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. Educational Deontology in the Community of Philosophical Inquiry.Silvia Demozzi & Marta Ilardo - 2020 - Childhood and Philosophy 16 (36):01-16.
    The paper aims at offering a pedagogical perspective as part of the debate on philosophical practices with children, referring particularly to educational deontology matters emerging when “uncomfortable” questions occur. Many of the questions which arise during sessions of philosophical are left unanswered, being perceived as uncomfortable. Our reflection is on what educational deontology requires in order to deal with the challenge that these kinds of questions bring along. Starting from the concept of deontology proposed by the educationalist Mariagrazia Contini and (...)
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  2. The Child and the P4c Curriculum.Stefano Oliverio - 2020 - Childhood and Philosophy 16 (36):01-26.
    In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: (...)
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  3. Possible Connections Between the Montessori Method and Philosophy for Children.Mariangela Scarpini - 2020 - Childhood and Philosophy 16 (36):01-22.
    This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in (...)
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  4. Why Am I Here? The Challenges of Exploring Children's Existential Questions in the Community of Inquiry.Luca Zanetti - 2020 - Childhood and Philosophy 16 (36):01-26.
    Children ask existential questions, that is, questions about death, the meaning of existence, free will, God, the origin of everything, and kindred questions. P4/wC has the aspiration to give to children the occasion to discover and explore their questions in a safe environment, the community of inquiry. Thus, existential questioning should be possible in a community of inquiry. However, it is unclear whether the pedagogy of the community of inquiry can accommodate existential questioning. The chief trouble is that existential questioning (...)
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  5. The Paradox of Philosophy for Children and How to Resolve It.Maria Kasmirli - 2020 - Childhood and Philosophy 16 (36):01-24.
    There is a paradox in the idea of philosophy for children. Good teaching starts from the concrete and particular, and it engages with each student’s individual interests, beliefs, and experiences. Preadolescents find this approach more natural than a more impersonal one and respond better to it. But doing philosophy involves focusing on the abstract and general and disengaging oneself from one’s personal interests and beliefs. It involves critiquing one’s attitudes, seeing abstract relations, and applying general principles. So, if good teaching (...)
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  6. O Insulto da Feiura Na Escola: Insurreições Contra o Capital.Steferson Zanoni Roseiro & Janete Magalhães Carvalho - 2020 - Childhood and Philosophy 16 (36):01-25.
    Wondering what would happen with the control logic if the ugliness take control on school, this essay uses the fabulation as a research method to produce fables of insurrection against the Capitalism. It starts from the principle that in the contemporary context the embellishing practices have constituted themselves as a way to control the body. This way, ugliness – usually recognized as the opposite to beauty – is presented as a way to confront the regulator beauty. Methodologically, the research was (...)
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  7. Improvising Inquiry in the Community: The Teacher Profile.Eleonora Zorzi & Marina Santi - 2020 - Childhood and Philosophy 16 (36):01-17.
    Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher (...)
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  8. The Philosophical Baby and Socratic Orality.Antonio Consentino - 2020 - Childhood and Philosophy 16 (36):01-16.
    Lipman’s curriculum of “Philosophy for Children” was the outcome of a harmonious and fruitful partnership between philosophy and pedagogy, but over the time practice shows the risk of a double fall and reduction: on the one side into the ditch of pedagese and, on the other, into the ditch of philosofese. Using the expression “Philosophical Practice of Community” instead of “Philosophy for children” appears preferable to protect the latter from the risk of being considered, because of its evocative vagueness, both (...)
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  9. Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
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  10. The Composition of the Family.Daniela Cutas - 2018 - In The Routledge Handbook of the Philosophy of Childhood and Children.
    The chapter starts with an exploration of what the family is in order then to move on to look at its parts. The family has been defined in terms of its form (e.g. a mother, a father, and their biological offspring) or its function (e.g. adults taking and/or sharing custodial responsibility for children). In both of these cases, children are a necessary ingredient for a unit to be called a family – but the chapter also briefly reviews proposals to extend (...)
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  11. ‘Duped Fathers’, ‘Cuckoo Children’, and the Problem of Basing Fatherhood on Biology: A Philosophical Analysis.Daniela Cutas & Anna Smajdor - 2020 - In Assistierte Reproduktion mit Hilfe Dritter. Medizin - Ethik - Psychologie - Recht. Berlin, Heidelberg:
    Who is a child’s father? Is it the man who raised her, or the one whose genes she carries—or both? We look at the view that men who have raised children they falsely believed to be ‘their own’ have been victims of a form of fraud or are ‘false fathers’. We consider the question of who has been harmed in such cases, and in what the harm consists. We use conceptual analysis, a philosophical method of investigating the use of a (...)
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  12. The Narrative Coherence Standard and Child Patients' Capacity to Consent.Gah-Kai Leung - 2020 - American Journal of Bioethics Neuroscience 11 (1):40-42.
    Aryeh Goldberg compellingly argues for a Narrative Coherence Standard (NCS) to bolster existing methods of assessing patients' mental capacity. But his account fails to distinguish between the cognitive abilities of children and adults; consequently, worries may be raised about the scope of the NCS, in particular when we consider child patients. In this article, I argue the NCS cannot plausibly apply to children. Since children's self-conception does not arrive fully formed — but rather is a product of both incomplete cognitive (...)
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  13. A Normative Approach to Philosophy for Children.Felix Garcia Moriyon - 2019 - Childhood and Philosophy 15:1-12.
    Rreview of Maughn Rollins Gregory and Megan Jane Laverty, eds.. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education. Routledge, 2018, Pp. 264.
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  14. Parents’ Philosophical Community: When Parents Go to School!Maria Papathanasiou - 2019 - Childhood and Philosophy 15:1-28.
    Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of (...)
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  15. Estar À Escuta: Música E Docência Na Educação Infantil.Sandra Regina Richter & Dulcimarta Lemos Lino - 2019 - Childhood and Philosophy 15:1-24.
    This paper brings studies around the poetic dimension of language to approach the relationship between teaching in preschool education and the experience of being open and listening as an aesthesic way of coexisting in the world. The approximation of philosophy, arts and preschool education from the reunion between music and education highlights that listening refers to the sound of meaning, and not to the meaning of the sound to be interpreted. The dialog with the thinking of Jean-Luc Nancy, stating that (...)
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  16. Tyrannized Childhood of the Liberator-Philosopher: J. S. Mill and Poetry as Second Childhood.Joshua M. Hall - 2015 - In Brock Bahler & David Kennedy (eds.), Philosophy of Childhood Today: Exploring the Boundaries. Lanham, MD 20706, USA: pp. 117-132.
    In this chapter, I will explore the intersection of philosophy and childhood through the intriguing case study of J. S. Mill, who was almost completely denied a childhood—in the nineteenth-century sense of a qualitatively distinct period inclusive of greater play, imaginative freedom, flexibility, and education. For his part, Mill’s lack of such a childhood was the direct result of his father, James Mill (economic theorist and early proponent of Utilitarianism), who in a letter to Jeremy Bentham explicitly formulates a plan (...)
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  17. Rethinking Consensus in the Community of Philosophical Inquiry: A Research Agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...)
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  18. Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with Children.Peter Paul Elicor - 2019 - Childhood and Philosophy 15:1-22.
    In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods to (...)
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  19. Ecosocial Citizenship Education: Facilitating Interconnective, Deliberative Practice and Corrective Methodology for Epistemic Accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  20. Is the Liberal Defence of Public Schools a Fantasy?Michael Merry & William New - 2017 - Critical Studies in Education 58 (3):373-389.
    In this paper, we offer a Leftist critique of standard liberal defenses of the public school. We suggest that the standard arguments employed by mainstream liberal defenders of the public school are generally inadequate because they fail to provide a credible representation of their historical object, let alone effective remedies to our current problems. Indeed, many of these narratives, in our view, are grounded in fantasies about what public schools, or teaching and learning, are or could be, as much as (...)
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  21. Indoctrination, Islamic Schools and the Broader Scope of Harm.Michael Merry - 2018 - Theory and Research in Education 16 (2):162-178.
    Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. To (...)
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  22. Pedagogías cuir Y feminismos rapsódicos en/desde Valeria Flores.Mariana Alvarado - 2019 - Childhood and Philosophy 15:1-15.
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  23. La Infancia Inmunizada.Gonzalo Santiago Rodriguez - 2019 - Childhood and Philosophy 15:1-30.
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  24. Escola, problemas de escuta?Steferson Zanoni Roseiro, Nahum Thiaghor Lippaus Pires Gonçalves & Alexsandro Rodrigues - 2019 - Childhood and Philosophy 15:1-21.
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  25. Um menino no mundo.Dagmar de Mello Silva & Larissa Príncipe - 2019 - Childhood and Philosophy 15:1-19.
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  26. Corpos Leitores: Infancia E Escola.Talula Montiel Trindade & Sandra Regina Simonis Richter - 2018 - Childhood and Philosophy 14 (31):595-607.
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  27. Linhas erráticas: Cartografias de um outro modo de existir na escola.Luciana Pires Alves - 2018 - Childhood and Philosophy 14 (31):575-594.
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  28. Concepções de Infância E a Educação Das Crianças da Classe Trabalhadora: Uma Crítica Benjaminiana Ao Projeto Escola Sem Partido.Luciana Helena Monsores & Ligia Maria Motta Lima Leão de Aquino - 2018 - Childhood and Philosophy 14 (31):609-624.
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  29. A Aprendizagem Do “Estar Morto” Como Estratégia Metodológica Na Pesquisa Com Crianças.Caroline Trapp de Queiroz - 2018 - Childhood and Philosophy 14 (31):645-657.
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  30. Programa de filosofía para niños como propuesta de educación moral: Análisis comparado con otros enfoques de la educación moral.Adolfo Agundez Rodriguez - 2018 - Childhood and Philosophy 14 (31):659-683.
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  31. Questions and Performative Acts of Language - Communities of Inquiry as Conventional Contexts.Enrico Postiglione - 2018 - Childhood and Philosophy 14 (31):685-702.
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  32. Não deve dar a palavra aos amigos... assim não é justo! Representações das crianças sobre o Gestor da Palavra na Comunidade de Investigação Filosófica.Magda Costa Carvalho & Ana Isabel Santos - 2017 - Childhood and Philosophy 13 (27):369-391.
    El presente artículo tiene como objetivo la presentación y discusión de las representaciones de los niños sobre el papel del Gestor de la Palabra (GP). Se trata de un recurso concebido y desarrollado en el ámbito de las sesiones de Filosofía para Niños, de acuerdo con la metodología de la comunidad de investigación filosófica (community of philosophical inquiry) de Matthew Lipman (2003) y de Ann Margaret Sharp (1987). Designamos como “Gestor de la Palabra” al miembro de la comunidad de investigación (...)
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  33. Book Review: When Children Became People: The Birth of Childhood in Early ChristianityWhen Children Became People: The Birth of Childhood in Early Christianity by McNeilO. M.. Translated byBakkeBrian. Fortress, Minneapolis, 2005. 348 Pp., $ 18.00. ISBN 0-8006-3725-9. [REVIEW]John Wall - 2006 - Interpretation: A Journal of Bible and Theology 60 (3):338-340.
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  34. The Foundations of Licensing Parents.Michael McFall - 2010 - In Stephen Scales, Adam Potthast & Linda Oravecz (eds.), The Ethics of the Family. Cambridge: Cambridge Publishers.
  35. 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.
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  36. Inf'ncias E Formação Docente: Gestos, Sentidos E Começos.Camila Machado de Lima - 2018 - Childhood and Philosophy 14 (30):297-315.
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  37. A Inf'ncia Do Professor: Currículos Vividos No Despertar da Experiência.Silmara Lídia Marton & Allan de Carvalho Rodrigues - 2018 - Childhood and Philosophy 14 (30):385-405.
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  38. Deslocamentos crianceiros, conversas transviadas: Coisas da educação E de afirmação de Uma Vida que importa.Alexsandro Rodrigues, Castiel Vitorino Brasileiro, Jésio Zamboni, Marcelo Santana Ferreira & Steferson Zanoni Roseiro - 2018 - Childhood and Philosophy 14 (30):407-426.
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  39. Sobre a Inf'ncia, a Experiência E a Formação Docente: Um Dossiê.Carmen Sanches Sampaio, José Ricardo Santiago & Tiago Ribeiro - 2018 - Childhood and Philosophy 14 (30):237-243.
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  40. 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.
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  41. fare filosofia con i bambini. un percorso utopico da Socrate ad Hannah Arendt.Massimo Iiritano - 2018 - Childhood and Philosophy 14 (30):471-482.
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  42. Inf'ncia, imagem e formação docente: Entre experiências, saberes e poderes na Educação Infantil.César Donizetti Leite & Andréia Regina de Oliveira Camargo - 2018 - Childhood and Philosophy 14 (30):277-296.
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  43. Da Necessidade de Interrogar O Pensamento: Gestos Sobre a Inf'ncia No Tempo Escolar.Luciana Pacheco Marques, Cristiane Elvira de Assis Oliveira & Núbia Schaper Santos - 2018 - Childhood and Philosophy 14 (30):341-362.
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  44. Inf'ncias da Linguagem, Inf'ncias da Inf'ncia, Memórias de Inf'ncias: Depois É Tarde Demais.Carlos Skliar - 2018 - Childhood and Philosophy 14 (30):245-260.
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  45. 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.
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  46. 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.
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  47. 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.
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  48. 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.
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  49. Inf'ncia, Alteridade E Formação Docente: Encontro Com as Crianças Como Potência de Transformação.Tiago Ribeiro, Rafael de Souza & Adrianne Ogêda Guedes - 2018 - Childhood and Philosophy 14 (30):261-276.
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  50. 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).
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