About this topic
Summary What are the virtues of childrearers? What are the imperfect duties of childrearers? What, if anything, do children owe to other children and to adults? What laws and institutions contribute to childhood wellbeing? What makes a child's life go well for her or him? How does childhood wellbeing contribute to lifetime wellbeing? Do children's rights protect only children's interests, or can they also protect (some of the) children's choices? What rights do children have? What are the imperfect duties of childrearers? What, if anything, do children owe to other children and to adults? What laws and institutions contribute to childhood wellbeing? How do social expectations and cultural norms impact on children's wellbeing? What are the feasibility constrains on implementing children's rights and on promoting children's wellbeing? What are the virtues of childrearers?
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  1. La pregunta niña: Disonancias entre el orden explicador y la afirmación vital.Leonardo Javier Visaguirre & María Milena Quiroz - 2024 - Childhood and Philosophy 20:01-19.
    Este trabajo surge de un diálogo interdisciplinario entre dos tesis doctorales, una de educación y otra de filosofía, que comparten un interés sobre formas emancipadoras y democráticas de pensar con otros y otras en la escuela pública latinoamericana. Desde una perspectiva crítica propia de la filosofía de la educación latinoamericana realizamos un análisis epistemológico sobre las distintas formas de habitar la pregunta dentro de una práctica filosófica con niños y niñas. Tomamos como objeto de estudio una experiencia específica de comunidad (...)
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  2. Inf'ncias, Juventudes e Sexualidades Na Escola Em Tempos de Neoconservadorismo e Pós-Fascismo.Tassio Acosta & Silvio Gallo - 2024 - Childhood and Philosophy 20:01-22.
    Este trabalho busca analisar os desdobramentos da relação entre infâncias, juventudes e sexualidades que se apresentam nas escolas em tempos de cerceamentos e perseguições presentes na última década à escola. Falar de infância é discorrer sobre corpos e, justamente por isso, é indissociável da sexualidade. As relações interpessoais que ocorrem nos espaços escolares são imprescindíveis para socializações com vidas outras. No entanto, após a censura da temática de gênero e sexualidades nos planos educacionais recentes, bem como na Base Nacional Comum (...)
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  3. Looking a Trojan Horse in the Mouth: Problematizing Philosophy for/with children's Hope for Social Reform Through the History of Race and Education in the Us.Jonathan Wurtz - 2024 - Childhood and Philosophy 20:01-27.
    Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our CPIs (...)
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  4. Malditas Invasões Curriculares!Steferson Zanoni Roseiro, Nahun Thiaghor Lippaus Pires Gonçalves & Tania Mara Zanotti Guerra Frizzera Delboni - 2024 - Childhood and Philosophy 20.
    O ensaio dialoga sobre imagens curriculares utópicas que, expressas na escola, representam os feitos ideais de condutas, comportamentos almejados para exaustão da vida nos curriculos que insistem no enquadramento. Logo, o objetivo é questionar a lógica quase imperial de veiculação de imagens das práticas curriculares. Para tanto são fabuladas cenas de escola que brincam com a lógica das estabilidades curriculares. Se a escola e a professora se veem, nesse contexto, obrigadas a registrar os currículos em imagens quase midiáticas, interessa-nos produzir (...)
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  5. Escola Desinteressada: Poesia Como Um Caminho Libertador e Transformador Na Escola Pública.Maria Onete Lopes Ferreira - 2024 - Childhood and Philosophy 20:01-21.
    Este texto oferece uma reflexão nascida de uma experiência com literatura, poesia e também filosofia na escola, com turmas do ensino fundamental nos anos iniciais. A experiência foi iniciada em 2011 e deu origem a um projeto de pesquisa, ensino e extensão, hoje em curso em escolas públicas. O projeto tem como fundamentação teórico-metodológica pensamentos críticos à escola voltada para a formação compreendida como utilitarista. Concepção esta que segue dominante, a despeito das inúmeras mudanças na base curricular, ao longo do (...)
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  6. Filosofía para niños: semilla ético-política para una cultura de paz desde un pensamiento polivalente.Carlos Fernando Velasco Moreno - 2024 - Childhood and Philosophy 20:01-39.
    Después de enseñar la asignatura de Ética, y de la aplicar unas normas familiares escolares tradicionales, los estudiantes no se apropian de elementos éticos por varias causas: no les ven utilidad, no comprenden el contexto, o simplemente no les afecta, anulando cualquier interés al respecto. Esto impide que su obrar en la cotidianidad no sea tolerante en su ambiente escolar, generando dificultades en el docente para mediar comportamientos opuestos a una cultura de paz. Ante esto, se propone la Filosofía para (...)
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  7. “Educating Children for Wisdom”: Reflecting on the Philosophy for Children Community of Inquiry Approach Through Plato’s Allegory of the Cave.Cathlyne Abarejo - 2024 - Childhood and Philosophy 20:01-28.
    There is a widespread belief in Philosophy for Children that Plato, the famed Greek thinker who introduced philosophizing to the world as a form of dialogue, was averse to teaching philosophy to young children. Decades of the implementation of P4C program’s inquiry pedagogy have shown conclusively that children are not, in fact, incapable of receiving philosophical training and education. But was Plato wrong? Or has he been largely misunderstood? Does his theory of education show the value of cultivating virtues in (...)
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  8. Affect and Philosophical Inquiry with Children.Arthur Wolf - 2024 - Childhood and Philosophy 20:01-25.
    Matthew Lipman’s Thinking in Education develops an approach to philosophical inquiry with children (PwC) that claims to develop critical, creative and caring thinking. With Lipman, these kinds of thinking are primarily tied to analytic-logical commitments, and as such, his approach concerns only one way to conceptualize thinking. To address this issue and create space for another understanding, I introduce the concept of affect based on the work of the French philosopher Gilles Deleuze. From a theoretical perspective, affect helps to deepen (...)
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  9. التربية والتنمية وتحديات المستقبل: مقاربة سوسيولوجية (2nd edition).الصديق الصادقي العماري & Seddik Sadiki Amari - 2015 - Edited by الصديق الصادقي العماري.
    ............ISBN: 978-9954-630-27-3...................... مقدمة الكتاب: لا أحد من الباحثين يستطيع أن ينكر أن التربية وجدت مع وجود الحياة الإنسانية. فالتربية ظاهرة اجتماعية عرفها الإنسان منذ أن وطئت قدماه الأرض، كما أنها كانت موضوع اهتمام الأديان عبر العصور والأزمنة، وهذا يدل على دورها الفاعل والهام في تطوير الأمم وتقدمها. وقد عرفت هذه الظاهرة تطورات نوعية وكيفية عميقة جنبا إلى جنب مع التحولات الاقتصادية والثقافية والاجتماعية والسياسية... إلى أن أصبحت علما بل علوما متعددة ومتنوعة، وكذلك من بين التخصصات التي تدرس في الجامعات والمعاهد (...)
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  10. how to generate (educate) an inquiring-jazzing community: free and open suggestions from an international workshop (ICPIC 2022).Eleonora Zorzi & Marina Santi - 2023 - Childhood and Philosophy 19:01-21.
    This paper presents the collective reflection of a temporary community of inquiry (COI) created during an international workshop at the 20th biennial ICPIC conference--“Philosophy In And Beyond the Classroom: P4wc Across Cultural, Social, and Political Differences”-- and the suggestions emerging from that event. The workshop, entitled “Pedagojazz—improvising and inquiring, community interplay”, was conducted via Zoom, but participants were both online and present in person. The topic focused on the pedagojazz perspective, and the short activities proposed were aimed at involving the (...)
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  11. Philosophy for children in Saudi Arabia and its impact on non-cognitive skills.Emad Abbas Alzahrani & Abdullah Almutairi - 2023 - Childhood and Philosophy 19:01-24.
    This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the (...)
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  12. Estaremos Prontos Para a Escuta Das Crianças?Ricardo Frias, Daylane Diniz & Nális Carvalho - 2023 - Childhood and Philosophy 19:01-21.
    Este texto parte de inquietações em torno da prática filosófica com crianças e da escuta que ocorre em algumas comunidades de investigação filosófica (Sharp, 1987; Mendonça & Carvalho, 2018) em contexto escolar. Pensamos nas certezas com que nos movemos nestes espaços e como momentos imprevisíveis podem interromper esses caminhos (aparentemente) seguros, possibilitando novas formas de educar. Esses “momentos críticos” (Haynes & Murris, 2012) surgem a partir da escuta das vozes de crianças e transformam a forma como o educador-investigador-facilitador se conduz (...)
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  13. Asimetría y Dominación: Las Paradojas de la Educación.félix garcía-moriyón - 2021 - Childhood and Philosophy 17:01-22.
    La práctica del diálogo filosófico propuesta por el programa Filosofía para Niños implica mantener ese diálogo desde la educación primaria, incluso antes. El díalogo filosófico, partiendo del modelo de los diálogos socráticos, exige el desarrollo de un pensamiento crítico, cogntivamente muy exigente, FpN, desde sus orígenes, insiste en que ese pensamiento debe ir unido a un pensamiento creativo y cuidadoso, entendido cuidadoso como pensamiento que tiene en cuenta la dimensión ética del dialogo riguroso. Por eso mismo, el programa destaca que (...)
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  14. reinventando a prática alfabetizadora de paulo freire. uma experiência de alfabetização filosófica em Pau dos Ferros, RN.Walter Omar Kohan, Ana Corina Salas, Ana Maria Monte Coelho Frota, Carlineide Almeida, José Ricardo Santiago Jr, Karyne Dias Coutinho, Marcio Nicodemos, Maria Reilta Dantas Cirino, Meirilene Dos Santos Araújo Barbosa, Óscar Pulido Cortés, Priscila Liz Belmont & Robson Roberto Martins Lins - 2022 - Childhood and Philosophy 18.
    O presente texto narra uma experiência de formação de alfabetizadores de jovens e adultos: uma alfabetização filosófica de 40 horas com 300 alfabetizadores em julho de 2022, como primeira etapa do Programa “Supera RN” em Pau dos Ferros, dentro da Política de Superação do Analfabetismo do Estado do Rio Grande do Norte (RN). O texto tematiza em que sentido a experiência de Alfabetização filosófica se inspira e ao mesmo tempo se diferencia do curso de Alfabetização oferecido por Paulo Freire em (...)
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  15. O Governo da Inf'ncia: Para Uma Ontologia Histórica Do Desenvolvimento Infantil e a Delimitação de Modos de Ser Criança.Tiago Almeida - 2023 - Childhood and Philosophy 19:01-20.
    O objetivo deste texto é questionar, no contexto sócio-histórico da modernidade europeia, o modo como se forjou no interior do “novo sentimento de infância” uma vida por etapas que outorga às pessoas de pouca idade a urgência de uma existência em permanente desenvolvimento. Problematizar a “ideia” de desenvolvimento, mais concretamente de desenvolvimento infantil e as suas implicações na produção de modos de ser criança, permite avançar pistas sobre como é que a narrativa desenvolvimentista se tornou hegemónica e inquestionável nos contextos (...)
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  16. De la Filosofía para Niños indígenas a la Filosofía desde Niños indígenas: una propuesta desde la nosotrificación maya-tojolabal.José Barrientos-Rastrojo - 2023 - Childhood and Philosophy 19:01-34.
    La Filosofía para Niños ha contemplado en los últimos años la emergencia de prácticas entre comunidades indígenas en todo el mundo. Desde las prácticas mexicanas de Madrid o Ezcurdia a las africanas de Odierna y las asiáticas de Elicor, diversos especialistas han demandado su necesidad para el desarrollo del pensamiento crítico y, por extensión, la liberación de las condiciones de opresión y colonialismo a las que se han sometido a los pueblos originarios. A pesar de estas buenas intenciones, se despierta (...)
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  17. Cinema dos primeiros tempos, inf'ncia e a entrada na linguagem.Adriana Mabel Fresquet & Ludmila Moreira Macedo de Carvalho - 2023 - Childhood and Philosophy 19:01-25.
    A partir de imagens de crianças encontradas no cinema dos primeiros tempos, propomos uma reflexão sobre as relações entre a infância e cinema. Segundo Walter Benjamin (2009), tanto a infância quanto o cinema são invenções da modernidade: o conceito de infância como um período importante de formação do sujeito nasce de forma inseparável das tecnologias de produção e reprodução da imagem que nos dão a ver as crianças de uma forma inédita, primeiro na fotografia e depois no cinema. A partir (...)
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  18. Des-clasificar a Pinocho.Esther Charabati - 2023 - Childhood and Philosophy 19.
    ResumenLas aventuras de Pinocho es uno de esos pocos cuentos que no solo ha resistido al paso del tiempo, sino que se incorporó a la cultura y 139 años después, sigue recreándose en versiones literarias, cinematográficas, teatrales, plásticas, incluso pedagógicas. En este artículo tratamos de levantar algunos de los velos con los que Disney cubrió una parte importante de la historia dejando fuera, por ejemplo, el tema de la pobreza. Hoy nos preguntamos si un producto cultural como Las aventuras de (...)
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  19. reinventando a prática alfabetizadora de paulo freire. uma experiência de alfabetização filosófica em Pau dos Ferros, RN.Walter Omar Kohan, Ana Corina Salas, Ana Maria Monte Coelho Frota, Carlineide Almeida, José Ricardo Santiago Jr, Karyne Dias Coutinho, Marcio Nicodemos, Maria Reilta Dantas Cirino, Meirilene Dos Santos Araújo Barbosa, Óscar Pulido Cortés, Priscila Liz Belmont & Robson Roberto Martins Lins - 2023 - Childhood and Philosophy 19.
    O presente texto narra uma experiência de formação de alfabetizadores de jovens e adultos: uma alfabetização filosófica de 40 horas com 300 alfabetizadores em julho de 2022, como primeira etapa do Programa “Supera RN” em Pau dos Ferros, dentro da Política de Superação do Analfabetismo do Estado do Rio Grande do Norte (RN). O texto tematiza em que sentido a experiência de Alfabetização filosófica se inspira e ao mesmo tempo se diferencia do curso de Alfabetização oferecido por Paulo Freire em (...)
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  20. Attentiveness, Qualities of Listening and the Listener in the Community of Philosophical Inquiry.Lucy Elvis - 2023 - Childhood and Philosophy 19:01-22.
    This paper seeks to redress a predominant focus on speaking over listening in theorising the Community of Philosophical Inquiry (CPI). Frequently, where listening is discussed, the focus is on encouraging children to be active listeners. This means of describing the listening that occurs in the CPI has lost some efficacy as the language of active listening has been co-opted as a management technique focussed on making the speaker feel heard with little emphasis on the intentions or outcomes for the listener. (...)
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  21. Palabras y Tiempos de la Infancia Como Formas de Experiencia Política.Maria Teresa Suarez Vaca & Diego Fernando Pérez Burgos - 2023 - Childhood and Philosophy 19:01-25.
    Este artículo se construye en el marco del proyecto de investigación Democracia, igualdad y desacuerdo: conceptos teóricos-metodológicos de Jacques Rancière para pensar la educación en el mundo contemporáneo. El objetivo del proyecto fue la exploración de conceptos como democracia, igualdad y desacuerdo para pensar los sujetos y las realidades educativas desde las lógicas políticas contemporáneas. Como desdoblamiento de la investigación, este artículo explora algunas premisas de Jacques Rancière que permiten pensar las potencialidades políticas de la infancia a partir del reconocimiento (...)
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  22. Los Derechos de la Infancia y El Papel de Las Familias En Su Protección: Perspectiva Ética y Jurídica.Olaya Fernández Guerrero, María Isabel Martínez López, Remedios Álvarez Terán, Noelia Barbed Castrejón & Iratxe Suberviola Ovejas - 2023 - Childhood and Philosophy 19:01-24.
    Los derechos de la infancia son de formulación reciente, y hasta el siglo XX no surgen los primeros intentos de reconocerlos y regularlos. Además de revisar los textos jurídicos que formulan y protegen esos derechos a nivel mundial, este estudio promueve una lectura filosófica de los derechos de la infancia y del papel de las familias con respecto a esos derechos. La ética del cuidado proporciona un marco de reflexión muy oportuno para plantear la responsabilidad ética que las familias, y (...)
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  23. A Etnografia e o Campo Dos Novos Estudos Sociais Das Inf'ncias.Patrícia Maria Uchôa Simões, Douglas Vasconcelos Barbosa & Milene Morais Ferreira - 2023 - Childhood and Philosophy 19.
    O campo interdisciplinar dos novos estudos sociais das infâncias parte de uma ruptura epistemológica com as abordagens clássicas das ciências que adotam visões biologizantes, essencialistas e universais da criança e encontra na etnografia uma possibilidade de conceituação de criança enquanto sujeito ativo e de infância enquanto categoria social geracional. O reconhecimento desses conceitos de criança e de infância pela etnografia na pesquisa com crianças implica voltar-se para a criança como o outro, o diferente, o estrangeiro. A proposta de ruptura teórico-conceitual (...)
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  24. Reflexiones sobre la práctica de la ética y los valores en el quehacer universitario ecuatoriano.Floralba Aguilar & Jefferson Alexander Moreno-Guaicha - 2019 - In Floralba Aguilar & Jefferson Alexander Moreno-Guaicha (eds.), Educación en valores en las Instituciones educativas ¿Aspiración educativa o realidad posible? Lima: REDEM. pp. 7-23.
    La lógica del mercado y la tendencia consumista de los últimos tiempos ha traído consigo prácticas alejadas de los principios y valores ético-morales en los seres humanos. En las instituciones universitarias cada vez es más frecuente el egoísmo, la tendencia a cumplir fines sin importar los medios empleados, la corrupción, la falta de ética en los procesos investigativos, en la gestión y en las diversas áreas del quehacer institucional. El documento presenta una serie de perspectivas de docentes universitarios en relación (...)
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  25. Filosofía de la innovación y de la tecnología educativa: Tomo I Filosofía de la innovación.Aguilar Floralba, Jefferson Alexander Moreno-Guaicha, Darwin Joaqui, Robert Bolaños, Alexis Mena, Edison Higuera, José Baldeón, Jessica Villamar, Luis López & Mauro Avilés - 2020 - Quito: Abya-Yala.
    Esta obra colectiva expone diversas concepciones teóricas, ontológicas, epistemológicas, axiológicas y prácticas sobre el origen, sentido, problemáticas, ventajas, detrimentos, alternativas y desafías de la filosofía de la innovación y su incidencia en la educación; reflexiona sobre las contribuciones de la tecnología y responde a interrogantes como: ¿Cuáles son los aporte de la tradición filosófica, del pensamiento ilustrado, de la postmodernidad y de la teoría crítica para la filosofía de la innovación educativa?; ¿Cuál es la función de la filosofía para la (...)
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  26. Management Information System of Public Secondary Schools in Sagbayan District: A Proposed Implementation.Fernando Enad & Nestor Balicoco - 2023 - Psychology and Education: A Multidisciplinary Journal 13 (1):1-7.
    This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed various challenges (...)
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  27. Aportes de Leonidas Proaño para la interpretación de la crisis educativa.Jefferson Alexander Moreno-Guaicha - 2022 - In Experiencias docentes en tiempo de pandemia. Quito: Abya-yala. pp. 95-124.
    Los autores realizan una breve contextualización de la situación mundial y de las grandes incertidumbres generadas por la pandemia de la COVID 19 que han transformado la dinámica de las sociedades rompiendo con la acostumbrada normalidad que para el caso de América Latina puso de manifiesto las desigualdades existentes en el campo educativo fundamentalmente. En el caso ecuatoriano y debido a que un alto número de personas es población indígena y en condiciones de pobreza, para superar en algo la situación (...)
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  28. Fundamentos ontológicos del sistema educativo finlandés como referente para superar problemáticas en contextos emergentes.Moreno-Guaicha Jefferson - 2019 - Sophia. Colección de Filosofía de la Educación 1 (27):237-266..
    El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...)
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  29. the present and the future of doing philosophy with children.Georgios Petropoulos - 2023 - Childhood and Philosophy 19:1-13.
    This paper is an introduction to the dossier on “the present and the future of doing philosophy with children”, which itself drew inspiration from a conference on the same topic that was held in University College Dublin on the 24th of June 2022. While the conference aimed at building a case for the importance of engaging pre-college students in philosophical thinking, it also aspired to function as a forum where the participants can critically reflect on the practice of doing philosophy (...)
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  30. Procrastination and Its Relationship to the Academic Burnout of First-Year College Students in a State University.Ezekiel Maloloy-on, Ava Shyr Aquino, Mary Margaux Marcelino, Melissa Mateo, Christine Ann Plaza, Shiryl Endrina & Jhoselle Tus - 2023 - Psychology and Education: A Multidisciplinary Journal 11 (2):249-254.
    The abrupt shift in learning mode demands students to adjust from the comfort of their homes, as well as the challenges of face-to-face learning. As a result, as the pandemic fades, institutions in the Philippines have begun to reopen their doors to students. Hence, this study employed a correlational design to investigate the relationship between procrastination and academic burnout among 150 first-year college students in a state university. Based on the statistical analysis, the r coefficient of 0.67 indicates a moderate (...)
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  31. Apuntes Para Una Representación Político-Escolar de la Infancia En El Chile Del Siglo XIX.Juan Pablo Alvarez Coronado & Felipe Roco Zúñiga - 2023 - Childhood and Philosophy 19:01-20.
    In this paper, we propose to investigate one common adult representation of childhood that will serve both to reflect on and to problematize current and varied representations. As such, our object of study will always be a representation and not a substantialist definition. We propose to analyze the adult concept “child” from a critical perspective by reviewing it through a historical lens—that is, as it is expressed in the political and educational world of 19th century Chile, which, in turn, we (...)
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  32. From Pandemia to Polifonia: Community “Declaration of Dependence”.Marina Santi, Sofia Marina Antoniello & Alessandra Cavallo - 2023 - Childhood and Philosophy 19:01-28.
    In times of crisis, connections among people, cultures, and societies seem to be the main antidotes available against the risks of individualism, auto-referentiality, and a revenge culture. Connectivity offers opportunities to nurture human generativity (Santi, 2021) in the service of better futures and cosmopolitan scenarios, contrasting the delusion of autarchical economies, the rhetoric of political nationalism, and the reinforcement of social polarization by way of competition/marginalization, which applies to education as well. The pandemia that occurred in 2020 brought both risks (...)
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  33. Schooling, Community of Philosophical Inquiry and a New Sensibility.David K. Kennedy - 2023 - Childhood and Philosophy 19:01-21.
    This paper seeks to reconstruct the role of schooling in a moment of accelerated social, political, economic, geo-political, climatic, indeed planetary crisis. It identifies the school as a potentially prefigurative institution, an evolutionary social frontier, capable of nurturing the democratic social character, a form of sensibility apart from which authentic political democracy is not possible. As theorized by Herbert Marcuse and Richard Hart and Antonio Negri, the “new sensibility” or “multitude” is characterized by greater psychological freedom, individuality, social creativity and (...)
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  34. Inf'ncia Em Relações Entre Avós e Netos: Vínculo, Amor e Potência de Vida.Liana Garcia Castro - 2023 - Childhood and Philosophy 19:01-25.
    This article, based on grandparents' narratives collected in a doctoral research project, aims to weave together reflections on childhood, intergenerational bonding, and love. Seven grandmothers and three grandfathers, between fifty-one and seventy-one years old, participated in the research; nine residents of the city of Rio de Janeiro and one of Niterói, Brazil. In addition, narratives were collected from six of their grandchildren, all of them between five and twelve years old, and residents of Rio de Janeiro, Niterói, Brasília and Montevideo, (...)
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  35. A Practical Look at the Concept of Freedom with a Philosophy Approach for Children in Early Childhood.Deniz Yüceer & Sevgi Coşkun Keskin - 2023 - Childhood and Philosophy 19:01-31.
    Both social studies and preschool programs mention freedom as a value. However, in typical social studies curricula, the philosophical perspective is not included and no discussion takes place. In the preschool curriculum, freedom is an abstract concept, and the belief that children cannot understand abstract concepts prevails, while value studies are still limited to determining the frequency of values rather than interrogating them. As such, this study aims to explore young children's views on the concept of freedom, how these views (...)
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  36. Entre Corpos, Danças e Educações: Uma Experiência Infantil.Mayra Giovaneti de Barros & César Donizetti Pereira Leite - 2023 - Childhood and Philosophy 19:01-28.
    This paper is the result of reflections inspired by observing and participating in dancing sessions with children. Our experience of the latter led to the production of images that provoked a variety of questions, and invited us to think about the relationships between bodies, dance, and various forms of education. Among these questions were: what clues about the experience of human embodiment are given through observing children’s dance? What can children teach us through participating with them in this performative medium, (...)
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  37. challenging adult-centrism: speaking speech and the possibility of intergenerational dialogue.Georgios Petropoulos - 2023 - Childhood and Philosophy 19:1-22.
    This paper reflects on the role of philosophy in the school environment, paying special attention to the promise of intergenerational dialogue carried forward by philosophy programmes associated with Lipman’s Philosophy for Children (P4C) curriculum and its current transformation into Philosophy with Children (PwC). There are two basic ideas that constitute the guiding thread of my reflections. Firstly, that philosophical interventions of that kind challenge adult-centric views of education and philosophy. Secondly, that such initiatives carry with them the promise of acknowledging (...)
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  38. Cidadania e Comunidade No Contexto Democrático Ocidental: Análise Filosófico-Educacional.Bruno Fonseca Ortega & Roberto Fanzini Tibaldeo - 2023 - Childhood and Philosophy 19:01-25.
    This paper endeavors to carry out a philosophical analysis of the current state of civic education in Western democracies, in order to deal with the problematic dualism between extreme individualism and endogamic communitarianism, which alters the relational modalities and specific lifestyles that characterize human plurality. As such, the intention of this article is to understand how the formation of citizens supported by the practice of philosophy can cultivate a dialogical, open, and pluralistic community capable of facing this duality. For this (...)
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  39. In the end, it’s our future that’s going to be changed: Enquiring about the environment with freedom and responsibility.Grace Clare Lockrobin - 2023 - Childhood and Philosophy 19:01-29.
    The environmental crisis—because of its complexity, urgency, unpredictability, and scale—requires a defence of the educational role of philosophy and an account of how to implement philosophical pedagogy in the exploration of environmental issues. This is the aim of this paper. As we face an uncertain future, all educators must consider what knowledge and “know-how” young people need, and what kind of people they need to become, if they are to survive and thrive in this changing world. Philosophical educators cannot assume (...)
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  40. Primal Wonder as a Sprout of Intellectual Virtue.Chih-Wei Peng - 2023 - Childhood and Philosophy 19:01-20.
    This paper argues that the concept of primal wonder in P4C, proposed by Thomas E. Jackson, can be seen as a “sprout” or seed of intellectual virtue. My understanding of his insight is inspired by Mengzi’s view of moral cultivation and Aristotle’s eudaimonist account of virtue ethics. According to Mengzi, all humans possess four innate sprouts of virtue, and the aim of moral education is to nurture these moral sprouts so that they can grow up into fully ripened virtues. In (...)
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  41. the polylogical process model of (elementary-)philosophical education: an interdisciplinary framework that embeds P4wC into the constructivist theory of conceptual change/growth.Andreas Höller - 2023 - Childhood and Philosophy 19:01-23.
    Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as “an assault on philosophy (...)
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  42. Fundamentos ontológicos del sistema educativo finlandés como referente para superar problemáticas en contextos emergentes.Jefferson Moreno - 2019 - Sophía: Colección de Filosofía de la Educación 2 (27):237-266.
    El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...)
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  43. Desarrollo Del Pensamiento Multidimensional Para la Construcción de Una Ciudadanía Creativa.Víctor Andrés Rojas Chávez, Alejandra Herrero Hernández, Simón Dumett Arrieta, Adriana Tabares Salazar & Zaily Del Piar García Gutiérrez - 2023 - Childhood and Philosophy 19:01-23.
    The Creative Citizenship project was founded to promote critical, ethical, and creative thinking in early childhood, and to recognize and encourage children as social actors and peacebuilders. In concert with the methodology of North American philosopher Matthew Lipman's Philosophy for Children (P4C), Creative Citizenship seeks to promote in children the ability to think critically, ethically, and creatively in and from their own realities, and to exercise multidimensional thinking skills in the various areas of their daily lives. The research documented here (...)
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  44. Ann Sharp’s Concept of Personhood and the Spiritual Dimension of the Community of Philosophical Inquiry.Hamad Al-Rayes - 2023 - Childhood and Philosophy 19:01-20.
    In this paper, I critically explore Ann Sharp’s conception of personhood as it figures in the theory and practice of the community of philosophical inquiry (CPI). Through surveying Sharp’s rich and varied philosophical output, it will be shown how Sharp’s conception of personhood as a trilateral relationship (between self, other(s), and community) maps onto “the Three C’s” of critical, creative, and caring thinking that make up the practice of Philosophy for Children. After thus presenting Sharp’s conception of personhood, the paper (...)
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  45. What's Wrong with Child Labor?Philip Cook - 2018 - In Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.), The Routledge Handbook of the Philosophy of Childhood and Children. New York: Routledge. pp. 294-303.
    There is broad agreement that child labor is wrong and should be eliminated. This chapter examines the three main moral objections to child labor and considers their limitations: harm-based objections, objections from failing to benefit children, and objections from exploitation. Harm-based objections struggle with baselines for comparison and difficulties with Non-Identity problems. Even if child labor is not harmful, it may be wrong because it prevents children from enjoying other benefits, such as schooling. However, is schooling necessarily more beneficial for (...)
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  46. ’you talk and try to think, together’ – a case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues.Viktor Gardelli, Ylva Backman, Anders Franklin & Åsa Gardelli - 2023 - Childhood and Philosophy 19:1-28.
    We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher (...)
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  47. Progress Ideal and its Implication in a Cosmopolitan Education from the Kantian Thought.Jefferson Moreno, Pablo Andrés Heredia Guzmán & Floralba del Rocío Aguilar-Gordón - 2022 - Revista de Humanidades de Valparaíso 20:311-334.
    The present work includes a discussion about the Kantian ideal of progress and its repercussions in the construction of a cosmopolitan education, by virtue of weighing its validity and the challenges it faces in contemporary times. The manuscript analyzes the Kantian postulates about progress to clarify the guidelines of a cosmopolitan education. The document is structured thanks to the bibliographic study and the consequent systematic review of an exploratory type and the help of the hermeneutical method. The approach to the (...)
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  48. Existential Urgency: A Provocation to Thinking “Different”.Arthur C. Wolf & Barbara Weber - 2023 - Childhood and Philosophy 19:01-25.
    In this essay we expand the notion of thinking by emphasizing the provocation and urgency to think and by reconceptualizing thinking as an embodied practice. The aim is to expand Lipman and Sharp’s approach to philosophical inquiry with children and show how other ways of thinking can be included. We strive to unfold a way of “thinking” that is both different from rationality (critical thinking) as well as from creative and caring thinking. In the first part of the paper, we (...)
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  49. Tornar-Se Calunga: Participação e Subjetivação Política de Crianças e Jovens.José Eduardo Gama Noronha & Gabriela Tebet - 2023 - Childhood and Philosophy 19:01-26.
    The article intends to discuss processes of political subjectivation of children and young people based on excerpts from a research carried out within the scope of a master's degree in education, presenting a cartography of the political participation of children and young people living in vulnerable territories of the municipality of São Vicente, on the south coast from São Paulo, members of collectives and educational actions of the Instituto Camará Calunga. The concepts of mobilization and subjectivation are presented as important (...)
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  50. Greta Thunberg — a Unique Voice in a Post-Truth Era.Ann-Louise Ljungblad - 2023 - Childhood and Philosophy 19:01-31.
    Since the turn of the millennium, a new phenomenon has arisen on the global stage, as girls have increasingly begun to raise their voices. In an effort to achieve new philosophical understandings of contemporary childhoods in a post-truth era, the present article examines this Girl Rising movement from an existential perspective. In doing so, the article aims to problematise children’s right to be heard and listened to, as enshrined in Article 12 of the Convention on the Rights of the Child. (...)
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