length of stay and final diagnoses were studied. Statistical significance was tested by the Kruskal–Wallis analysis of ranks and median test , χ2 test and Cochran–Armitage test .Results: Of the 1127 deaths occurring in hospital over the 7-year period, the majority were among infants. The main diagnoses at death included congenital malformations , perinatal diseases , cardiovascular disorders and neoplasms . Most deaths occurred in an intensive care unit environment , with a significant increase over the years . There was a clear increase in the proportion of admissions from in-hospital among the ICU cohort . Infants with congenital malformations and perinatal conditions were more likely to die in an ICU , and older children with malignancy outside the ICU . Children stayed for a median of 13 days on a hospital ward before being admitted to an ICU where they died.Conclusions: A greater proportion of hospitalised children are dying in an ICU environment. Our experience indicates that professional ethical guidance by itself may be inadequate in reversing the trends observed in this study. (shrink)

Child abuse is an underreported phenomenon despite its high global prevalence. This study investigated how child abuse is perceived by children and adolescents as manifested in their drawings and narratives, based on the well-established notion that drawings serve as a window into children’s mental states. A sample of 97 Israeli children and adolescents aged 6–17 were asked to draw and narrate what child abuse meant to them. The drawings and narratives were coded quantitatively. The results indicated that (...) participants did not perceive a distinction between abuse and violence and referred to them interchangeably. Almost half of the participants focused on emotional abuse. The most frequent type of abuse within the family was between parents and children, and the most frequent abuse outside the family was peer victimization. Most of the drawings were figurative and realistic and half of the drawings included words suggestive of the participants’ attempts to be heard and fully understood. The vast majority of drawings did not include the figure of the artist, about a third of the drawings employed dissociative techniques, and almost half of the narratives were dissociative or characterized by negative resolution, describing feelings such as sadness, humiliation, and loneliness. These findings suggest the emotional pain associated with the abuse or violence and the use of dissociative mechanisms to bypass the pain. The findings are discussed in light of the literature on children’s disclosure. (shrink)

One of the most remarkable features of human societies is our ability to cooperate with each other. However, the benefits of cooperation are not extended to everyone. Indeed, another hallmark of human societies is a division between us and them. Favoritism toward members of our group can result in a loss of empathy and greater tolerance of harm toward those outside our group. The current study sought to investigate how in-group bias impacts the developmental emergence of concerns for fairness and (...) care. We investigated the impact of in-group bias on decisions related to care and fairness in children. Participants made decisions about how to allocate resources between themselves and a peer who was either an in-group or out-group member. In decisions related to care, participants were given two trial types on which they could decide whether to give or throw away a positive or negative resource. In decisions related to fairness participants and peer partners each received one candy and participants decided whether to allocate or throw away an extra candy. If the extra candy was distributed it would place either the participant or their recipient at a relative advantage, whereas if the extra candy was thrown away the distribution would be equal. We found that on fairness trials children’s tendency to allocate resources was similar toward in-group and out-group recipients. Furthermore, children’s tendency to allocate resources changed with age such that younger participants were more likely to allocate extra candies to themselves, whereas older participants were more likely to allocate extra candies to their recipient. On trials related to care we did observe evidence of in-group bias. While distribution of positive resources was greater than negative resources for both in-group and out-group recipients, participants distributed negative resources to out-group recipients more often compared to in-group recipients, a tendency that was heightened for young boys. This pattern of results suggests that fairness and care develop along distinct pathways with independent motivational supports. (shrink)

The Dutch government has a double moral message for Dutch parents. On the one hand, they expect mothers to work more hours outside the home; on the other hand, they expect parents to perform better in their parental tasks. New research shows again that in spite of all stimulation measures, Dutch women with children prefer their part-time jobs, and parents prefer not to leave their children to the responsibility of day care all week. To what extent is the (...) government allowed to oblige mothers to work more hours a week if the consequence is that the responsibility for upbringing shifts from parents to day care centres? (shrink)

Considerable interest has long existed in two separate phenomena of considerable social interest, namely children’s early exposure to employment outside of any organizational, legislative, or collective bargaining protection, and teenage smoking. We used data from a large national survey to address possible direct and indirect links between children’s early employment intensity and smoking because of significant long-term implications of the link between work and well-being in a vulnerable population. Fifth to ninth grade children’s informal employment intensity was (...) related to both smoking history and smoking intent, and these effects were partially mediated by the amount of weekly spending money and self-esteem. The number of one’s parents and friends who smoke separately moderated the relationships between self-esteem and weekly spending money, and smoking behavior. These findings illustrate the complex consequences of young children’s exposure to early employment, and emphasize the need for research on the ethical implications of pre- and early teenagers who are employed outside of the formal employment context. (shrink)

The present study is couched within Rachman's three-pathway theory of fear acquisition. Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modeling. The study aims to explore the contribution of these three factors to the level of children's fear of COVID-19. The sample consisted of 376 children, aged 7–19, and one of their parents. The survey was conducted online during the COVID-19 national state of (...) emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission, and modeling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents' anxiety, children's age, and children's general fearfulness were used as covariates. The results of our path analysis provide support for Rachman's notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this, which in turn led to an increase in the children's fear of COVID-19. Furthermore, children's exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children's fear. The results of the study emphasize the importance of caregivers' behavior during global health crises and provide some clues as to what caregivers may do to protect their children's mental health in such circumstances. (shrink)

Both in formal situations (as school teachers, football trainers, etc.) and in many, often unpredictable informal situations (both inside and outside institutions)—adults come close to children. Whether we intend it or not, we continually give them examples of what it is to live as a human being, and thereby we have a pedagogical responsibility. I sketch what it could mean to let ourselves “be built up”, in a Kierkegaardian sense, on the foundation of unconditional love, presupposing that this love (...) is possible for all human beings. Kierkegaard’s Upbuilding discourses invite each reader to engage in a dialogue with the possibilities in the text. Thereby the reader may become aware of his or her present situation in life and see possible alternatives. These discourses or “talks” (taler in Danish) exemplify a manner of indirect communication which perhaps may be transferred to encounters with works of art in general: How could I let examples in literature, pictures, films and music invite and challenge me—to ask myself who I am right now and who I ought to be? My aim is to present an alternative to the instrumental advices that adults are given today. I attempt to clarify the leading concept “upbuilding examples”, sketch the difference between upbuilding, education and Bildung, refer to works of art that seem to have upbuilding possibilities, and consider why upbuilding examples should be studied and how they could be studied in small self-governed groups of adults. (shrink)

Social scientists who conduct qualitative research frequently use emotional engagement to gather information about participants’ thoughts, feelings, and behaviours in relation to a particularly research question. When the subject under investigation is related to trauma, listening to, or being exposed to personal accounts of participants’ traumatic experiences can carry a significant emotional cost for researchers. This may place them at risk of secondary trauma. In this article, I examine these issues from the context of my doctoral field research in South (...) Africa, which focused on intergenerational trauma amongst descendants of victims of apartheid-era gross human rights violations. I reflect on my positionality as both an insider and outsider and feelings of guilt that emanated from my sense of being privileged and an imposter. I also reflect on the emotional turmoil brought about by my engagement with the trauma of participants and their families. I conclude by sharing the lessons I have learnt, and that have enabled me to sustain my scholarly engagement with intergenerational trauma. Ultimately, this article gives insight into, and raises awareness about, the emotional consequences of conducting trauma research. It offers practical suggestions to help researchers navigate the emotional minefield involved in conducting trauma research. (shrink)

In this article, the authors examine accounts of heterosexuality in media for children. The authors analyze all the G-rated films grossing $100 million dollars or more between 1990 and 2005 and find two main accounts of heterosexuality. First, heterosexuality is constructed through hetero-romantic love relationships as exceptional, powerful, magical, and transformative. Second, heterosexuality outside of relationships is constructed through portrayals of men gazing desirously at women's bodies. Both of these findings have implications for our understanding of heteronormativity. The first (...) is seemingly at odds with theories that claim that heterosexuality's mundane, assumed, everyday ordinariness lends heteronormativity its power. In fact, the authors suggest heterosexual exceptionalism may extend the pervasiveness of heterosexuality and serve as a means of inviting investment in it. The second offers ways to begin to think about how heteronormativity is gendered and racialized. (shrink)