Search results for 'Philosophy for Childrens' (try it on Scholar)

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  1. Maria Miraglia (2014). Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment. Childhood and Philosophy 9 (18):381-400.score: 390.7
    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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  2. 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: 354.7
    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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  3. 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: 347.7
  4. Jennifer Bleazby (2004). Practicality and Philosophy for Children. Critical and Creative Thinking 12 (2).score: 340.7
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  5. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.score: 331.0
    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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  6. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 324.0
    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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  7. Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.score: 324.0
    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 written (...)
     
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  8. Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.score: 316.3
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  9. 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: 299.0
    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 growing interest (...)
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  10. Maughn Gregory (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy of Education 45 (2):199-219.score: 299.0
    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 traditional values, (...)
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  11. Nuran Direk (2006). Philosophy for Children in Turkey. The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.score: 299.0
    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 about the (...)
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  12. Marzena Parzych (2008). Philosophy for Children. Proceedings of the Xxii World Congress of Philosophy 27:71-79.score: 299.0
    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 as well as (...)
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  13. Darren Chetty (2014). The Elephant in the Room: Picturebooks, Philosophy for Children and Racism. Childhood and Philosophy 10 (19):11-31.score: 299.0
    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, racism (...)
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  14. 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: 299.0
    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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  15. Mitsuyo Toyoda (2008). Applying Philosophy for Children to Workshop-Style Environmental Education. Proceedings of the Xxii World Congress of Philosophy 27:101-109.score: 299.0
    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 are (...)
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  16. 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: 295.3
    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 research, (...)
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  17. 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: 293.0
    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 parents, etc.). However, there (...)
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  18. 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: 292.0
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  19. 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: 292.0
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  20. William J. Rapaport (1987). Philosophy for Children and Other People. American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.score: 278.3
    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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  21. 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: 275.3
     
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  22. 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: 270.7
    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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  23. Berys Nigel Gaut (2012). Philosophy for Young Children: A Practical Guide. Routledge.score: 270.3
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  24. Michael S. Pritchard (2000). Moral Philosophy for Children and Character Education. International Journal of Applied Philosophy 14 (1):13-26.score: 266.3
    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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  25. 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: 259.3
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  26. Cesar Catalani & Patrícia del Nero Velasco (2009). On the Logic of the Program of Philosophy for Children. Childhood and Philosophy 10:283-316.score: 257.3
    This article aims to present part of the results from the Scientific Initiation research entitled Logical Foundations of Education for Thinking. Specifically, the exposed contents are the logical ones developed by Matthew Lipman in his philosophical novel Harry Stottlemeier�s discovery. The text is divided in three main sections: formal logic, logic of good reasons and logic of rationally acting. In the first one, we map the contents of formal logic present in that novel. In this context, we studied Aristotelian logic (...)
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  27. Nancy Vansieleghem (2005). Philosophy for Children as the Wind of Thinking. Journal of Philosophy of Education 39 (1):19–35.score: 250.3
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  28. Clinton Golding (2011). Educating Philosophically: The Educational Theory of Philosophy for Children. Educational Philosophy and Theory 43 (5):413-414.score: 250.3
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  29. Michael Pritchard, Philosophy for Children. Stanford Encyclopedia of Philosophy.score: 250.3
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  30. Edward D'angelo (1977). Philosophy for Children: A Note on Lipman's Lisa. Journal of Pre-College Philosophy 2 (3):39-40.score: 250.3
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  31. David Boersema (2011). Philosophy For Children. Philosophy Now 84:4-4.score: 250.3
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  32. Matthew Charles (2011). Philosophy for Children. Radical Philosophy 170:45.score: 250.3
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  33. Louis I. Katzner (1979). Philosophy for Children. Teaching Philosophy 3 (2):263-264.score: 250.3
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  34. 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.score: 250.3
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  35. Philip Cam (2013). Philosophy for Children, Values Education and the Inquiring Society. Educational Philosophy and Theory:1-9.score: 250.3
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  36. M. J. Laverty (2004). Philosophy for Children and/as Philosophical Practice. International Journal of Applied Philosophy 18:141-51.score: 250.3
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  37. Michael S. Pritchard (1983). Philosophy for Children in a Public Library. Teaching Philosophy 6 (3):245-257.score: 250.3
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  38. Nancy Vansieleghem (2013). What is Philosophy for Children? From an Educational Experiment to Experimental Education. Educational Philosophy and Theory:1-11.score: 250.3
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  39. Matthew Lipman (2009). (USA) Philosophy for Children: Some Assumptions and Implications1. In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 9--23.score: 246.3
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  40. Patricia Hannam (2009). (England) From Inter-Cultural to Inter-Relational Understanding: Philosophy for Children and the Acceptance of Difference. In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 9--141.score: 246.3
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  41. 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.score: 246.3
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  42. May Leckey (2009). Turning Points: Evaluation of a Philosophy for Children Programme with Adolescents. In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 459--472.score: 246.3
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  43. Felix Garcia Moriyon (2009). (Spain) Philosophy for Children and Anarchism. In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 63.score: 246.3
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  44. Nicholas Maxwell (2005). Philosophy Seminars for Five-Year-Olds,. Learning for Democracy 1 (2):71-77.score: 244.3
    We need a revolution in education, from five year olds onwards, so that exploration of problems is at the heart of the enterprise.
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  45. Jennifer Bleazby (2006). Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism. Analytic Teaching 26 (1):31-52.score: 243.3
  46. Matthew Lipman (1976). Philosophy for Children. Metaphilosophy 7 (1):17–33.score: 243.3
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  47. Jennifer B. Bleazby (2012). Dewey's Notion of Imagination in Philosophy for Children. Education and Culture 28 (2):95-111.score: 243.3
    Kieran Egan states that imagination "is a concept that has come down to us with a history of suspicion and mistrust" (2007, p. 4). Like experience and the emotions, the imagination is frequently thought to be an obstacle to reason. While reason is conceived of as an abstract, objective and rule-governed method of delivering absolute truths, the imagination is considered "unconstrained, arbitrary, and fanciful," as well as "particular, subjective, and idiosyncratic" (Jo 2002, p. 39). This negative view of the imagination (...)
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  48. Terrell Ward Bynum (1976). What is Philosophy for Children?*—An Introduction. Metaphilosophy 7 (1):1–6.score: 243.3
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  49. David Kennedy (1999). Philosophy for Children and the Reconstruction of Philosophy. Metaphilosophy 30 (4):338-359.score: 243.3
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  50. John P. Portelli (1990). The Socratic Method and Philosophy for Children. Metaphilosophy 21 (1-2):141-161.score: 243.3
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