Search results for 'Children and philosophy' (try it on Scholar)

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  1. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.score: 198.0
    The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The ...
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  2. Maria Miraglia (2014). Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment. Childhood and Philosophy 9 (18):381-400.score: 198.0
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of (...)
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  3. John Peter Portelli & Ronald F. Reed (eds.) (1995). Children, Philosophy, and Democracy. Detselig Enterprises.score: 198.0
     
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  4. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 192.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  5. Ben Gorman (2012). Review of Philosophy in Children's Literature. [REVIEW] Questions 12:17-18.score: 192.0
    Ben Gorman reviews Philosophy in Children’s Literature by Peter R. Costello.
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  6. Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.score: 192.0
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is (...)
     
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  7. Jennifer Bleazby (2004). Practicality and Philosophy for Children. Critical and Creative Thinking 12 (2).score: 180.0
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  8. Jennifer Bleazby (2011). Overcoming Relativism and Absolutism: Dewey's Ideals of Truth and Meaning in Philosophy for Children. Educational Philosophy and Theory 43 (5):453-466.score: 174.0
    Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...)
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  9. Anthony Krupp (2009). Reason's Children: Childhood in Early Modern Philosophy. Bucknell University Press.score: 174.0
    Introduction -- Descartes : purging the mind of childish ways -- Locke and Leibniz : understanding children -- Locke : children's language and the fate of changelings -- Leibniz : against infant damnation -- Wolff : the inferiority of childhood -- Baumgarten : childhood and the analogue of reason.
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  10. 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.score: 174.0
  11. Claire Cassidy (2013). Philosophy with Children: Learning to Live Well. Childhood and Philosophy 8 (16):243-264.score: 174.0
    A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e (...)
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  12. Daniela G. Camhy (ed.) (1994). Children, Thinking, and Philosophy: Proceedings of the 5th International Conference of Philosophy for Children, Graz, 1992 = Das Philosophische Denken Von Kindern: Kongressband des 5. Internationalen Kongresses für Kinderphilosophie, Graz, 1992. [REVIEW] Academia Verlag.score: 168.0
     
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  13. Philip Cam (ed.) (2007). Philosophy with Young Children: A Classroom Handbook. Acsa.score: 168.0
     
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  14. Berys Nigel Gaut (2012). Philosophy for Young Children: A Practical Guide. Routledge.score: 168.0
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  15. Gert Biesta (2011). Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education 45 (2):305-319.score: 156.0
    The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills (...)
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  16. Karen L. McGavock (2007). Agents of Reform?: Children's Literature and Philosophy. Philosophia 35 (2):129-143.score: 156.0
    Children’s literature was first published in the eighteenth century at a time when the philosophical ideas of Jean-Jacques Rousseau on education and childhood were being discussed. Ironically, however, the first generation of children’s literature (by Maria Edgeworth et al) was incongruous with Rousseau’s ideas since the works were didactic, constraining and demanded passive acceptance from their readers. This instigated a deficit or reductionist model to represent childhood and children’s literature as simple and uncomplicated and led to (...)’s literature being overlooked and its contribution to philosophical discussions being undermined. Although Rousseau advocates freeing the child to develop, he does not feel that reading fiction promotes child development, which is a weakness in an otherwise strong argument for educational reform. Yet, rather ironically, the second generation of children’s writers, from Lewis Carroll onwards, more truly embraced Rousseau’s broader philosophical ideas on education and childhood than their predecessors, encouraging and freeing readers to imagine, reflect and actively engage in ontological enquiry. The emphasis had changed with the child being embraced in education and society as active participant rather than passive or disengaged recipient. Works deemed to be seminal to the canon of children’s literature such as Alice’s Adventures in Wonderland, Peter Pan and The Chronicles of Narnia challenge readers to work through conflicts many of which can be identified retrospectively as exhibiting postmodern characteristics. By exploring moral and spiritual dilemmas in their writing, Carroll, Barrie and Lewis’s works can be regarded as contributing to discussions on theodical postmodernism. The successes of The Lord of the Rings and Narnia films suggest that there is an interest in exploring moral dilemmas, fulfilling a need (perhaps for tolerance and understanding) in society at large. Children’s literature has an almost divine power to restore, to repair and to heal, all characteristics of theodical postmodernism but differing from the more widely held conception of postmodernism which pulls apart, exacerbates and exposes. Children’s literature therefore offers a healthy and constructive approach to working through moral dilemmas. In their deconstruction of childhood, these authors have brought children’s literature closer to aspects of enquiry traditionally found in the domain of adult mainstream literature. As the boundaries between childhood and adulthood become more fluid, less certain, debate is centring around whether the canon of children’s literature itself has become redundant or meaningless since there are no longer any restrictions on which subjects can be treated in children’s literature. Despite the fact that children’s literature clearly engages with difficult issues, it continues to be left out of the critical equation, not given serious attention, disregarded as simplistic and ignored in contemporary philosophical discussions concerning morality, postmodernism and the future of childhood. With children’s literature coming closer to mainstream literature, and exhibiting prominent features of postmodernism, however, it is only a matter of time before philosophical discussions actively engage with children’s literature and recognise its contribution to the resolution and reconciliation of ontological dilemmas. When this occurs, philosophy and children’s literature will re-engage, enriching contemporary investigations of existence, ethics and knowledge and fruitfully developing thought in these areas. This paper aims to contribute to this process. (shrink)
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  17. Nancy Vansieleghem & David Kennedy (2011). What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman? Journal of Philosophy of Education 45 (2):171-182.score: 150.0
    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 (...)
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  18. Maughn Gregory (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy of Education 45 (2):199-219.score: 150.0
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question (...)
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  19. Michael S. Pritchard (2000). Moral Philosophy for Children and Character Education. International Journal of Applied Philosophy 14 (1):13-26.score: 150.0
    This paper discusses the growing prominence of character education and the role moral philosophy can play here. It examines the place of inquiry in character education, and the ways in which moral philosophy can help young people to develop the virtue of reasonableness. Reasonableness, as herein described, takes into account the views and feelings of others, the willingness to allow one’s views to be scrutinized by others, and the acceptance of some degree of uncertainty about whether one’s views (...)
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  20. Karin Saskia Murris (2008). Philosophy with Children, the Stingray and the Educative Value of Disequilibrium. Journal of Philosophy of Education 42 (3-4):667-685.score: 150.0
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of (...)
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  21. Viktor Johansson (2011). 'In Charge of the Truffula Seeds': On Children's Literature, Rationality and Children's Voices in Philosophy. Journal of Philosophy of Education 45 (2):359-377.score: 150.0
    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 (...)
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  22. Clinton Golding (2009). &Quot;that's a Better Idea!&Quot; Philosophical Progress for Philosophy for Children. Childhood and Philosophy 5 (10):223-269.score: 150.0
    Philosophy for Children is an important educational programme that engages children in philosophical inquiry as the means for them to make sense of the world. A key to its success is that students make progress in their attempts to make sense of the world or, more colloquially, they develop better ideas. Although philosophical progress is essential to the value of Philosophy for Children, there is little written on this concept and what is written tends to (...)
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  23. Nancy Vansieleghem (2011). Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia. Journal of Philosophy of Education 45 (2):321-337.score: 150.0
    The last few decades have seen a steady growth of interest in doing philosophy with children and young people in educational settings. Philosophy with children is increasingly offered as a solution to the problems associated with what is seen by many as a disoriented, cynical, indifferent and individualistic society. It represents for its practitioners a powerful vehicle that teaches children and young people how to think about particular problems in society through the use of interpretive (...)
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  24. Joanna Haynes & Karin Murris (2011). The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children. Journal of Philosophy of Education 45 (2):285-303.score: 150.0
    Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, presenting unaccustomed challenges and moral dilemmas. This paper argues that such significant episodes in the practice of Philosophical with Children (PwC) offer rich opportunities for wider critical reflection on epistemological and pedagogical questions for teacher education and continuing professional development. We illustrate the nature of this ongoing work through noticing and focusing on critical incidents drawn from our lived experience (...)
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  25. Nuran Direk (2006). Philosophy for Children in Turkey. The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.score: 150.0
    In this essay, I shall both inquire into the relationship between democracy and education in general and concentr ate on education in philosophy for children in the Turkish cultural context. I argue that education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided (...)
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  26. Yong-Sock Chang & Ji–Young Kim (2008). Visual Culture Education Through the Philosophy for Children Program. Proceedings of the Xxii World Congress of Philosophy 37:27-34.score: 150.0
    The appearance of mass media and a versatile medium of videos can serve the convenience and instructive information for children; on the other hand, it could abet them in implicit image consumption. Now is the time for kids' to be in need of thinking power which enables them to make a choice, applications andcriticism of information within such visual cultures. In spite of these social changes, the realities are that our curriculum still doesn't meet a learner's demand properly. This (...)
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  27. Dae-Ryun Chung (2008). A Study on Developing Picture Books and Parent-Teacher Manuals for Philosophy for Korean Young Children. Proceedings of the Xxii World Congress of Philosophy 27:111-122.score: 150.0
    This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and (...)
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  28. Marzena Parzych (2008). Philosophy for Children. Proceedings of the Xxii World Congress of Philosophy 27:71-79.score: 150.0
    Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness. This paper will examine the importance of the Critical Thinking Movement and the Philosophy for Children Programme in a larger, more inclusive, and innovative perspective. The paper will explain why the CriticalThinking Movement appeared in our time and then offer a new interpretation of the importance of the Philosophy for Children Program – with both seen in a novel historical perspective (...)
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  29. David A. Shapiro (2000). Action Learning and Moral Philosophy with Children. International Journal of Applied Philosophy 14 (1):27-33.score: 150.0
    This paper suggests that young people can explore moral philosophy in ways that will help them both think and act in ways that are consistent with good moral reasoning. It describes several games and exercises that allow children to explore various moral principles in their behavior toward others. Participating in activities that give children practice in making moral decisions helps them to appreciate the role of principles in moral reasoning. The author contends that it is important for (...)
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  30. Darren Chetty (2014). The Elephant in the Room: Picturebooks, Philosophy for Children and Racism. Childhood and Philosophy 10 (19):11-31.score: 150.0
    Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory (CRT) and the related field of Critical Whiteness Studies (CWS), I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, (...)
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  31. Young-Sam Chun (2008). Teaching Philosophy as a Tool for Helping Children Understand Problems Properly. Proceedings of the Xxii World Congress of Philosophy 27:23-28.score: 150.0
    Children are surrounded by a lot of problems here and there, and they often show any tendency to answer them promptly. In this paper, I argue that helping children understand their problems properly before answering them is one of the good ways of meta-thinking teaching in philosophy for children, and then I suggest how teachers help them do so.
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  32. Maughn Gregory (2008). Philosophy and Children's Religious Experience. Proceedings of the Xxii World Congress of Philosophy 45:125-135.score: 150.0
    Philosophy serves to determine and clarifying the meaning of experience, and to make experience more meaningful, in both of the senses that Dewey distinguished: to broaden the range and amplify the value of qualities we experience, and to multiply their relevant ties to other experiences. Children’s experience is replete with philosophical meaning, and in facilitating children’s search for meaning, we are obliged to lead them in the directions that we ourselves have found most fruitful, though we should (...)
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  33. Jean-françois Goubet (2014). L'éducation à la Démocratie Par la Culture des Sentiments. Martha C. Nussbaum Et la Philosophie Pour enfantsTraining for Democracy Through Culture of Feelings. Martha C. Nussbaum and Philosophy for Children. [REVIEW] Childhood and Philosophy 10 (19):87-108.score: 150.0
    Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants (Philosophy for Children, P4C). En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des (...)
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  34. J. P. Portelli & S. Church (1995). Whole Language and Philosophy for Children. In John Peter Portelli & Ronald F. Reed (eds.), Children, Philosophy, and Democracy. Detselig Enterprises.score: 150.0
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  35. Mitsuyo Toyoda (2008). Applying Philosophy for Children to Workshop-Style Environmental Education. Proceedings of the Xxii World Congress of Philosophy 27:101-109.score: 150.0
    This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents (...)
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  36. Peter R. Costello (ed.) (2011). Philosophy in Children's Literature. Lexington Books.score: 144.0
    "This book seeks to join the ongoing, interdisciplinary approach to children's literature by means of sustained readings of individual texts by means of important works in the history of philosophy.
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  37. M. Lipman (1992). Integrating Cognitive Skills and Conceptual Contents in Teaching the Philosophy for Children Curriculum. In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press. 10--12.score: 144.0
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  38. Ann Margaret Sharp (1992). Women, Children and the Evolution of Philosophy for Children. In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 144.0
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  39. William J. Rapaport (1987). Philosophy for Children and Other People. American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.score: 132.0
    It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be (...)
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  40. Nimet Kucuk (2008). The Two Dimensions of Philosophy Education with Children. Proceedings of the Xxii World Congress of Philosophy 27:39-44.score: 132.0
    The Twenty-first Century will be the age of information, a century only those societies that reach to and produce information can achieve success. The individuals of this century must have along with the basic skill, the new and significant qualifications of problemsolving, learning how to think, creative thinking, decision-making, research and assume responsibility of one’s knowledge as active subjects. Therefore we have to teach our students how to think. Education of thinking is the education of philosophy. One has to (...)
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  41. Cynthia Kepler (2007). Use of Philosophy in Children's Literature. Questions: Philosophy for Young People 7:9-11.score: 132.0
    In the following Kepler suggests a number of different readings of Carroll’s Alice books that would be useful to those attempting to integrate philosophy into an existing curriculum.
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  42. Nancy Vansieleghem (2005). Philosophy for Children as the Wind of Thinking. Journal of Philosophy of Education 39 (1):19–35.score: 126.0
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  43. Karin Murris (2000). Can Children Do Philosophy? Journal of Philosophy of Education 34 (2):261–279.score: 126.0
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  44. Fiachra Long (2005). Thomas Reid and Philosophy with Children. Journal of Philosophy of Education 39 (4):599–614.score: 126.0
  45. Clinton Golding (2011). Educating Philosophically: The Educational Theory of Philosophy for Children. Educational Philosophy and Theory 43 (5):413-414.score: 126.0
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  46. Michael Pritchard, Philosophy for Children. Stanford Encyclopedia of Philosophy.score: 126.0
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  47. Andrew Gibbons (2007). Philosophers as Children: Playing with Style in the Philosophy of Education. Educational Philosophy and Theory 39 (5):506–518.score: 126.0
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  48. Edward D'angelo (1977). Philosophy for Children: A Note on Lipman's Lisa. Journal of Pre-College Philosophy 2 (3):39-40.score: 126.0
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  49. Robert Fisher (2011). “Can Animals Think?” Talking Philosophy With Children. Philosophy Now 84:6-8.score: 126.0
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  50. David Boersema (2011). Philosophy For Children. Philosophy Now 84:4-4.score: 126.0
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