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  1. David Kennedy (unknown). Thinking for Oneself and with Others. Analytic Teaching and Philosophical Praxis 20 (1):40-45.
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  2. David Kennedy (unknown). Talking Globally. Analytic Teaching and Philosophical Praxis 25 (2):89-102.
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  3. David Kennedy & Walter Kohan (unknown). Philosophy for Children in China:: A Late Preliminary Anti-Report. Analytic Teaching and Philosophical Praxis 22 (1):37-49.
     
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  4. Pavel Lushyn & David Kennedy (unknown). Power, Manipulation and Control in a Community of Inquiry. Analytic Teaching and Philosophical Praxis 23 (2):103-110.
     
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  5. William Mahrt, Halsey Rayden, Herbert Lindenberger, Albert Gelpi, Gregson Davis, Diane Middlebrook, David Kennedy & Dennis Phillips (forthcoming). Statements Prepared for the Meeting of the Faculty Senate on 18 February, 1988. Minerva.
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  6. David Kennedy (2014). Neoteny, Dialogic Education and an Emergent Psychoculture: Notes on Theory and Practice. Journal of Philosophy of Education 48 (1):100-117.
    This article argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult-child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse's invocation of a ‘new sensibility’, the author argues that the evolutionary phenomenon of neoteny—the long formative period of human childhood and the pedomorphic character of humans across the life cycle—makes of the adult-collective of school a primary site for the reconstruction of belief. (...)
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  7. Walter Omar Kohan & David Knowles Kennedy (2014). School and the Future of Schole: A Preliminary Dialogue. Childhood and Philosophy 10 (19):199-216.
    This conversation offers a discussion of the meaning, sense and social function of school, both as an institution and as a time-space for the practice of schole . It also discusses the different types of Greek time : Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of collectivity. Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of (...)
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  8. Walter Omar Kohan & David Knowles Kennedy (2013). Editor's Welcome. Childhood and Philosophy 8 (16):237-242.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular (pelo menos para nós) na pólis do século v a. C. e fundou uma disciplina. A concepção dessa revista se sustenta, muito mais tarde, no providencial encontro histórico entre a educação da infância e a filosofia. Esse encontro, por sua vez, teve que esperar pelas proféticas declarações de Rousseau no Emílio, enviadas qual manuscrito posto numa garrafa à revolução iminente e (...)
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  9. David Kennedy (2012). Lipman, Dewey, and the Community of Philosophical Inquiry. Education and Culture 28 (2):36-53.
    Normal child and normal adult alike, in other words, are engaged in growing. The difference between them is not the difference between growth and no growth, but between the modes of growth appropriate to different conditions. With respect to the development of powers devoted to coping with specific scientific and economic problems we may say the child should be growing in manhood [sic]. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should (...)
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  10. David Kennedy (2012). Philosophy for Children in Transition. John Wiley & Sons.
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  11. Nancy Vansieleghem & David Kennedy (2012). Introduction: What is Philosophy for Children, What is Philosophy with Children: After Lipman? Journal of Philosophy of Education 23:1-12.
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  12. David Kennedy (2011). From Outer Space and Across the Street: Matthew Lipman’s Double Vision. Childhood and Philosophy 7:49-74.
    This review of Matthew Lipman’s autobiography, A Life Teaching Thinking, is a reflection on the themes and patterns of his extraordinarily productive career. His book begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy and beauty of philosophy, his academic rise at (...)
     
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  13. Nadia Kennedy & David Kennedy (2011). Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design. Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...)
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  14. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.
  15. 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.
    Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of (...)
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  16. David Kennedy (2010). Ann Sharp's Contribution: A Conversation With Matthew Lipman. Childhood and Philosophy 6:11-19.
    The recent passing of Ann Sharp, Co-Founder and Associate Director of the Institute for the Advancement of Philosophy for Children, at the age of 68, has left many of us involved in the movement of philosophy for/with children bereft, no doubt in many different ways. The warmth and intensity of her personal and professional focus, the simple clarity of her thinking, and her boundless energy in the work of international dissemination of the concept and practice of philosophizing with children, resonate (...)
     
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  17. David Kennedy (2010). Qu'est-Ce Qu'un Homme? Dialogue de Leo, Chien Sagace, Et de Son Philosophe, Dessins de Lionel Koechlin. [What is a Man? A Dialogue Between Leo the Wise Dog and His Philosopher. Drawings by Lionel Koechlin.]. [REVIEW] Inquiry 25 (1):53-56.
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  18. David Kennedy & Walter Kohan (2010). Matthew Lipman: Testimonies and Homages. Childhood and Philosophy 6:167-210.
     
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  19. Maughn Gregory & David Kennedy (2009). Introduction. Inquiry 19 (2):4-10.
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  20. David Kennedy (2009). (USA) Another World Is Possible: Schooling, Multitude, and Philosophy for Children. In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 9--47.
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  21. David Kennedy (2008). Aión, Kairós and Chrónos: Fragments of an Endless Conversation on Childhood, Philosophy and Education. Childhood and Philosophy 4:5-22.
    In this dialogue between two interlocutors, the ontology of childhood is considered, first from the point of view of temporality, then power, then language, then from the perspective of philosophy, and inquires whether there is a specific philosophical and/or childlike dialectic of questioning and answering. The claim is made that both the philosopher and the artist carry a childlike way of questioning and acting on the world into adulthood. The discussion then moves to education, and considers the possibility of reconstructing (...)
     
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  22. David P. Kennedy (2007). Disciplinary Stereotypes and Reinventing the Wheel on Culture. Behavioral and Brain Sciences 30 (1):31-32.
    Gintis argues that disciplinary models of human behavior are incompatible. However, his depiction of the discipline of anthropology relies on a broad generalization that is not supported by current practice. Gintis also ignores the work of cognitive anthropologists, who have developed theories and methods that are highly compatible with the perspective advocated by Gintis. (Published Online April 27 2007).
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  23. David Kennedy (2006). John Dewey On Children, Childhood, And Education. Childhood and Philosophy 2:211-229.
    It is difficult to find just one place to look for children and childhood in the American philosopher John Dewey’s work. This is not because he uses the terms so often, but because the concept of childhood pervades his opus in and through another set of terms—development, growth, experience, plasticity, habit, impulse, and education. In Dewey’s language, none of these terms mean quite what they mean in other thinkers’ language, and especially not in the language of the human development theorists (...)
     
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  24. David Kennedy (2006). Young Children Discuss Conflict. Childhood and Philosophy 2:127-182.
    If there is one constant, uninvited guest in the typical public school classroom—or indeed in any setting in which children gather in numbers—it is conflict. The transcripts from which I draw in this reflection on how young children think together about conflict reflect two four-part sets of conversations with two second grades in a small school of roughly 300 students in a predominantly middle to upper middle class suburban town in a heavily populated metropolitan area in the northeastern U.S. Most (...)
     
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  25. David Kennedy & Walter Kohan (2005). Boas Vindas Dos Editores. Childhood and Philosophy 1:303-308.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular na pólis do século v a. C. e fundou uma disciplina. A concepção dessa revista se sustenta, muito mais tarde, no providencial encontro histórico entre a educação da infância e a filosofia. esse encontro, por sua vez, teve que esperar pelas proféticas declarações de Rousseau no Emílio, enviadas qual um manuscrito posto numa garrafa à revolução iminente e também pelo lento (...)
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  26. David Kennedy (2004). The Role of a Facilitator in a Community of Philosophical Inquiry. Metaphilosophy 35 (5):744-765.
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  27. David Kennedy (2004). Acknowledgments. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press.
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  28. David Kennedy (2004). Communal Philosophical Dialogue and the Intersubject. International Journal of Applied Philosophy 18 (2):203-218.
    The self is a historical and cultural phenomenon in the sense of a dialectically evolving narrative construct about who we are, what our borders and limits and capacities are, what is pathology, and what is normality, and so on. These ontological and epistemological narratives are usually linked to grand explanatory narratives like science and religion, and are intimately linked to cosmological pictures. The “intersubject” is an emergent form of subjectivity in our time which reconstructs its borders to include the other, (...)
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  29. David Kennedy (2004). EIGHT Humanitarianism and Force. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 235-324.
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  30. David Kennedy (2004). FOUR Humanitarian Policy Making: Pragmatism Without Politics? In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 111-148.
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  31. David Kennedy (2004). FIVE The Rule of Law as a Strategy for Economic Development. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 149-168.
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  32. David Kennedy (2004). Index. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 359-368.
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  33. David Kennedy (2004). NINE Humanitarian Power. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 327-358.
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  34. David Kennedy (2004). ONE The International Human Rights Movement: Part of the Problem? In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 3-36.
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  35. David Kennedy (2004). Preface. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press.
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  36. David Kennedy (2004). SIX Bringing Market Democracy to Eastern and Central Europe. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 169-198.
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  37. David Kennedy (2004). SEVEN The International Protection of Refugees. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 199-234.
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  38. David Kennedy (2004). THREE Autumn Weekend: The Activist Community. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 85-108.
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  39. David Kennedy, The Dark Sides of Virtue: Reassessing International Humanitarianism.
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  40. David Kennedy (2004). TWO Spring Break: The Activist Individual. In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. 37-84.
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  41. David Molyneaux, Lucia Webster & David Kennedy (2004). Scenarios in Banking Ethics: Responses, Reflections and Commentary. Business Ethics 13 (4):255-268.
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  42. David Kennedy (2002). The Child and Postmodern Subjectivity. Educational Theory 52 (2):155-167.
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  43. David Kennedy (2001). Parent, Child, Alterity, Dialogue. Philosophy Today 45 (1):33-42.
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  44. David Kennedy (2001). S. E. Alcock (Ed.): The Early Roman Empire in the East . (Oxbow Monograph 95.) Pp. Viii + 212. Oxford: Oxbow Books, 1997. Paper, £24. ISBN: 1-900188-52-X. [REVIEW] The Classical Review 51 (02):433-.
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  45. Maughn Gregory & David Kennedy (2000). Introduction. Inquiry 19 (2):4-10.
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  46. David Kennedy (1999). Philosophy for Children and the Reconstruction of Philosophy. Metaphilosophy 30 (4):338-359.
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  47. David Kennedy (1997). Guest Editor's Introduction. Inquiry 16 (4):1-5.
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  48. David Kennedy (1997). The Five Communities. Inquiry 16 (4):66-86.
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  49. David Kennedy (1995). La internacionalización. Anales de la Cátedra Francisco Suárez 32.
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  50. David Kennedy (1992). The Hermeneutics of Childhood. Philosophy Today 36 (1):44-58.
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