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?
Related categories

755 found
Order:
1 — 50 / 755
Material to categorize
  1. Why Adults Have to Be Children First.Efrat Ram-Tiktin & Nethanel Lipshitz - 2022 - Journal of Value Inquiry 56 (2):201-217.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  2. Crianças, Pandemia E Escola: Recomeçar É Um Ato Político.Flávia Maria de Menezes & Marcia de Oliveira Gomes Gil - 2022 - Childhood and Philosophy 18:01-19.
    This article is an invitation to consider Paulo Freire’s Pedagogy of the Question as a text that leads the reader to consider the possibilities offered by the post-Covid 19 resumption of daily school life with children as a political act. Based on a conversation that Freire had with Antônio Faundez in 1985, this text encourages researchers and educators to consider ways of returning to school life in ways that are welcoming, responsive and loving in the wake of the experience of (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  3. The Case for Philosophy for Children in Kenyan Schools.Eliud Shani Ominde, Atieno Kili K'odhiambo & Samsom Okuro Gunga - 2022 - Childhood and Philosophy 18:01-17.
    The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4. El artista como educador de la moral Y moralista de la educación. Una reseña Del libro la educación moral, Una obra de arte.Rafael Robles Loro - 2022 - Childhood and Philosophy 18:01-13.
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  5. A Comicsophy Approach to Teaching Philosophy.Haris Cerić & Elmana Cerić - 2022 - Childhood and Philosophy 18:01-22.
    The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  6. Bebês, Materialidade E Objetos Técnicos Na Primeira Inf'ncia No Brasil E Na França.Gabriela Guarnieri de Campos Tebet, Sabrina de Oliveira Caetano, Lidiane Cristina Loiola Souza, Maria Antonieta Impedovo & Julia Costa - 2022 - Childhood and Philosophy 18:01-33.
    The main objective of this work is to discuss the materiality of relationships and experiences of infants in early childhood education, based on a dialogue with the Brazilian curriculum guidelines for Early Childhood Education in 3 municipalities in the state of São Paulo, and with the concepts of technical objects and individuation developed by Simondon. This is a qualitative research that uses bibliographic and documentary research as a methodology and the production of cartographies of scenes in which relationships between babies (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  7. Book Review: Kohan, W.O. And Weber, B. (Eds.) (2020). Thinking, Childhood, and Time. Contemporary Perspectives on the Politics of Education. Lexington Books. [REVIEW]Claire Cassidy - 2022 - Childhood and Philosophy 18:01-06.
    This book review discusses Walter O. Kohan and Barbara Weber's edited volume, Thinking, Childhood, and Time.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  8. The Politicization of the Educable Child Through Aethereal Power.Franz Kasper Krönig - 2022 - Childhood and Philosophy 18:01-16.
    The paper argues that a prevalent conception of power in the educational sciences is detrimental to pedagogy both as a field of practice and as a discipline and inept as a scientific concept from an epistemological standpoint. The designation of this power concept as ‘aethereal’ can provide the education theoretical discourses with a means to analyze and criticize positions and arguments that have undermined the autonomy of education since the establishment of Foucauldian thinking in the educational sciences. First, this article (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  9. El Aprendizaje de Las Matemáticas Desde Filosofía Para/Con Niños.Yuli Piracoca Hernández & Liliana Andrea Mariño díaz - 2021 - Childhood and Philosophy 17:01-25.
    The article presents the theoretical construction of the relationship between mathematics learning and philosophy for/with children. The selection of a documentary corpus allowed delimiting the object of study. Then, thematic and analytical cards were elaborated to interpret the main statements, in which divergences and convergences between philosophy for/with children and the learning of mathematics were evidenced. The text is organized in six sections: Mathematical thinking as experience; Philosophy for/with children: a space for thinking; Reasoning, argumentation and logical thinking: a matter (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  10. The Story Circle as a Practice of Democratic, Critical Inquiry.Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea & Ariel Sykes - 2021 - Childhood and Philosophy 17:01-42.
    The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  11. El Poder Desde la Perspectiva de Foucault Y la Práctica de Filosofía Con Niños En la Escuela.Ana Corina Salas - 2021 - Childhood and Philosophy 17:01-24.
    We understand that the practice of Philosophy with Children within the school, proposed by Walter Kohan, invites practitioners to think about themselves and, in that reflective act, to know what they are – and what they are being -, what they want and do not want to be, giving themselves the possibility of self-transformation. In order to transform ourselves, says this philosopher, it is necessary to abandon the devices that lead us to be what we are. But, what are we? (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  12. Children’s Experiences of Online Philosophical Dialogues.Caroline Schaffalitzky, Søren Sindberg Jensen & Frederik Schou-Juul - 2021 - Childhood and Philosophy 17:01-27.
    Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  13. O Que Podemos No Encontro Com a Inf'ncia? Um Convite a Um Olhar Heterotópico.Letícia de Lima Borges & Eliana da Costa Pereira De Menezes - 2021 - Childhood and Philosophy 17:01-28.
    This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  14. Spinoza on Children and Childhood.Noa Lahav Ayalon - 2021 - Childhood and Philosophy 17:01-19.
    Baruch Spinoza, the 17th century philosopher best known for his metaphysical rigor and the radical heterodoxy of his conception of God as Nature, did not say much about children or childhood. Nevertheless, his few mentions of children in his masterpiece, the Ethics, raise fascinating questions of autarky, rationality and mind-body relations as they are perceived in the contrast between children and adults. Generally, philosophical theories of childhood benefit greatly from a strong metaphysical foundation. Spinoza’s philosophy, which has recently been gaining (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  15. ¿Qué Dicen Los Manuales de Historia Sobre la Infancia? Análisis de Textos Escolares Chilenos.Humberto álvarez sepúlveda - 2021 - Childhood and Philosophy 17:01-32.
    History textbooks in Chile are characterized by exposing an adult-centered historical narrative that invisibilizes the participation of boys and girls, since they have traditionally focused on describing the political exploits carried out by elite adult men in national and western history. To evidence this problem, in this qualitative, exploratory and interpretive research, critical literacy is used to analyze the texts and images of four textbooks published between 2016 and 2019 by SM and Santillana publishers. From these manuals, thematic units related (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  16. Everyone’s a Critic: The Liminal Space Between Theory and Children’s Literature in Kenneth Kidd’s Theory for Beginners.Samantha Elizabeth Piede - 2021 - Childhood and Philosophy 17:01-05.
    This book review evaluates Kenneth B. Kidd's Theory for Beginners: Children's Literature as Critical Thought, focusing specifically on Kidd's exploration of the symbiotic relationship between children's literature, philosophy, and critical theory.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  17. Review of Gareth Matthews, the Child’s Philosopher, Maughn Rollins Gregory & Megan Jane Laverty, Eds. London & New York: Routledge, 2022. [REVIEW]David K. Kennedy - 2021 - Childhood and Philosophy 17:01-07.
    This book may be described as a Festschrift—or more accurately a Gedenkschrift, given that it is a posthumous celebration of Gareth Matthews’ work and career. It consists of a selected anthology of his papers, interspersed with papers by scholars that offer interpretive perspectives on his work. The Matthews papers, which are brilliantly chosen, represent only one dimension of his oeuvre; he was in fact a recognized scholar of ancient and medieval philosophy, particularly Plato, Aristotle and Augustine. The present selection draws (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  18. À Prova de Balas? Necroinf'ncias Cariocas, Violência de Estado E Filosofias da Rua.Diego Dos Santos Reis - 2021 - Childhood and Philosophy 17:01-19.
    This essay aims to reflect on the impacts of state violence upon black lives and childhoods. In the wanderings through the city of Rio de Janeiro and in the theoretical trails proposed by antiracist and decolonial thinkers, we discuss the impacts and challenges of racism in the formative and existential itineraries of racialized bodies, crossed by the public necropolitics that provides the premises of the pedagogical government of peripheral childhoods and adolescences in large Brazilian cities. From the bumping into M., (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  19. The Flourishing Child.Lynne Wolbert, Doret de Ruyter & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (4-5):698-709.
    Journal of Philosophy of Education, EarlyView.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20. Die Überkinder: Nietzsche and Greta Thunberg, Children and Philosophy.Charles C. Verharen - 2021 - Journal of Philosophy of Education 55 (4-5):878-892.
    Journal of Philosophy of Education, EarlyView.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  21. Philosophical Dialogues on Hans Christian Andersen’s Fairy Tales: A Case Study of Dialogue Manuals.Caroline Schaffalitzky de Muckadell & Anne Klara Bom - 2021 - Childhood and Philosophy 17.
    In Denmark, teaching the famous fairy tales of Hans Christian Andersen poses a challenge in primary education because cultural heritage status and oversimplified readings make it difficult to engage students in authentic readings. A strategy could be to use philosophical dialogues from the tradition of philosophy with children because this is a student-centred approach to teaching where students explore questions and ideas together, and where the teacher assumes the role not as authority, but as facilitator of the dialogue. This kind (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  22. The Problem of Authority and Divorce.Danielle Levitan - 2021 - Keele Law Review 2:63-91.
    In this paper, I argue against any state intrusion and interference that amounts to scrutiny of parents based on their decision to separate. The state, to my mind, ought not to be involved in childrearing decisions in cases of divorce unless there is a sufficient reason, and, as I will argue, divorce per se does not present a level of risk to children that justifies state intervention. The claims I am about to make apply not only to parental capability tests (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  23. 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 (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  24. Making a Circle: Building a Community of Philosophical Enquiry in a Post-Apartheid, Government School in South Africa.Rose-Anne Reynolds - 2019 - Childhood and Philosophy 15:1-21.
    In this paper I attempt to trace some entanglements of an event documented in my PhD research, which contests dominant modes of enquiry. This research takes place with a group of Grade 2 learners in a government school in Cape Town, South Africa. It is experimental research which resists the human subject as the most important aspect of research, the only one with agency or intentionality. In particular, the analysis focuses on the process of the making of the circle, and (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  25. Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  26. 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, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  27. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  28. Meeting Youngsters Where They “Are At”: Demonstrating its Advantages.Alex Newby & Susan T. Gardner - 2019 - Childhood and Philosophy 15 (1):1-26.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  29. ‘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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  30. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  31. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  32. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  33. 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 (...)
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  34. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  35. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  36. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  37. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  38. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  39. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  40. A Experiência de Pensar Conceitos E o Filosofar Na Inf'ncia Na Perspectiva de Matthew Lipman.Sandra Dos Santos Alves & Darcísio Natal Muraro - 2020 - Childhood and Philosophy 16 (36):01-36.
    This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman? The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of Philosophy for Children, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  41. Pensamento, Experiência E o Tempo Do Ócio Na Educação Infantil.Gabriela Venturini & Betina Schuler - 2020 - Childhood and Philosophy 16 (36):01-27.
    This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  42. Cuerpo, presencia Y distancia en la enseñanza de la filosofía. Exploración educativa durante el distanciamiento social.Nigel Manchini - 2020 - Childhood and Philosophy 16 (36):01-25.
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  43. Da Proteção À Instrução: Mobilizações Prático-Discursivas Em Torno da Inf'ncia Nos Debates Sobre Gênero E Sexualidade Na Educação.Amana Rocha Mattos & Rafael Cavalheiro - 2020 - Childhood and Philosophy 16 (36):01-20.
    This article discusses how some childhood senses have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education, considering the contemporary scenario in the country. For this, we aim to analyze two practical-discursive pitfalls that have been consolidated. The first, forged by the actors of the anti-gender offensive, consists of the narrative construction of vulnerable children, to be protected, and triggers moral panic against discussions about gender and sexuality in schools. The second, more subtle trap, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  44. Denúncias E Pronúncias: Estudos Afroperspectivistas Sobre Inf'ncias E Educação Das Relações Étnico-Raciais.Renato Noguera - 2020 - Childhood and Philosophy 16 (36):01-22.
    This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  45. Hermeneutical Injustice and Outsourced Domestic Girl-Child Labour.Dominic Effiong Abakedi, Emmanuel Kelechi Iwuagwu & Mary Julius Egbai - 2020 - Childhood and Philosophy 16 (36):01-24.
    We observed that despite international declarations on child-rights, outsourced domestic girl-child labour still persists. Raising the question whether outsourced domestic girl-child labour constitutes hermeneutical injustice, we respond affirmatively. Relying on two indigenous victimology-narratives that are newspaper reports, we expose some of the horrors that the victims of outsourced domestic girl-child labour suffer. Comparing these reports with other victimology-narratives of hermeneutical injustice as reported by Miranda Fricker and Hilkje Hänel, we argue that the victims of outsourced domestic girl-child labour suffer a (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  46. The Conundrum in the Collective Indian Psyche Regarding Teaching Philosophy in Schools.Arvind Venkatasubramanian - 2020 - Childhood and Philosophy 16 (36):01-26.
    India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  47. Cultivating Oppositional Debt Ethics and Consciousness: Philosophy for/with Children as Counter-Conduct in the Neoliberal Debt Economy.Jason Thomas Wozniak - 2020 - Childhood and Philosophy 16 (36):01-32.
    In this article, I examine what the ethical and political implications of conceptualizing and practicing philosophy for/with children in the neoliberal debt economy are. Though P4wC cannot alone bring about any significant transformation of debt political-economic realities, it can play an important role in cultivating oppositional debt ethics and consciousness. The first half of this article situates P4wC within the current global debt economy. Here, I summarize the analyses made by critical theorists of the ways that debt impacts public institutions, (...)
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  48. Enseñanza y Filosofía. Una Mirada Desde la Perspectiva Del Aprender.Oscar Espinel - 2020 - Childhood and Philosophy 16 (36):01-22.
    the inquiry into teaching in philosophy entails two different questions, namely: What does it mean to teach? And, what is understood by “philosophy”? The first of these questions constitutes the starting point of this article – product of the research project Balance of the Ways of Teaching Philosophy in Colombia –, specifically regarding the topics of teaching as an area, and the task of teaching. However, the methodological potential of studying the task of teaching from the perspective of learning arose (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  49. Ethics of Caring in the Child-Friendly Projects: New Challenges.Tahereh Javidi Kalatehjafarabadi - 2020 - Childhood and Philosophy 16 (36):01-17.
    This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  50. A Inf'ncia de Ensinar E Aprender: Inventando Com E Como Criança a Arte de Ser Professor.Mauro Britto Cunha & Jair Miranda de Paiva - 2020 - Childhood and Philosophy 16 (36):01-21.
    this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood—a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, "unraveling", "overturning" the world--in other words, seeing the world from several angles not (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
1 — 50 / 755