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  1. Nancy Vansieleghem (2011). Philosophy is (as) an Exercise in Parrhesia: An Example of a Philosophical Practice Outside the School. Journal of Philosophy of Education 45 (2):321-337.
     
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  2.  46
    Nancy Vansieleghem (2005). Philosophy for Children as the Wind of Thinking. Journal of Philosophy of Education 39 (1):19–35.
    In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children's emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of course to subscribe to the basic assumptions of Philosophy for Children, we seem to become tied, as it were, to the whole package, without reservation. (...)
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  3.  67
    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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  4.  15
    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.
    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 schemes and procedures especially designed (...)
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  5.  24
    Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...)
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  6.  22
    Nancy Vansieleghem & Jan Masschelein (2012). Education as Invitation to Speak: On the Teacher Who Does Not Speak. Journal of Philosophy of Education 46 (1):85-99.
    As a response to Le Fils, a film directed by the Dardenne brothers (), we explore the idea of speaking as an invitation and juxtapose it against ideas of speaking as a transactional, calculative, calibrated, activity. Speaking tends to be understood as a relatively straightforward matter: as a means of communication structured by such values as the reciprocal balancing of rights and obligations, of clear communication of information, of the gaining of insight into what is happening. Speaking, then, is a (...)
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  7.  14
    Nancy Vansieleghem (2010). The Residual Parent to Come: On the Need for Parental Expertise and Advice. Educational Theory 60 (3):341-355.
    In this essay, Nancy Vansieleghem starts from the observation that parents nowadays are addressed as individuals in need of parental expertise and advice. She maintains that the notion that we are living in a permanently changing society has created a context in which parents feel that they no longer “know” what is good or bad for their children. On this view, parents need to learn how to manage their parenthood. Vansieleghem questions the need for expertise and advice that is characteristic (...)
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  8.  17
    Nancy Vansieleghem (2006). Listening to Dialogue. Studies in Philosophy and Education 25 (1-2):175-190.
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  9.  23
    Nancy Vansieleghem (2009). Children in Public or 'Public Children': An Alternative to Constructing One's Own Life. Journal of Philosophy of Education 43 (1):101-118.
    This article arises from the thoughts of Hannah Arendt, and more especially from her idea that the essence of education is the renewal of the world. That idea forms the backdrop to a consideration of the current interest in education as the construction of one's own life. I argue that the will to construct one's own life is not a natural, biological given, but a product of a 'biopolitical machine'. In the first part of the article I challenge the contemporary (...)
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  10.  20
    Nancy Vansieleghem (2013). This is a Philosopher: On Educational Philosophy in an Age of Psychologisation. Studies in Philosophy and Education 32 (6):601-612.
    Nowadays there is a renewed interest in philosophy as art-of-living. Several prominent authors have pointed out the return of the notion of the good life in philosophy, particularly understood as a form of normative ethics. Questions such as: how should I live have been taken up as a resistance against the dominances of a neo-liberal discourse in all areas of life. This paper is concerned with this renewed interest in philosophy as art-of-living and the form of education that supports this. (...)
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  11.  7
    Nancy Vansieleghem (2013). What is Philosophy for Children? From an Educational Experiment to Experimental Education. Educational Philosophy and Theory 46 (11):1-11.
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  12.  18
    Nancy Vansieleghem (2009). Thinking Children by Claire Cassidy. Journal of Philosophy of Education 43 (4):665-667.
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  13.  4
    Pieter-Jan Decoster & Nancy Vansieleghem (2013). Cinema Education as an Exercise in 'Thinking Through Not-Thinking'. Educational Philosophy and Theory 46 (7):1-13.
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  14.  5
    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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  15. Nancy Vansieleghem & David Kennedy (eds.) (2012). Philosophy for Children in Transition. John Wiley & Sons.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...)
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  16. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. Wiley-Blackwell.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...)
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  17. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. Wiley-Blackwell.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...)
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  18. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. Wiley-Blackwell.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...)
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