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  1. O trabalho do professor de educação infantil.Júlia de Souza Delibero Angelo - 2013 - Saberes Em Perspectiva 3 (6):59-64.
    Neste artigo, abordarei, por meio da Teoria Crítica, o processo de construção do trabalho do professor de Educação Infantil no Brasil, fazendo um breve histórico da educação infantil, que tem seu início marcado pelo assistencialismo. Também será abordada a enorme feminilização dessa categoria profissional, que permanece muito forte, por meio do mito da “mãe cuidadora”. Por todo esse histórico, a desvalorização do professor de Educação Infantil é maior do que de professores de outros segmentos. A recente profissionalização e a rotina (...)
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  2. Changing Subjects: Growing Up and Growing Older.Jane Attanucci - 1991 - Journal of Moral Education 20 (3):317-328.
    Abstract Following a review of the changing uses of narrative in moral development research, a personal narrative from an interview with a secondary teacher, who is also a parent of an adolescent is analyzed. Without standard question interruptions, the narrator crafts an ironic tale of contradictory feelings and actions. Trust is proposed as both an affective and evidential/proof dimension of the relationship between adolescents and adults, as well as among all concerned about moral development and education.
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  3. Orientation and Behaviour of Youth in the Kibbutz: Roots in Adolescent Socialisation.Arza Avrahami - 1995 - Journal of Moral Education 24 (3):307-326.
    Abstract This article reviews recent research focused on kibbutz youth at that stage of life between high?school graduation and their early thirties. Their attitudes and behaviour were analysed at four biographical substages: (1) voluntary community service, (2) military service, (3) leave of absence from the kibbutz and (4) higher education. It shows that there is an association between the ability of the socialising agents in the kibbutz to develop and encourage adolescents? identity and their personal democratic resources, and the attitudes (...)
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  4. Meditación filosófica sobre una excepción existencial.Fernando Bárcena - 2012 - Childhood and Philosophy 8 (15):11-31.
    No es la «facilidad» en el aprender -el hecho de que sea habitual hacerlo- lo que justifica un pensamiento sobre educación, sino la experiencia de su dificultad. Esta es la raíz del argumento que se pretende desarrollar en este texto. De modo específico, se trata de una reflexión que toma como punto de apoyo y raíz de su argumento la experiencia humana, no de la normalidad, sino la de la excepcionalidad, entendida como experiencia de lo frágil y de lo vulnerable. (...)
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  5. Do Parental Licensing Schemes Violate the Rights of Biological Parents?Christian Barry & R. J. Leland - 2017 - Philosophy and Phenomenological Research 94 (3):755-761.
  6. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. I use this (...)
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  7. Childhood Body, Teaching and Ethics of Self-Care.Márcia Buss-simão - 2010 - Childhood and Philosophy 6 (12):297-312.
    This essay is the result of reflections, readings and discussions on a compulsory subject for a doctorate in education. In reflections woven search yourself a chance to give the term a broader meaning care that 'caring for the body' aiming thereby problematizing the trivialization of this care in the educational field and, more particularly, the field of childhood studies. To guide these reflections, crossing issues such as childhood body and teaching, it seeks a dialogue with Michel Foucault, especially his writings (...)
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  8. Critical Thinking In Kindergarten.Marit Bøe & Karin Hognestad - 2010 - Childhood and Philosophy 6 (11).
    Kindergartens in Norway are looked upon as the first step in children’s education. There is a discussion in the early childhood field about how to best prepare children for lifelong education. In this paper we want to discuss critical thinking in relation to children’s everyday life in kindergarten. We want to focus on how kindergarten teachers can practice critical thinking together with children by using documentation as a starting point. We wish to emphasized children’s active participation in relation to critical (...)
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  9. Giocare con le parole. il linguaggio e il mistico tra wittgenstein e la p4c: quale rapporto?Anna Maria Carpentieri - 2009 - Childhood and Philosophy 5 (10):367-382.
    Il testo si apre con una nota introduttiva nella quale l’autrice, che sperimenta da diversi anni i programmi del curricolo, motiva le proprie scelte pedagogico-didattiche sia nell’affermare che i percorsi attivati le hanno sempre dato la possibilità di costatare crescite dinamiche e multidimensionali del pensiero individuale e collettivo degli alunni e di lei stessa docente e facilitatrice, sia,soprattutto,hanno continuamentegarantito potenzialità maggiori da esplicitare, quali, ad esempio, la capacità di trasformare e di trasformarsi,che, unitamente alla consapevolezza della necessità di talicambiamenti,agevola e (...)
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  10. Children's Spiritual, Moral, Social and Cultural Development: Primary and Early Years, by Tony Eaude.Mike Carroll - 2009 - Journal of Moral Education 38 (1):125-127.
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  11. Foucault and Incendiary Childhoods: Experiences of Other Truths and Other Heterotopias.Alexandre Filordi de Carvalho - 2016 - Childhood and Philosophy 12 (23).
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  12. Visions of Infancy. A Reading of Jona Oberski, Infancy.Fabiana Carvalho - 2007 - Childhood and Philosophy 3 (5):85-101.
    Of Jewish-German origin, Jona Oberski was born in Amersterdam. During the Nazi rule that coincided with her childhood she was arrested by the Germans and deported to the Bergen-Belsin concentration camp after having also spent time in the Westerbork camp. While at Belsen her father died at the camp, and her mother later died in 1945, after the liberation. Oberski was adopted by a couple from Amsterdam, and years later dedicated herself to the studying of Physics, the area in which (...)
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  13. Child And Community Of Philosophical Inquirychild And Community Of Philosophical Inquiry.Claire Cassidy - 2006 - Childhood and Philosophy 2 (4):345-368.
    It has been asserted in the UN Convention on the Rights of the Child that children’s voices should have a place in society and that their views and opinions should be taken into account by policy makers and those others in authority. This paper suggests that children need to be empowered and enabled to become active, participative, political agents within society. Within certain countries – in this instance, those constituting Great Britain – Education for Citizenship is on the Governmental agenda. (...)
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  14. On the Logic of the Program of Philosophy for Children.Cesar Catalani & Patricia del Nero Velasco - 2009 - Childhood and Philosophy 5 (10):283-316.
    This article aims to present part of the results from the Scientific Initiation research entitled Logical Foundations of Education for Thinking. Specifically, the exposed contents are the logical ones developed by Matthew Lipman in his philosophical novel Harry Stottlemeier’s discovery. The text is divided in three main sections: formal logic, logic of good reasons and logic of rationally acting. In the first one, we map the contents of formal logic present in that novel. In this context, we studied Aristotelian logic (...)
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  15. Review of Manifesting Inherent Perfection. [REVIEW]Subhasis Chattopadhyay - 2015 - Vedanta Kesari:442-3.
    This review makes a case for holistic education and calls for revamping Indian education, using the pedagogical methods available in this book.
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  16. Cenas E Tempos de Uma Infância Sem Fim: O Sentimento Trágico Em Incêndios.Sandra Mara Corazza & Deniz Alcione Nicolay - 2016 - Childhood and Philosophy 12 (23).
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  17. Il Bambino Allo Specchio: Dionisio E L’infanzia Della Sapienza Occidentale.Gabriele Cornelli - 2005 - Childhood and Philosophy 1 (1):167-185.
    Nonostante tutti i tentativi recenti di riscattarla e di metterla nuovamente al centro dell’attenzione politica e accademica, l’infanzia continua a situarsi al margine delle preoccupazioni “serie” del mondo adulto. É un fatto che non ha bisogno, mi sembra, di prove ulteriori rispetto a quelle che quotidianamente si traggono dalla lettura delle pagine economiche e politiche dei nostri giornali. É tuttavia necessario rinunciare ad una lectio universale di questa assenza, che pretenda di generalizzare sistematicamente e in tutti i campi questa esclusione (...)
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  18. Corpo: possibilidades para pensar e ensinar filosofia. O philodrama como experiência de formação.Giovânia Costa - 2008 - Childhood and Philosophy 4 (7):147-172.
    This article is an evaluative synthesis of my masters dissertation entitled “Body: possibilities of thinking and teaching philosophy: Philo-drama as an experience of formation”. This text proposes to think of the body in a specific relationship with philosophy, studying an aesthetic proposal – philodrama – which proposes dramatic games and textual transpositions to understand philosophical concepts. In what ways can philosophy in school contribute to the direction of a “hearing of one’s own body” making new forms of subjectivity possible so (...)
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  19. From Confusion to Love: Russell Hoban’s The Mouse and His Child as Phenomenological Novel.Peter Raymond Costello - 2015 - Childhood and Philosophy 11 (21):93-103.
    Russell Hoban’s famous children’s novel, The Mouse and His Child, centers around a child’s quest for family, community, and self-awareness. This paper works to describe the novel as philosophical insofar as the novel takes up themes and elements of Maurice Merleau-Ponty’s essay “The Child’s Relations with Others.” Because the mouse and his father are joined at the hands, because they find their motion to be a problem, and because they work through ambiguity toward a loving community, the novel puts particular (...)
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  20. 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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  21. Relativism: A Threshold for Pupils to Cross in Order to Become Dialogical Critical Thinkers.Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):43-62.
    According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who benefited from (...)
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  22. Inf'ncia e Educação Infantil: o que dizem os professores?Conceição Nóbrega Lima de Salles - 2012 - Childhood and Philosophy 8 (15):443-458.
    The attempt to convene a discussion about childhood suggests a plurality of educative issues and raises important problems in the context of basic education. To recognize children in their specificity, and to engage and encounter them beyond the discourses produced about them seems to be a challenge today, most especially in the field of childhood education. The large majority of educational discourses assume a notion of childhood as inserted in chronological time, associated with the future, and constituting a doubtful minority. (...)
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  23. Discussion A Visee Philosophique Dans Une Classe De Maternelle.Alain Desol - 2006 - Childhood and Philosophy 2 (3):75-90.
    In a situation of living-together such as an “ecole maternelle,” organized philosophical discussions help young children to construct their personalities in the context of the group, and thus promotes individual autonomy. This innovative methodology tends to promote in children skills of negotiation and capacities for self-restraint. It places the pupils in issue-situations that require working in groups, and coming to a reasoned understanding before proposing possible solutions. Philosophical discussions help children develop their own thinking processes, as well as increased fluency (...)
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  24. Friendship: A Reflection About Children Participation in Public Space.Diego di Masi - 2010 - Childhood and Philosophy 6 (12):335-347.
    The article presents an initial discussions held at the end of the project of citizenship education called Poli§ofia. In the project Poli§ofia the Municipal Council of the Children in the town of Rovigo and the counselors’ classes had been converted into the Community of Philosophical Inquiry, to develop in the students the argumentative and reasoning skills necessary for a public decision-making dialogue, through the implementation of the methodology known as Philosophy for Children . The P4C has been interpreted as a (...)
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  25. Children and Developed Agency.Andrew Divers - 2013 - Childhood and Philosophy 9 (18):225-244.
    That we treat children differently from adults is clear. The attitude of increased paternalistic standards can be seen in a number of cases – be it the rights which children have in terms of medical treatment, decisions about their lives which are left up to parents or guardians, or the prohibition of certain activities before a certain age. However, we can only treat ‘children as children’ if we can prove that this stands in great enough distinction from the adult. Either (...)
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  26. 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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  27. 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.
  28. A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood.Robert D. Enright - 1981 - Journal of Moral Education 11 (1):47-60.
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than (...)
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  29. Perspectives and Principles for Physical Education.Janet Felshin - 1967 - New York: Wiley.
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  30. 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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  31. Authoring and Facilitating Affect. The Philosophical Novel as a Liberating Form of Affective Labour.Natalie Fletcher - 2014 - Childhood and Philosophy 10 (20):331-355.
    This article focuses on the notion of affectivity, which over the last few decades has become an increasingly popular lens through which to study various themes in the humanities and social sciences, notably with respect to labour. The notion of “affective labour” has been deemed to encompass both work that requires emotional investment and work that is intended to produce emotional responses yet explorations of such work, though varied in schope, have generally not widened their breadth to include the field (...)
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  32. On Becoming an Adult: Autonomy and the Moral Relevance of Life's Stages.Andrew Franklin-Hall - 2013 - Philosophical Quarterly 63 (251):223-247.
    What is it about a person's becoming an adult that makes it generally inappropriate to treat that person paternalistically any longer? The Standard View holds that a mere difference in age or stage of life cannot in itself be morally relevant, but only matters insofar as it is correlated with the development of capacities for mature practical reasoning. This paper defends the contrary view: two people can have all the same general psychological attributes and yet the mere fact that one (...)
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  33. Norvin Richards, The Ethics of Parenthood.Andrew Franklin-Hall - 2012 - Journal of Value Inquiry 46 (1):117-121.
  34. REFRAMING AND PRACTICING COMMUNITY INCLUSION: THE RELEVANCE OF PHILOSOPHY FOR CHILDREN.Roberto Franzini Tibaldeo - 2014 - Childhood and Philosophy 10 (20):401-420.
    I wish to carry out a philosophical inquiry into contemporary intercultural public spheres. The thesis I will support is that the achievement of inclusive public spheres (namely, with respect to our European and Western experience, the accomplishment of democracy) largely depends on one’s willingness and capacity to foster an “appreciation of diversities” by first, enhancing policies and forms of cooperation between the citizens’ emotional and motivational resources, and then enhancing their cognitive competences. More specifically, my proposal is to understand such (...)
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  35. Community of Enquiry and Ethics of Responsibility.Roberto Franzini Tibaldeo - 2009 - Philosophical Practice 4 (1):407-418.
    The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article highlights the possibility (...)
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  36. Betrayal Trauma: Traumatic Amnesia as an Adaptive Response to Childhood Abuse.Jennifer J. Freyd - 1994 - Ethics and Behavior 4 (4):307 – 329.
    Betrayal trauma theory suggests that psychogenic amnesia is an adaptive response to childhood abuse. When a parent or other powerful figure violates a fundamental ethic of human relationships, victims may need to remain unaware of the trauma not to reduce suffering but rather to promote survival. Amnesia enables the child to maintain an attachment with a figure vital to survival, development, and thriving. Analysis of evolutionary pressures, mental modules, social cognitions, and developmental needs suggests that the degree to which the (...)
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  37. Quand l’école prépare à la vie : le cas des habiletés et attitudes critiques pratiquées en communauté de recherche philosophique avec des adolescents.Mathieu Gagnon & Michel Sasseville - 2008 - Childhood and Philosophy 4 (8):41-58.
    From 2004 to 2008, a study was conducted with fifteen students who used philosophy on a regular basis during the past four years. Originally, the study was designed to examine how these students use their critical thinking skills on three school subjects, namely philosophy, science and history. They were observed within five problem-based learning activities. To complete the data collected, three focus groups were conducted. These interviews were designed to help students express their views on their role inside each school (...)
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  38. O Diálogo Na Formação Transdisciplinar Do Educador-filósofo.Dante Augusto Galeffi - 2008 - Childhood and Philosophy 4 (7):103-114.
    Considering dialogue as a fundamental philosophical experience, this paper aims to understand the possibility of a radical and emphatic dialogic practice in the formation of the educator-philosopher. “Educator-philosopher” is the term used to detach the importance of a dialogic specialization in philosophy so that the teacher’s teaching practice becomes a philosophical activity, and he finds himself as a philosopher in the ways of philosophy. The transdisciplinary perspective announced is configured as an epistemologic field of a dialogue methodology practiced at all (...)
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  39. The Moral and Political Status of Children.Steven Gerencser - 2003 - Contemporary Political Theory 2 (3):363-365.
  40. Improving Emotion Comprehension and Social Skills in Early Childhood Through Philosophy for Children.Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):63-89.
    The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program uses Philosophy (...)
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  41. Mares de Algodón. Imágenes Poéticas para una Experiencia de Infancia.Liliana Judith Guzmán - 2008 - Childhood and Philosophy 4 (8):59-76.
    This text is a philosophical interpretation of the film VALENTÍN . It approaches the narrative of the cinematographic script as a permanent exercise of the child’s way of asking, living, creating, dreaming, loving, thinking, being happy. In a desolate world of adults without answers, Valentín makes of his life and stories an experience of infancy that interrogates, that asks, that looks for projects to create experiences of dialogue and love with those around him. Valentín teaches philosophizing to the school, to (...)
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  42. Dasein, The Early Years.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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  43. Secrets And Boundaries In Classroom Dialogues With Children: From Critical Episode To Social Enquiry.Joanna Haynes - 2005 - Childhood and Philosophy 1 (2):511-536.
    Events in teaching often bubble up and demand attention because they stay with us long after the moment has passed, causing us to revisit and recreate them, perhaps to ask ourselves whether we might have responded differently. Deeper reflection and wider social enquiry become possible when incidents are recorded over time. Themes are identified and form the basis of theorizing and alternative action. Themes tend to emerge from awareness of our emotional responses to events and through an investigation of the (...)
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  44. Effects of the Philosophy for Children Program Through the Community of Inquiry Method on the Improvement of Interpersonal Relationship Skills in Primary School Students.Mehrnoosh Hedayti & Yahya Ghaedi - 2009 - Childhood and Philosophy 5 (9):199-217.
    To investigate the effect of community of inquiry method on improvement of interpersonal relationship skills, based on Matthew Lipman’s theory and practice, an experiment was designed and conducted in Tehran among primary school students of third, fourth and fifth grades. 190 student were randomly selected and assigned to experimental and control group . The experimental group was taught based on community of inquiry methodology for twelve ninety minute sessions. Interpersonal relationship skills were measured by Ardly & Asher’s questionnaire. Results show (...)
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  45. O ‘cuidado’ Na Educação:análise Da Perspectiva Lipmaniana.Leoni Maria Padilha Henning - 2011 - Childhood and Philosophy 7 (14):191-205.
    Resumo – O tema central sobre o qual versa o presente trabalho é o “cuidado”. Partindo de uma apresentação que traz a problemática à baila, procuramos sugerir a amplitude e a complexidade do tema, para posteriormente, aproximarmos à educação chegando ao contexto desejado para explorarmos os conceitos apresentados: o pensamento cuidadoso em Matthew Lipman. Para o autor, nossa tradição intelectual vem gradativamente aprofundando o que é próprio do pensamento crítico enquanto instância que se distancia daquilo a que designamos como o (...)
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  46. Análise Dos Conceitos de Inacabamento Freiriano E Crescimento Deweyano Para a Infância Em Processo Formativo.Leoni Maria Padilha Henning & Andressa Coelho Righi de Carvalho - 2013 - Childhood and Philosophy 9 (18):297-318.
    Este trabalho parte de algumas considerações das perspectivas antropológicas de Paulo Freire e John Dewey, tomando o primeiro autor como um leitor do segundo, pelo menos por via indireta através de Anísio Teixeira, focalizando basicamente duas noções fundamentais: o inacabamento freiriano e o crescimento deweyano. Discutindo detalhes e consequências teóricas desses conceitos para a educação, utilizamos as críticas dos autores em relação à educação bancária e/ou tradicional para apresentar os argumentos que foram elaborados em favor de uma nova educação. Foi (...)
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  47. Análise Dos Conceitos De Inacabamento Freiriano E Crescimento Deweyano Para A Inf'ncia Em Processo Formativo.Leoni Padilha Henning & Andressa Coelho Righi de Carvalho - 2013 - Childhood and Philosophy 9 (17):297-318.
    Este trabalho parte de algumas considerações das perspectivas antropológicas de Paulo Freire e John Dewey, tomando o primeiro autor como um leitor do segundo, pelo menos por via indireta através de Anísio Teixeira, focalizando basicamente duas noções fundamentais: o inacabamento freiriano e o crescimento deweyano. Discutindo detalhes e consequências teóricas desses conceitos para a educação, utilizamos as críticas dos autores em relação à educação bancária e/ou tradicional para apresentar os argumentos que foram elaborados em favor de uma nova educação. Foi (...)
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  48. Young Children's Trust in Overtly Misleading Advice.Gail D. Heyman, Lalida Sritanyaratana & Kimberly E. Vanderbilt - 2013 - Cognitive Science 37 (4):646-667.
    The ability of 3- and 4-year-old children to disregard advice from an overtly misleading informant was investigated across five studies (total n = 212). Previous studies have documented limitations in young children's ability to reject misleading advice. This study was designed to test the hypothesis that these limitations are primarily due to an inability to reject specific directions that are provided by others, rather than an inability to respond in a way that is opposite to what has been indicated by (...)
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  49. The Mendham Experience: Transformation And Return.Jason Howard - 2006 - Childhood and Philosophy 2 (4):335-344.
    This paper focuses on an event that makes us re-think our most important practices: a workshop in a retreat established in Mendham, New Jersey, under the direction of the IAPC of Montclair University to facilitate the pedagogical goals of Philosophy for Children . The aim of this paper is to clarify and reconfigure a personal experience of what happened during those ten days. The sense of the author is that something extremely significant, that touches on the nature of pedagogy, and (...)
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  50. "I Am Scared Too": Children's Literature for an Ethics Beyond Moral Concepts. Johansson - 2013 - Journal of Aesthetic Education 47 (4):80-109.
    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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