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Summary What are the imperfect duties of childrearers? What are the virtues of childrearing? What, if anything, do children owe to other children and to adults? How do social expectations and cultural norms impact on children's wellbeing?
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  1. added 2020-05-22
    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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  2. added 2020-03-24
    The Well-Being of Children, the Limits of Paternalism, and the State: Can Disparate Interests Be Reconciled?Michael S. Merry - 2007 - Ethics and Education 2 (1):39-59.
    For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...)
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  3. added 2019-12-04
    How Many Parents Should There Be in a Family?Kalle Grill - 2019 - Journal of Applied Philosophy.
    In this article, I challenge the widespread presumption that a child should have exactly two parents. I consider the pros and cons of various numbers of parents for the people most directly affected – the children themselves and their parents. The number of parents, as well as the ratio of parents to children, may have an impact on what resources are available, what relationships can develop between parents and children, what level of conflict can be expected in the family, as (...)
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  4. added 2019-10-22
    Unfinished Adults and Defective Children.Anca Gheaus - 2015 - Journal of Ethics and Social Philosophy 9 (1):1-22.
    Traditionally, most philosophers saw childhood as a state of deficiency and thought that its value was entirely dependent on how successfully it prepares individuals for adulthood. Yet, there are good reasons to think that childhood also has intrinsic value. Children possess certain intrinsically valuable abilities to a higher degree than adults. Moreover, going through a phase when one does not yet have a “self of one’s own,” and experimenting one’s way to a stable self, seems intrinsically valuable. I argue that (...)
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  5. added 2019-06-06
    Dasein, The Early Years: Heideggerian Reflections on Childhood.Lawrence J. Hatab - 2014 - International Philosophical Quarterly 54 (4):379-391.
    Like most philosophers, Heidegger gave little attention to childhood, but his philosophical emphasis on pre-reflective practice and understanding seems uniquely qualified to help make sense of a child’s experience and development. Moreover, it seems to me that many central Heideggerian concepts are best defended, exemplified, and articulated by bringing child development into the discussion. A Heideggerain emphasis on pre-theoretical world-involvement opens up a rich array of phenomena for studying child development, which can improve upon standard theories that have over-emphasized exclusive (...)
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  6. added 2019-06-06
    "I Am Scared Too": Children's Literature for an Ethics Beyond Moral Concepts. Johansson - 2013 - Journal of Aesthetic Education 47 (4):80.
    This essay explores how moral discourse can have dogmatic tendencies. In exemplifying how it is possible to move beyond such tendencies, this essay turns to the Norwegian picture book Garmann's Summer. The essay not only suggests a vision of moral thinking, but also aims to demonstrate the role that literature, and particularly children's literature, can play in moral discourse, particularly in philosophy. The picture book's elaborations on the difficulties children can face when starting school show both what ethics beyond moral (...)
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  7. added 2019-06-06
    Children's Spiritual, Moral, Social and Cultural Development: Primary and Early Years. [REVIEW]Mike Carroll - 2009 - Journal of Moral Education 38 (1):125-128.
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  8. added 2019-06-05
    Is Children’s Wellbeing Different From Adults’ Wellbeing?Andrée-Anne Cormier & Mauro Rossi - 2019 - Canadian Journal of Philosophy 49 (8):1146-1168.
    Call generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a (...)
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  9. added 2019-03-04
    Grounded Theory. A Research Method for Advancing the Comprehension of P4c’s Processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
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  10. added 2019-03-04
    Compassion and Education: A Review.Tim Sprod - 2018 - Childhood and Philosophy 14 (29).
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  11. added 2019-03-04
    O cuidado na educação infantil: Cenas do cotidiano de crianças em um centro de educação infantil em fortaleza-ce.Meirilene Dos Santos Araújo Barbosa & Ana Maria Monte Coelho Frota - 2018 - Childhood and Philosophy 14 (31):557-574.
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  12. added 2019-03-04
    La mariposa y el violín. La urgencia de una cita: infancia, escuela e igualdad.Patricia Raquel Redondo - 2018 - Childhood and Philosophy 14 (31):545-556.
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  13. added 2019-03-04
    Infancias: Voces desde la diversidad.Suarez Maria Teresa - 2018 - Childhood and Philosophy 14 (29).
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  14. added 2019-03-04
    On the Risks of Approaching a Philosophical Movement Outside Philosophy.Walter Omar Kohan & David Kennedy - 2017 - Childhood and Philosophy 13 (28).
    Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is philosophical work (...)
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  15. added 2019-03-04
    Parallel Convergences: Thinking with Biesta About Philosophy and Education.Stefano Oliverio - 2017 - Childhood and Philosophy 13 (28).
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  16. added 2019-03-04
    Internal Goods of Teaching in Philosophy for Children: The Role of the Teacher and the Nature of Teaching in Pfc.Riku Välitalo - 2017 - Childhood and Philosophy 13 (27):271-290.
    Philosophy for Children promotes a pedagogy that builds on a collective process of truth-seeking and meaning-making. In contrast to seeing teachers as sources of knowledge, they are often described as facilitators in this communal process. PFC is part of the larger movement in education that has aimed to put the child at the center of the teaching and learning process. Yet, PFC, similar to other child-centered pedagogies, brings new challenges to understanding the role of the teacher. This article traces the (...)
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  17. added 2019-03-04
    The Third Subject Position.Marjan Simenc - 2017 - Childhood and Philosophy 13 (28).
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  18. added 2019-03-04
    Considering Subject Positions with Biesta.Välitalo Riku - 2017 - Childhood and Philosophy 13 (28).
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  19. added 2019-03-04
    Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
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  20. added 2019-03-04
    Philosophy for Children, Learnification, Intelligent Adaptive Systems and Racism – a Response to Gert Biesta.Darren Chetty - 2017 - Childhood and Philosophy 13 (28).
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  21. added 2019-03-04
    Teachers as Gardeners: Thinking, Attentiveness and the Child in the Community of Philosophical Inquiry.Hannam Patricia Mary - 2017 - Childhood and Philosophy 13 (28).
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  22. added 2019-03-04
    P4c After Auschwitz: On Immanence and Transcendence in Education.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
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  23. added 2019-03-04
    The Question of Desirability: How is Education a Risk?Magda Costa Carvalho - 2017 - Childhood and Philosophy 13 (28):537-546.
    Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...)
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  24. added 2019-03-04
    Diálogo con Greg Biesta: Filosofía Y educación.Félix García Moriyón - 2017 - Childhood and Philosophy 13 (28).
    Biesta approaches different important educational topics that deserve some clarification and exploration. To begin with, Biesta emphasizes the preferential position that subjectification should occupy in education, a thesis I agree with. Nevertheless, qualification and socialization are also fundamental domains in education, much more in formal education. The aim of education, therefore, is to achieve an adequate balance between the three domains that makes possible a full educational process. On the other hand, it is valuable proposal to recover the importance of (...)
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  25. added 2019-03-04
    Considering Subject Positions with Biesta.R. Välitalo - 2017 - Childhood and Philosophy 13 (28).
    People who attended the ICPIC conference last summer were given a opportunity to consider some perspectives offered by the acknowledged scholar and educational thinker, Gert Biesta. His presentation in Madrid focused on exploring the educational significance of doing philosophy with children from a particular viewpoint. Biesta addressed the question of whether Philosophy for Children movement can offer something more than a clear head, that is, a critical, creative, caring and collaborative thinker. To get the message through, he analysed some wider (...)
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  26. added 2019-03-04
    Kizel, A. (2017). “Existing in the World: But Whose World—and Why Not Change It?” Childhood and Philosophy 13 (28), 567–577.Arie Kizel - 2017 - Childhood and Philosophy 13 (28):567-577.
    This article takes issue with Gert Biesta’s lecture and the interpretation that one of his main arguments leads to the conclusion that the world is essentialist in nature. Thus, for any specific kind of entity, there is a set of characteristics, all of which any entity of that kind must have. In this text I will argue that existence “in the world” necessarily demands the belief that many other worlds consisting of diverse identities and communities have long been present and (...)
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  27. added 2019-03-04
    Jazzing Philosophy with Children. An Improvising Way for a New Pedagogy.Santi Marina - 2017 - Childhood and Philosophy 13 (28).
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  28. added 2019-03-04
    Grown-Upness or Living Philosophically?Claire Cassidy - 2017 - Childhood and Philosophy 13 (28).
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  29. added 2018-09-07
    Doing Philosophy with Young Students.Sara Goering - 2001 - Questions: Philosophy for Young People 1:2-2.
    Goering argues that children, at any age, have the potential to utilize logic and generate philosophical thinking through role-playing yet challenging games. This activity fosters a philosophical imagination for children.
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  30. added 2018-09-07
    Protecting Children and Society.Leonard H. Glantz - 1979 - Journal of Law, Medicine and Ethics 7 (2):4-5.
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  31. added 2018-09-04
    Relations Between Parents and Children (1892).Clara Dixon Davidson - unknown
    RPC.2 The individual’s measure of consequences is proportionate to the circle of his outlook. His horizons may lie so near that he can only measure at short range. But, whether they be near or far, he can only judge of consequences as proximately or remotely touching himself. His judgment may err; his motive remains always the same, whether he be conscious of it or not. RPC.3 That motive is necessarily egoistic, since no one deliberately chooses misery when..
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  32. added 2018-09-04
    High Schools, Race, and America’s Future: What Students Can Teach Us About Morality, Diversity and Community.Neil Ferguson - 2013 - Journal of Moral Education 42 (4):516-517.
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  33. added 2018-09-04
    Development of Children’s Moral Evaluations of Modesty and Self-Promotion in Diverse Cultural Settings.Catherine Ann Cameron, Cindy Lau, Genyue Fu & Kang Lee - 2012 - Journal of Moral Education 41 (1):61-78.
    This cross-cultural study of the moral judgements of Mainland Han-Chinese, Chinese-Canadian, and Euro-Canadian children aged seven to 11 examined the evaluations of narrative protagonists? modest lies and self-promoting truthful statements in situations where they had done a good deed. The story characters had thus either lied or told the truth about a prosocial act that they had committed. Chinese children judged modest lies more positively and boastful truths less positively than Euro-Canadian children. Chinese and Chinese-Canadian children rated immodest statements more (...)
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  34. added 2018-09-04
    A Letter to Teachers and Parents on Some Ways of Looking at and Reflecting on Children.Patricia Carini - 2008 - In Alexandra Miletta & Maureen McCann Miletta (eds.), Classroom Conversations: A Collection of Classics for Parents and Teachers. The New Press.
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  35. added 2018-09-04
    Adult Sensitivity to Children's Learning in the Zone of Proximal Development.Amy Chak - 2001 - Journal for the Theory of Social Behaviour 31 (4):383–395.
    Vygotsky’s concept of the zone of proximal development has brought wide attention to the role of adults in children’s learning and development. The author proposes that beyond understanding its mechanism, its use is influenced by various factors which the adult needs to be sensitive to. Through integrating related literature on the zpd and on adult-child interactions, this paper aims to shed light on the nature of adult sensitivity in actualizing the zpd. The concept is first analyzed theoretically. Two types of (...)
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  36. added 2018-09-04
    Review: Recalling the Traumas: Review of "The Little Trials of Childhood". [REVIEW]Particia A. Adler & Peter Adler - 2000 - Human Studies 23 (3):339 - 341.
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  37. added 2018-09-04
    Language Socialisation and the Construction of Socio-Moral Meanings.Sunil Bhatia - 2000 - Journal of Moral Education 29 (2):149-166.
    Although researchers working from the cognitive-developmental and domain perspective have contributed significantly in presenting insights on children's moral knowledge, specific questions about how caregivers' language-based input facilitates their children's understanding of moral knowledge have not been examined. This article explores how language-based socialisation patterns play an important role in care-givers' and children's construction of socio-moral meanings. I argue that it is through participation in communicative and narrative practices that children begin to understand cultural meanings about morality. By drawing on theories (...)
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  38. added 2018-09-04
    Growing Up with Parents Who Have Learning Difficulties.Tim Booth & Wendy Booth - 1998 - Routledge.
    _Growing up with Parents who have Learning Difficulties_ uses a life-story approach to present new evidence about how children from such families manage the transition to adulthood, and about the longer-term outcomes of such an upbringing. It offers a view of parental competence as a social attribute rather than an individual skill, assessing the implications for institutional policies and practices. The authors address the notion of children having to parent their disabled parents and argue for a shift in emphasis from (...)
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  39. added 2018-09-04
    But What Do Children Really Think? Discourse Analysis and Conceptual Content in Children's Talk.Derek Edwards - 1993 - Ethics and Behavior 11 (3):207-225.
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  40. added 2018-09-04
    The Emergence of Children's Rights.Jhon Eekelaar - 1986 - Oxford Journal of Legal Studies 6 (2):161-182.
  41. added 2018-07-28
    The Routledge Handbook of the Philosophy of Childhood and Children.Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.) - 2018 - Routledge.
  42. added 2018-05-22
    Scenes From My Childhood.Bryan Magee - 1992 - Royal Institute of Philosophy Supplement 33:165-180.
    Until I was five I shared a bed with my sister, 3½ years older than me. After our parents had switched out the light we would chatter away in the darkness until we fell asleep. But I could never afterwards remember falling asleep. It was always the same: one moment I was talking to my sister in the dark, and the next I was waking up in a sunlit room having been asleep all night. Yet every night there must have (...)
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  43. added 2018-05-22
    Conceiving Childhood: "Child Animism".Gareth B. Matthews - 1982 - Noûs 16 (1):29-37.
  44. added 2017-09-18
    Children and Wellbeing.Anthony Skelton - 2018 - In Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.), Routledge Handbook of the Philosophy of Childhood and Children. Abingdon, UK: Routledge. pp. 90-100.
    Children are routinely treated paternalistically. There are good reasons for this. Children are quite vulnerable. They are ill-equipped to meet their most basic needs, due, in part, to deficiencies in practical and theoretical reasoning and in executing their wishes. Children’s motivations and perceptions are often not congruent with their best interests. Consequently, raising children involves facilitating their best interests synchronically and diachronically. In practice, this requires caregivers to (in some sense) manage a child’s daily life. If apposite, this management will (...)
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  45. added 2017-08-25
    Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  46. added 2017-05-15
    Do Parental Licensing Schemes Violate the Rights of Biological Parents?Christian Barry & R. J. Leland - 2017 - Philosophy and Phenomenological Research 94 (3):755-761.
  47. added 2017-03-02
    The Self and Its Emotions Kristjan Kristjansson Cambridge, UK: Cambridge University Press, 2010, 288 Pp., $85.00 (Hardcover). [REVIEW]Michael D. Doan - 2010 - Dialogue 49 (4):654-656.
  48. added 2017-02-23
    Procreative-Parenting, Love's Reasons and the Demands of Morality.Luara Ferracioli - 2018 - Philosophical Quarterly 68 (270):77-97.
    Many philosophers believe that the relationship between a parent and a child is objectively valuable, but few believe that there is any objective value in first creating a child in order to parent her. But if it is indeed true that all of the objective value of procreative-parenting comes from parenting, then it is hard to see how procreative-parenting can overcome two particularly pressing philosophical challenges. A first challenge is to show that it is morally permissible for prospective parents to (...)
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  49. added 2016-09-23
    Philosophy with Children, the Poverty Line, and Socio-Philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
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  50. added 2016-09-23
    Ethical Rules and Particular Skills.Beth Dixon - 2015 - Childhood and Philosophy 11 (21):67-79.
    In this paper I explore what the P4C philosophical novel can contribute to deciding how we should use ethical rules in moral education. As I see it the philosophical novel urges us to regard ethical rule-following with some suspicion. Instead we are directed to appreciate the particular contexts and circumstances of ethical thinking, saying, and doing. But if we don’t teach ethics by the rules, then what is the alternative pedagogy? One possibility is to cultivate ethical expertise by analogy to (...)
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