Related categories

542 found
Order:
1 — 50 / 542
Material to categorize
  1. Playing in the in-Between: Implications for Early Childhood Education of New Views on Social Relations.Cynthia June À Beckett - unknown
    Social relations are commonly seen as exchanges between entities, a view implicitly indebted to Hegel?s account of the development of independent subjectivity. It is an analysis that explains many social interactions but that cannot explain key moments in social life. These moments occur in the non-Euclidean space and time of the in-between. This concept will be elucidated in this thesis through analysis of fieldwork examples and in relation to the work of Martin Buber and Donald Winnicott. The in-between arises when (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  2. Early Childhood Interventions as Instruments of Neoliberal Reform.Kwaku Owusu Afriyie - unknown
    This paper seeks to argue against the universality of childhoods and also against the neoliberal notion that early childhood intervention is the way forward in our attempt to combat poverty. In the first paragraph of this paper I will bring out the ideas held on Early Childhood Care and Development (ECCD) in the North especially USA. The second part of this paper will deal with the reasons why early childhood interventions are deemed to be important and as purported by the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  3. Putting Philosophy to the Service of Schools to Give Children’s Voices Real Value.Sonia París Albert - 2018 - Childhood and Philosophy 14 (30):453-470.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  4. Free Thought School, a Journey Since the Estigma of Subnormality Until the Empowerment of People in Between People.Chema Sánchez Alcon - 2016 - Childhood and Philosophy 12 (24):417-441.
    There may be a school where they "think" freely and whose teachers are people with intellectual disabilities? We are talking about the possibility of people who have “failed” “academically”, as adults, merge an alternative school space runned by them and where they are the "Socratic teacher" and the lessons taught there have to do with thinking, values or emotions. That dream is a possible utopia of two educators, Chema Sanchez and Juan Carlos Morcillo, and of an institution to support them (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  5. O que dizem as crianças ribeirinhas da vila do piriá – curralinho/pa - acerca de suas práticas culturais.Simei Santos Andrade, Magali Dos Reis & Laura Maria Silva Araújo Alves - 2018 - Childhood and Philosophy 14 (29).
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  6. Children : Rights and Childhood.David Archard - unknown
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography   8 citations  
  7. De infancias, tiempos y existencias: habitar los espacios del «quando infante».Malvina Argumendo - 2017 - Childhood and Philosophy 13 (26):5-20.
    Este trabajo propone una serie de reflexiones en torno a las ideas de tiempo y existencia desde el pensamiento de Emmanuel Levinas, poniéndolas en diálogo con una suerte de aventura poética que Manoel de Barros encarna en su narrativa, como una travesía de la memoria por el tiempo y espacio de la infancia. Partimos de la pregunta por la posibilidad de habitar el propio tiempo de la existencia como una vuelta a un tiempo infantil nuevo y actualizable, a un ser (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    My bibliography  
  8. The Philosophy of Childhood.Rudolf Arnheim - 1997 - Journal of Aesthetics and Art Criticism 55 (3):330-331.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography   19 citations  
  9. Interpreting Children's Ideas: Creative Thought or Factual Belief? A New Look at Piaget's Theory of Childhood Artificialism as Related to Religious Education.Elizabeth Ashton - 1993 - British Journal of Educational Studies 41 (2):164-173.
    . Interpreting children 's ideas: Creative thought or factual belief? A new look at Piaget's theory of childhood artificialism as related to religious education. British Journal of Educational Studies: Vol. 41, No. 2, pp. 164-173.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  10. Nature Gives and Nature Takes: A Qualitative Comparison Between Canadian and German Children About Their Concepts of ‘Nature’.Parmis Aslanimehr, Eva Marsal, Barbara Weber & Fabian Knapp - 2018 - Childhood and Philosophy 14 (30):483-515.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  11. The Child's Discovery of the Mind.Janet W. Astington - 1994 - Fontana.
    Remove from this list  
     
    Export citation  
     
    My bibliography   12 citations  
  12. Play and Myth in Plato's Phaedrus.Noa I. Ayalon - 2017 - Childhood and Philosophy 13 (26):129-152.
    Plato’s Phaedrus is a famously intriguing dialogue. It employs a wide range of writing styles, such as myth, dialectic discussion, rehearsed and spontaneous speeches, and lines of verse. It makes a sharp transition from speech-making and storytelling, which make up the first half of the dialogue and deal with love, to dialectical discussion and an analysis of rhetoric in its second half. Socrates himself claims erotic madness is man’s greatest blessing. How seriously can we take such a strange dialogue? How (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  13. A arte E o afeto na inclusão escolar: Potência E o pensamento não representativo.Mateus Freitas Barreiro, Alonso Bezerra Carvalho & Marta Regina Furlan - 2018 - Childhood and Philosophy 14 (30):517-534.
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  14. The Experientiality as a Response to the Analytical Tendency of Philosophy for Children.José Barrientos-Rastrojo - 2016 - Childhood and Philosophy 12 (25):519-542.
    Sessions of Philosophy for Children has been based in many authors in analytical and conceptual patterns. Even when they have been devoted to study affective and emotional topics, methodologies implemented in the classroom are grounded in those patterns; so that, its main tools are the use of arguments, the creation of definitions, the design of descriptions, the conceptual analysis, the confrontation of thesis and the building of new theories or ideational structures, among others. This is due to the type of (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  15. "Making Connections" Early Childhood Teachers Re-Creating Meaning: Contextualizing Reggio Emilian Pedagogy.Christine Ann Baxter - unknown
    Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  16. The Humanizing Dialogue as Careful Expression.Fernando Bento - 2016 - Childhood and Philosophy 12 (24):443-453.
    While building dialogic singularities widespread in the expression of joy and manifestation of care, it is important to note the necessary consistency between thought and action as the real game of affects that constitutes humanity. Thus, it is intended to clarify the position of Matthew Lipman in face of a significant re-birth of an ethics of the preferable as conducting a satisfaction that values reflective habit, about themselves, about the others and about the world, animates or inanimate, which means, human (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  17. M. Lipman's "What Happens in Art". [REVIEW]Arnold Berleant - 1968 - Philosophy and Phenomenological Research 28 (3):449.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  18. P4c After Auschwitz: On Immanence and Transcendence in Education.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  19. Touching the Soul? Exploring an Alternative Outlook for Philosophical Work with Children and Young People.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  20. An Interview with Matthew Lipman.Eulalia Bosch - 1998 - Analytic Teaching and Philosophical Praxis 18 (1):1-4.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  21. Philosophy for Children Goes to College: Transformative Changes in Philosophical Thinking When College Students Practice Philosophizing with Young Children.Stephanie A. Burdick-Shephard & Cristina Cammarano - 2017 - Childhood and Philosophy 13 (27):235-251.
    The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  22. Melarete and Peech: Preface to an International Philosophy with Children Collaboration.Michael Burroughs & Mortari Luigina - 2017 - Childhood and Philosophy 13 (26):69-86.
    In this paper we discuss two research programs – MELARETE and Philosophical Ethics in Early Childhood – and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  23. Justice and Children’s Rights: The Role of Moral Psychology in the Practical Philosophy Discourse.Mar Cabezas - 2016 - Las Torres de Lucca: Revista Internacional de Filosofía Política 5 (8):41-73.
    Justice for children meets specific obstacles when it comes to its realization due not only to the nature of rights and the peculiarities of children as subjects of rights. The conflict of interests between short-term and long-term aims, and the different interpretations a state can do on the question concerning how to materialize social rights policies and how to interpret its commitments on social justice play also a role. Starting by the question on why the affluent states do not seem (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  24. Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
    Remove from this list   Direct download (8 more)  
     
    Export citation  
     
    My bibliography  
  25. Matthew Lipman.Philip Cam - 2010 - Diogène 232 (4):163.
  26. Developing Children’s Reasoning and Inquiry, Concept Analysis, and Meaningmaking Skills Through the Community of Inquiry.Abigail Thea Canuto - 2018 - Childhood and Philosophy 14 (30):427-452.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  27. Inf'ncias No Campo: Brinquedo, Brincadeira E Cultura.Carvalho Levindo Diniz & Silva Rogério Correia da - 2018 - Childhood and Philosophy 14 (29).
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  28. The Question of Desirability: How is Education a Risk?Magda Costa Carvalho - 2017 - Childhood and Philosophy 13 (28).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  29. Grown-Upness or Living Philosophically?Claire Cassidy - 2017 - Childhood and Philosophy 13 (28).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  30. Philosophy for Children, Learnification, Intelligent Adaptive Systems and Racism – a Response to Gert Biesta.Darren Chetty - 2017 - Childhood and Philosophy 13 (28).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  31. What Smash of Pedagogical Imagination! Thinking School Beyond Possible.Colectivo Filosofar Con Chicxs - 2017 - Childhood and Philosophy 13 (26):105-128.
    This paper is motorized by the following question: Why, although there have been many changes on curricular policies and didactic designs during the last years, do we continue feeling that the school is still trapped in the reproduction of the same? May our times be signed by the lack of pedagogical imagination? We wonder about the ways in which our imagination-as the faculty to produce representations beyond what `s given-is configured in the present. And we observe that although it is (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  32. Anarchism and Decolonization: Possibilities for Thinking About Childhood.Olivia Pires Coelho & Maria Carmen Silveira Barbosa - 2017 - Childhood and Philosophy 13 (27):335-352.
    This article intends to contribute to the reflections on Postcolonialism and Anarchism under the perspective of Childhood decolonization practices. The purpose of socializing this analysis, part of the master’s in Education thesis is to build new perspectives into the comprehension on postcolonial and anarchist practices on early childhood education. We believe, therefore, that sharing creations and theoretical analysis is fundamental for the exercise of a democratic science. Because it is within dialogue that the differences and the contributions meet. It’s also (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  33. A Very Crazy Trip: Some Considerations About Words Researched by Childhoods.Luciano Bedin da Costa, Joelma de Vargas Borges & Rita de Cássia Nunes Azzolin - 2018 - Childhood and Philosophy 14 (30):363-383.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  34. Philosophy for Children: A Note on Lipman's Lisa.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (3):39-40.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  35. Grounded Theory. A Research Method for Advancing the Comprehension of P4c’s Processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  36. Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  37. Images and Childhood, Indiscernible Territorialities.Antonio Carlos Rodrigues de Amorim, Marcus Pereira Novaes & Fábio Reynol de Carvalho - 2017 - Childhood and Philosophy 13 (27):303-333.
    It is a common feature of the field of Education that the images of childhood, represented within the logic of representation, are subject to the complementary dimensions of the Same and the Similar, the Analogous and the Opposed. They configure themselves in the densification of the relation between thought and image, where the image suppresses the potentialities of proliferation of the differences. It seems necessary to consider the creation of a zone with many non-distinguishable forms, the common area being the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  38. Annunciation and Insurrection of the Deaf Difference: Counter-Actions in the Biopolitics of Bilingual Education.Alexandre Filordi de Carvalho & Vanessa Regina de Oliveira Martins - 2016 - Childhood and Philosophy 12 (24):391-415.
    In the field of deafness, especially within an anthropological view, there is a constant fight of the deaf movements to untying deaf persons from discourses of disability. This process occurs in affirming that deafness is not a body's inefficiency condition, but a distinct relationship of the deaf body, given by the linguistic difference, precisely, an effect of not hearing. In the present society, the norm is an undoubtedly voracious strategy aiming the classification, nomination, gathering and representation that reduces any differences (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  39. “Precisamos falar do recreio!” – A construção do comum pelas crianças na escola.Lucia Rabello De Castro - 2018 - Childhood and Philosophy 14 (29).
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  40. Child and Childhood in School: What Municipal Teachers of Caruaru-Pe Reveal.Iunaly Felix de Oliveria & Conceição Gislane Nóbrega Lima De Salles - 2016 - Childhood and Philosophy 12 (25):687-706.
    This text is present as a snip of a set of reflexions that composes a dissertation that inserts itself in the current discussion around the place given to children and childhood in the space destined to childhood education in the city of Caruaru – PE, from the understanding of the teacher's discourses that work in that level of education. This work has as an objective to capture the discourses attributed by the teachers of Childhood Education to the children, to the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  41. Conjugate with What the Other is According to the Experience of Philosophising.Paula Ramos de Oliveria - 2016 - Childhood and Philosophy 12 (25):631-644.
    It turns to be more and more challenging to place ourselves beyond our own words, which are often repeated and emptied. This text presents and thinks two new possibilities related to experiences of the Group of Studies and Researches "Philosophy for Children" which intends to face this challenge by “mixing up the thinking” and reading of the world. The first invents another way of reading "The Alphabet of Deleuze", dealing with words and images. The second one puts children and adults (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  42. Toward a Theology of Childhood.Dawn Devries - 2001 - Interpretation: A Journal of Bible and Theology 55 (2):161-173.
    Communities of faith have much to learn from children's experience of God and their view of the world. Theology that values the perspectives of children will address quite different questions from the ones that have dominated the Christian tradition.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  43. Inculcating Agency.Andrew Divers - 2017 - Childhood and Philosophy 13 (27):253-270.
    The thought that children should be given greater opportunity to participate meaningfully in affairs which concern them and to show their capacity for reasonable measured thoughts and choices has been displayed by many others (COHEN, 1980; FARSON, 1974; KENNEDY, 1992). It has also been suggested than in order to ensure that we are fair to all individuals, regardless of their age, that our primary consideration should be the capacity for decision making and agency. However, whether or not children are indeed (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  44. What's in a Name? Philip, King of France.Jean Dunbabin - 1993 - Speculum 68 (4):949-968.
    Among the high aristocrats of the Carolingian and post-Carolingian world, the naming of children was a serious business—so serious as to be almost immune to fashion and to personal taste. Before the twelfth-century demographic upswing, the number of children in each family who survived childhood and could be counted on to continue the tradition of their parents was small. Many illustrious lines, like that of Gerald of Aurillac or of William the Pious, duke of Aquitaine, died out rapidly; other families, (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  45. "Infancy and Puberty" in Greek Calends. A Phenomenological Interpretation of Arrival.Carlos Eduardo Valenzuela Echeverri - 2017 - Childhood and Philosophy 13 (26):35-48.
    "Greek Calends". Sicilian writer GesualdoBufalino’s book is dedicated to the practice of memories, that returning to one’s self, that coming back, even on that which we cannot remember, that is to say, the starting point, our birth; that same beginning which is common to all of us but which no one is able to remember. A beginning which we evoke just according to births we have witnessed, of course, always on the side of he who awaits, he who waits, anxiously, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  46. A tarefa necessária vitaliza O corpo. As multitarefas cansam, afastam O corpo da atenção E da criação de que ele é capaz.Rosana Aparecida Fernandes & José Menna Oliveira - 2018 - Childhood and Philosophy 14 (29).
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  47. The Harmonisation of Private Law in Europe and Children's Tort Liability: A Case of Fundamental and Children's Rights Mainstreaming.Nuno Ferreira - unknown
    The debate around private law harmonisation in the EU has gradually moved from a narrow scope of market-related issues to the creation of a European civil code. The relationship between this process and children’s rights is, however, rarely acknowledged. The political, social and legal legitimacy of these harmonisation eff orts have come under strict scrutiny, but hardly ever from the point of view of children. This article explores the impact of the process of legal harmonisation on children’s rights, and uses (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  48. Designing a Space for Thoughtful Voices. Aligning the Ethos of Zines with Youth-Driven Philosophical Inquiry.Natalie Fletcher - 2016 - Childhood and Philosophy 12 (25):473-496.
    This article strives to lay some necessary theoretical groundwork for justifying an alliance between zining and youth-driven philosophical inquiry—two important practices that operate outside the mainstream yet can shed light on conventional understandings of youth by illustrating innovative ways of designing space for young voices to emerge and thrive in their educational experiences and beyond. By highlighting the shared ethos between zining and the Community of Philosophical Inquiry as practices that foster meaning-making, this article aims to emphasize their common participatory, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  49. O círculo mágico E a arte de deixar-se repetir na inf'ncia: Exercitação E aprendizagem nas esferas.Alexandre Simão Freitas - 2018 - Childhood and Philosophy 14 (30):317-339.
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    My bibliography  
  50. The Becoming-Deficient Pedagogy: Notes for Anthropology Philosophicaleducational of Plasticity.Alexandre Simão Freitas - 2016 - Childhood and Philosophy 12 (24):231-260.
    This essay discusses the formative processes while antropotechnic processes. The expectation is to contribute for the debate about the meanings inherent in speeches that promote and disseminate multiple devices for inclusion of differences. The central argument defends that the abandonment of reflection on the notion of plasticity has deprived the philosophy of education to think the exposure processes of lives that do not allow themselves to double the existing normative codes, hiding a possible becomingdeficient's own pedagogy. The becoming-deficient pedagogy goes (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
1 — 50 / 542