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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. Place-Based Philosophical Education: Reconstructing ‘Place’, Reconstructing Ethics.Simone Thornton, Mary Graham & Gilbert Burgh - 2021 - Childhood and Philosophy 17:1-29.
    Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...)
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  2. Meeting Youngsters Where They “Are At”: Demonstrating its Advantages.Alex Newby & Susan T. Gardner - 2019 - Childhood and Philosophy 15 (1):1-26.
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  3. ‘Seeing’ with/in the World: Becoming-Little.Theresa Magdalen Giorza & Karin Murris - 2021 - Childhood and Philosophy 17:01-23.
    Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant (...)
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  4. I Am Keeping My Cultural Hat On: Exploring a ‘Culture-Enabling’ Philosophy for/with Children Practice.Peter Paul Elicor - 2021 - Childhood and Philosophy 17:01-18.
    In this paper, I offer a preliminary sketch of a culture-enabling Philosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are prevalent. Its focus is on helping children become cognizant of their cultural situatedness and (...)
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  5. Nomen Omen. Una Narrativa Pedagógica Sobre Una Comunidad de Indagación En Contexto de Formación Docente.Gonzalo Santiago Rodriguez - 2021 - Childhood and Philosophy 17:01-24.
    This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the (...)
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  6. Música, Autismo E Diferenças: A Representação Como Violência Em Levinas E Deleuze.Stephan Malta Oliveira, Luísa Azevedo Damasceno, Nathalie Emmanuelle Hofmann, Letícia Azevedo Damasceno, Cecília Albuquerque Reynaud Schaefer & Alba Cristina Martins da Silveira - 2021 - Childhood and Philosophy 17:01-18.
    The aim of this article is to investigate and discuss the notions of difference and representation in Emmanuel Levinas and Gilles Deleuze, articulating such notions through the example of a university extension project involving the formation of a musical ensemble composed of autistic children. Our research involved a review of four major philosophical works—Emmanuel Levinas’ Totality and Infinity; Among Us: Essays On Alterity; and “The Concept Of Difference In Bergson”; and Gilles Deleuze’s Difference and Repetition--in addition to secondary references. The (...)
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  7. Is There a Form of Citizenship Specific to Philosophy for Children?Clarisse Leseigneur - 2021 - Childhood and Philosophy 17:01-18.
    Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children is often presented as a continuation of Dewey’s democratic ideal, as a mode of associated living. I argue that there is a democratic model specific to Lipman’s P4C, that cannot be reduced to Dewey’s theories. To do so, I propose to compare Dewey’s and Lipman’s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental (...)
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  8. Cartografia Infantil: Enfoques Metodológicos Seguidos de Experiências Com Crianças E Jovens de Portugal E Brasil.Tiago Almeida & Luciano Bedin Costa - 2021 - Childhood and Philosophy 17:01-24.
    This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children (...)
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  9. A Que Convida O Convite Ao Filosofar?Vanise Dutra Gomes & Paula Alexandra Vieira - 2021 - Childhood and Philosophy 17:01-18.
    In the call from papers from childhood & philosophy we hear an invitation to philosophize. But what does such an invitation mean? In what ways does an invitation or invitation to philosophize encourage us to suspension our accepted meanings and empower us to sustain this challenge? These are the questions of two teachers who have, first, accepted the prior invitation to philosophize with children, and have now accepted the invitation to think and write together about that experience. This essay was (...)
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  10. Dar Infancia a la Niñez. Notas Para Una Política Y Poética Del Tiempo.Carlos Skliar & Daniel Brailovsky - 2021 - Childhood and Philosophy 17:01-21.
    The following text aims to pose the question provoked by the of discrepancy between infancy as defined in the work of Jean-Francois Lyotard and childhood per se, and to do so in the epochal context of an educational temporality governed by the attributes of acceleration, “profitable,” knowledge, cognitivism, rampant inequalities, an ethos of “success” at any cost, a univocal relationship between knowledge and utilitarianism, and a severe conflict between egalitarian organization and experience and the demand for performance. The loss of (...)
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  11. Right Under Our Noses: The Postponement of Children's Political Equality and the NOW.Joanna Haynes & Karin Murris - 2021 - Childhood and Philosophy 17:01-21.
    Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works (...)
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  12. A Inf'ncia E o (in)Dizível: Poder Ubuesco, Resistência E a Possibilidade da Justiça.Eduardo Rezende Melo & Flavia Inês Schilling - 2021 - Childhood and Philosophy 17:01-27.
    The article, as part of a broader reflection on the criticism of the right to development and its impact on the modes of legal and political subjectivation of children and adolescents, questions the child's condition as a subject without speech, or a speech conditioned to criteria of maturation, dictated by the adult referential, in a field, moreover, limited to what is said to be pertinent to their manifestation. Guided by the thought of exteriority, we return to the Foucauldian debate on (...)
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  13. The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...)
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  14. 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, (...)
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  15. 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, (...)
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  16. 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.
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  17. 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, (...)
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  18. 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 (...)
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  19. 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 (...)
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  20. 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 (...)
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  21. 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, (...)
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  22. 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 (...)
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  23. 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, (...)
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  24. 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 (...)
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  25. La Filosofía (No Solo) Con Niños: Escuchar, Cuidar, Escribir, Transmitir.Roque Farran - 2020 - Childhood and Philosophy 16 (36):01-17.
    In this article, I intend to link four topics or essential acts of philosophical practice: listening, caring, writing and transmitting, with special attention to children--what they inspire and teach us about philosophical practice, with special attention to the situation of confinement caused by the Covid-19 pandemic. A first task is to recover the function of listening and desire, in the context of the concept and the game, and against any abuse or violence. Second, we emphasize the role of care--its expansion (...)
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  26. “Os Dentes Afiados da Vida Preferem a Carne Na Mais Tenra Inf'ncia ”: Etnocartografar Com Olhos de Besta.Marcos Ribeiro de Melo, Michele de Freitas Faria De Vasconcelos & Edson Augusto De Souza Neto - 2020 - Childhood and Philosophy 16 (36):01-28.
    in this article, we experience the exercise of a screen ethnocartography in agency with the film Beasts of the southern wild by the director Benh Zeitlin. We tested a film experimentation that led to a renewed writing ways of life. We bet on cinema and childhood as possibilities for creating cracks and a stutter of language for the creation of new worlds and ways of living. In cinema images less as a representation, and more as art that proposes incompleteness, fissure, (...)
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  27. Entre Cercas, Brincadeiras E Feitiços: Os Conflitos E as Apropriações Do Território Por Crianças E Jovens Quilombolas.Beatriz Corsino Perez - 2020 - Childhood and Philosophy 16 (36):01-27.
    brazil has gone through a long process of colonization that still leaves violent marks in the ways of relating to quilombola communities, producing the devaluation of their cultures and knowledge. Through colonization, the lives of quilombola children and young people have become invisible in the face of scientific knowledge that uses European authors as a reference and the urban middle classes as a model. In this text, we present the results of an interventional research carried out between 2017 and 2019, (...)
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  28. Civic Education: Political or Comprehensive?Elizabeth Edenberg - 2016 - In Johannes Drerup, Gunter Graf, Christoph Schickhardt & Gottfried Schweiger (eds.), Justice, Education, and the Politics of Childhood: Challenges and Perspectives. pp. 187-206.
    In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a wide (...)
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  29. Filosofía Y Niños: ¿Para O Con?Vania Alarcon Castillo - 2020 - Childhood and Philosophy 16 (36):01-29.
    In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children, mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children, which is actually a set of “second generation” proposals –as described by Vansieleghem and Kennedy, based on Reed and Johnson –, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins (...)
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  30. Infancia, Impulso Y Devenir Creativo. Aproximaciones Nietzscheanas.Juan Pablo Alvarez Coronado - 2020 - Childhood and Philosophy 16 (36):01-11.
    In Nietzschean thought there is a permanent tension between culture and life; both move, many times, in contradictory directions. According to Nietzsche, culture always wins, because it has the Apollonian dimension on its part, that is, that defined, clear, refined way in which it is expressed, understands and transmits what is narrated. The beautiful form is just a way of appearing from the deeply transcendental; it is the tip of a gigantic iceberg called life. Nietzsche is a vitalist thinker, committed (...)
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  31. Philosophical Dialogue with Children About Complex Social Issues: A Debate About Texts and Practices.Steve Williams - 2020 - Childhood and Philosophy 16 (36):01-28.
    In this article, I report on my reading of a debate between two practitioners and scholars of philosophy with children – Karin Murris and Darren Chetty. The parts of their exchanges I have chosen to focus on relate to a children's book called Tusk Tusk by David McKee. Their respective arguments raise questions for me about the relationship between the starting text and issues of importance in the wider world. Although Chetty sees benefits in using picture books, he appears to (...)
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  32. Inf'ncia, Cultura Visual E Educação.Adriana Hoffmann Fernandes & Helenice Mirabelli Cassino - 2020 - Childhood and Philosophy 16 (36):01-20.
    This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and (...)
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  33. A Formação Continuada E a Experiência Ética Do Corpo Na Produção Do Currículo da Educação Infantil.Sammy William Lopes - 2020 - Childhood and Philosophy 16 (36):01-14.
    The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based (...)
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  34. Lipman E a Filosofia Para Crianças: Cultivo “Do” Pensamento Ou Cultivo de “Um” Pensamento?Diego Bertolo Pereira & Wilson Alves de Paiva - 2020 - Childhood and Philosophy 16 (36):01-27.
    This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s beginnings, in order to ask how the idea of Philosophy for Children (...)
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  35. Crianças E Música: Educação Musical E Estudos da Inf'ncia Em Diálogo.Sandra Mara da Cunha - 2020 - Childhood and Philosophy 16 (36):01-20.
    Children and music are the theme of this article conceived as a sort of rehearsal, with the aim of thinking a musical education of childhood. Its theoretical foundations emerge from conversations between music education and childhood studies, and formed the basis for the lecture workshop held at the II Congress of Childhood Studies, in September 2019, at the University of the State of Rio de Janeiro. The text addresses methodological openings present in creative approaches to curricula based on network formats (...)
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  36. Ação de Desenhar Na Inf'ncia Como Iniciação Aos Segredos Do Mundo.Sandra Regina Simonis Richter & Márcia Vilma Murillo - 2020 - Childhood and Philosophy 16 (36):01-27.
    In order to highlight the intimate relationship between imagining, drawing and making worlds, this essay questions the educational meaning of children to initiate in the action of drawing in face of the growing cultural tendency of the body being less and less required to produce senses. The incarnated action of drawing, as an aesthetic action of touching and being touched by the world when transposing the visible limits and entering into the intimacy of worldly invisibility, constitutes an experience that is (...)
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  37. Inf'ncias, Cidade E Relações Intergeracionais Na Vida Cotidiana.Maria Tereza Goudard Tavares - 2020 - Childhood and Philosophy 16 (36):01-26.
    This article derives from my participation in the II Congress of Childhood Studies: Politicizations and Aesthetics, held in September 2019, at UERJ/Maracanã. My speech entitled Childhoods, Culture and Intergenerational Relations in everyday life, was delivered in the conference “The ethnic-racial issue and the generational issue in childhood” having at its core extreme burning issues in Childhood Studies: both ethnic-racial and generational issues, arguing how these intersecting points have effects on the daily life of Brazilian children, especially children from the popular (...)
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  38. Crianças E Guerra: As Balas Perdidas!Anete Abramowicz - 2020 - Childhood and Philosophy 16 (36):01-14.
    This essay seeks to answer the questions of which children in the contemporary world have been targeted and killed "unintentionally”or "at random" by the Brazilian State. In order to understand the place of children in this “war” we rely on the work, among others, of Achille Mbembe, Maurizio Lazzarato and Peter Pál Pelbart. Our text is structured in six sections. First, we take up the concepts of biopolitics, biopower and necropolitics, in an attempt to specify the type of governmental power (...)
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  39. From Silencing Children's Literature to Attempting to Learn From It: Changing Views Towards Picturebooks in P4c Movement.Morteza Mhosronejad & Soudabeh Shokrollahzadeh - 2020 - Childhood and Philosophy 16 (36):01-30.
    This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature. As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks (...)
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  40. 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):203-221.
    In this paper I attempt to trace an entanglement of an event documented in my PhD research which contests dominant modes of enquiry. 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, I analyse the process of the making of the circle, and how integral it is in contributing to building the Community of Enquiry, the pedagogy of Philosophy with Children. I offer a critical (...)
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  41. What Grounds Special Treatment Between Siblings?Marcus William Hunt - 2020 - Etikk I Praksis - Nordic Journal of Applied Ethics 14 (1):67-83.
    Siblings ought to treat one another specially – in other words, siblings qua siblings ought to treat one another in ways that they need not treat others. This paper offers a theory of why this is the case. The paper begins with some intuitive judgments about how siblings ought to treat one another and some other normative features of siblinghood. I then review three potential theories of why siblings ought to treat one another specially, adapted from the literature on filial (...)
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  42. 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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  43. 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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  44. 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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  45. 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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  46. 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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  47. 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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  48. 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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  49. 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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  50. 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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