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  1. atrever-se a uma escrita infantil: a infância como abrigo e refúgio.Walter Kohan & Magda Costa Carvalho - 2021 - Childhood and Philosophy 17 (17):1-30.
    The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As (...)
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  2.  8
    Cartografia Infantil: Enfoques Metodológicos Seguidos de Experiências Com Crianças E Jovens de Portugal E Brasil.Tiago Almeida & Luciano Bedin Costa - 2021 - Childhood and Philosophy 17:01-24.
    This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children (...)
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  3.  10
    I Am Keeping My Cultural Hat On: Exploring a ‘Culture-Enabling’ Philosophy for/with Children Practice.Peter Paul Elicor - 2021 - Childhood and Philosophy 17:01-18.
    In this paper, I offer a preliminary sketch of a culture-enabling Philosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are prevalent. Its focus is on helping children become cognizant of their cultural situatedness and (...)
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  4.  9
    ‘Seeing’ with/in the World: Becoming-Little.Theresa Magdalen Giorza & Karin Murris - 2021 - Childhood and Philosophy 17:01-23.
    Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant (...)
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  5.  4
    A Que Convida O Convite Ao Filosofar?Vanise Dutra Gomes & Paula Alexandra Vieira - 2021 - Childhood and Philosophy 17:01-18.
    In the call from papers from childhood & philosophy we hear an invitation to philosophize. But what does such an invitation mean? In what ways does an invitation or invitation to philosophize encourage us to suspension our accepted meanings and empower us to sustain this challenge? These are the questions of two teachers who have, first, accepted the prior invitation to philosophize with children, and have now accepted the invitation to think and write together about that experience. This essay was (...)
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  6.  12
    Right Under Our Noses: The Postponement of Children's Political Equality and the NOW.Joanna Haynes & Karin Murris - 2021 - Childhood and Philosophy 17:01-21.
    Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works (...)
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  7.  61
    The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...)
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  8.  9
    Is There a Form of Citizenship Specific to Philosophy for Children?Clarisse Leseigneur - 2021 - Childhood and Philosophy 17:01-18.
    Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children is often presented as a continuation of Dewey’s democratic ideal, as a mode of associated living. I argue that there is a democratic model specific to Lipman’s P4C, that cannot be reduced to Dewey’s theories. To do so, I propose to compare Dewey’s and Lipman’s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental (...)
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  9.  6
    A Inf'ncia E o (in)Dizível: Poder Ubuesco, Resistência E a Possibilidade da Justiça.Eduardo Rezende Melo & Flavia Inês Schilling - 2021 - Childhood and Philosophy 17:01-27.
    The article, as part of a broader reflection on the criticism of the right to development and its impact on the modes of legal and political subjectivation of children and adolescents, questions the child's condition as a subject without speech, or a speech conditioned to criteria of maturation, dictated by the adult referential, in a field, moreover, limited to what is said to be pertinent to their manifestation. Guided by the thought of exteriority, we return to the Foucauldian debate on (...)
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  10.  7
    Música, Autismo E Diferenças: A Representação Como Violência Em Levinas E Deleuze.Stephan Malta Oliveira, Luísa Azevedo Damasceno, Nathalie Emmanuelle Hofmann, Letícia Azevedo Damasceno, Cecília Albuquerque Reynaud Schaefer & Alba Cristina Martins da Silveira - 2021 - Childhood and Philosophy 17:01-18.
    The aim of this article is to investigate and discuss the notions of difference and representation in Emmanuel Levinas and Gilles Deleuze, articulating such notions through the example of a university extension project involving the formation of a musical ensemble composed of autistic children. Our research involved a review of four major philosophical works—Emmanuel Levinas’ Totality and Infinity; Among Us: Essays On Alterity; and “The Concept Of Difference In Bergson”; and Gilles Deleuze’s Difference and Repetition--in addition to secondary references. The (...)
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  11.  5
    Nomen Omen. Una Narrativa Pedagógica Sobre Una Comunidad de Indagación En Contexto de Formación Docente.Gonzalo Santiago Rodriguez - 2021 - Childhood and Philosophy 17:01-24.
    This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the (...)
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  12.  17
    Dar Infancia a la Niñez. Notas Para Una Política Y Poética Del Tiempo.Carlos Skliar & Daniel Brailovsky - 2021 - Childhood and Philosophy 17:01-21.
    The following text aims to pose the question provoked by the of discrepancy between infancy as defined in the work of Jean-Francois Lyotard and childhood per se, and to do so in the epochal context of an educational temporality governed by the attributes of acceleration, “profitable,” knowledge, cognitivism, rampant inequalities, an ethos of “success” at any cost, a univocal relationship between knowledge and utilitarianism, and a severe conflict between egalitarian organization and experience and the demand for performance. The loss of (...)
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  13. Place-Based Philosophical Education: Reconstructing ‘Place’, Reconstructing Ethics.Simone Thornton, Mary Graham & Gilbert Burgh - 2021 - Childhood and Philosophy 17:1-29.
    Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...)
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  14. Fink’s Notion of Play in the Context of Philosophical Inquiry with Children.Georgios Petropoulos - 2021 - Childhood and Philosophy:1-24.
    Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to childhood, (...)
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