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  1. The Concept of Curiosity in the Practice of Philosophy for Children.İrem Günhan Altiparmak - 2016 - Croatian Journal of Philosophy 16 (3):361-380.
    Philosophy for Children is, at its core, an educational movement that started in the 1970s and it is currently practiced in over 60 countries. Rather than teaching children philosophy, it aims to develop thinking, inquiry and reasoning skills by means of intellectual interaction and by questioning both with the facilitator and amongst themselves. Thus it creates a community of inquiry. This movement has created a sound literature within philosophy of education which indirectly relates to issues in meta-philosophy, epistemology and philosophy (...)
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  2. Uncovering the Efficacy of Philosophical Inquiry with Children.Parmis Aslanimehr - 2015 - Childhood and Philosophy 11 (22):329-348.
    This paper offers a critical exploration of the Philosophy for Children movement, which aims at the expansion of critical, creative and caring thinking skills in students through philosophical dialogue. It describe that such a practice can motivate children to take responsibility in recognizing their thinking and their actions which shape who one is becoming. The paper outlines the historical development of this dialogical framework followed by concentrating on some of the challenges and solutions with respect to the practice of philosophy (...)
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  3. CHALLENGES IN FRONT OF'PHILOSOPHY FOR CHILDREN'.Khosrow Bagheri & Ehsaneh Bagheri - 2008 - JOURNAL OF CURRICULUM STUDIES (J.C.S.) 2 (7):7-24.
    Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy and thoughts of (...)
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  4. 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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  5. Overcoming Relativism and Absolutism: Dewey's Ideals of Truth and Meaning in Philosophy for Children.Jennifer Bleazby - 2011 - Educational Philosophy and Theory 43 (5):453-466.
    Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...)
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  6. Philosophy for Children Goes to College: Transformative Changes in Philosophical Thinking When College Students Practice Philosophizing with Young Children.Stephanie A. Burdick-Shephard & Cristina Cammarano - 2017 - Childhood and Philosophy 13 (27):235-251.
    The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about (...)
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  7. A Study on Developing Picture Books and Parent-Teacher Manuals for Philosophy for Korean Young Children.Dae-Ryun Chung - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:111-122.
    This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s <Doll Hospital> is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). However, there remain (...)
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  8. The Development of Dialogical Critical Thinking in Children.Marie-France Daniel, Louise Lafortune & Pierre Mongeau - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):43-55.
    In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qualitative analysis as defined by Glaser and Strauss. (...)
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  9. The Socratic Classroom : Reflective Thinking Through Collaborative Inquiry.Sarah Davey Chesters - unknown
    This book was written to serve two functions. First it is an exploration of what I have called Socratic pedagogy, a collaborative inquiry-based approach to teaching and learning suitable not only to formal educational settings such as the school classroom but to all educational settings. The term is intended to capture a variety of philosophical approaches to classroom practice that could broadly be described Socratic in form. The term ‘philosophy in schools’ is ambiguous and could refer to teaching university style (...)
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  10. (Meta-Philosophy) Nature and Limits of Philosophy 2 Pages.Ulrich de Balbian - manuscript
    Four issues or problems philosophers should be concerned about when doing philosophy.
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  11. Teacher Education in Philosophy for Children in Mexico.Eugenio Echeverría - 2006 - Thinking: The Journal of Philosophy for Children 18 (2):19-23.
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  12. Trust and the Community of Inquiry.Haynes Felicity - 2018 - Educational Philosophy and Theory 50 (2):144-151.
    This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what different forms of trust are involved in other power relations in the classroom, particularly the rational structuralism of R.S Peters, or the experiential philosophy (...)
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  13. Thinking As Two - Philosophy, Critical Thinking, and Community of Inquiry.Daniel Fisherman - 2010 - Childhood and Philosophy 6 (12):211-227.
    Supporters of the philosophy for children movement often claim that philosophy is the ideal subject to teach children if we seek to improve their critical thinking. Claiming that only philosophy encompasses the whole of the critical thinking enterprise, and that it alone teaches meta-cognition, these proponents argue for its inclusion in both elementary and secondary school curricula. Yet, if we accept a mainstream description of critical thinking as an activity demanding both aptitude and disposition, the discipline of philosophy, independent of (...)
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  14. 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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  15. "That's a Better Idea!" Philosophical Progress for Philosophy for Children.Clinton Golding - 2009 - Childhood and Philosophy 5 (10):223-269.
    Philosophy for Children is an important educational programme that engages children in philosophical inquiry as the means for them to make sense of the world. A key to its success is that students make progress in their attempts to make sense of the world or, more colloquially, they develop better ideas. Although philosophical progress is essential to the value of Philosophy for Children, there is little written on this concept and what is written tends to be merely suggestive. The result (...)
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  16. Fine Aphorisms, Proverbs & Philosophical Quotes.Yoji K. Gondor (ed.) - 2014 - Sintesi Point Publishing.
    This is a small collection of proverbs with some philosophical content. I also included here are some of my favorite philosophical quotes. The quotes were collected during many years from my personal reading. I am sure that the reader will identify and enjoy proverbs and some quotes that are new and unique to this publication. A printed copy available at amazon.com. Feedback: gondork@yahoo.com .
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  17. Can ‘Philosophy for Children’ Improve Primary School Attainment?Stephen Gorard, Nadia Siddiqui & Beng Huat See - 2017 - Journal of Philosophy of Education 51 (1):5-22.
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy for (...)
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  18. Philosophy in Schools.Felicity Haynes (ed.) - 2016 - Routledge.
    In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children, producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers promote respect, (...)
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  19. The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children.Joanna Haynes & Karin Murris - 2011 - Philosophy of Education 45 (2):285-303.
    Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, presenting unaccustomed challenges and moral dilemmas. This paper argues that such significant episodes in the practice of Philosophical with Children offer rich opportunities for wider critical reflection on epistemological and pedagogical questions for teacher education and continuing professional development. We illustrate the nature of this ongoing work through noticing and focusing on critical incidents drawn from our lived experience of PwC (...)
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  20. Community of Infancy: Suspending the Sovereignty of the Teacher's Voice.Igor Jasinski & Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (4):538-553.
    While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...)
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  21. Child, Philosophy and Education:Discussing the Intellectual Sources of Philosophy for Children.H. Juuso - unknown
    The study analyzes the theoretical basis of the Philosophy for Children program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the (...)
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  22. Boas Vindas Dos Editores.David Kennedy & Walter Kohan - 2005 - Childhood and Philosophy 1 (2):303-308.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular na pólis do século v a. C. e fundou uma disciplina. A concepção dessa revista se sustenta, muito mais tarde, no providencial encontro histórico entre a educação da infância e a filosofia. esse encontro, por sua vez, teve que esperar pelas proféticas declarações de Rousseau no Emílio, enviadas qual um manuscrito posto numa garrafa à revolução iminente e também pelo lento (...)
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  23. Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...)
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  24. Philosophy as Spiritual and Political Exercise in an Adult Literacy Course.Walter Kohan & Jason Wozniak - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):17-23.
    The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...)
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  25. Investigating Philosophical Discussion with Children as Co-Researchers : A Case Story of Doing Educative Research Using Collaborative Philosophical Inquiry.Judy A. Kyle - unknown
    This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children (...)
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  26. Philosophy for Children Through the Secondary Curriculum.Lizzy Lewis & Nick Chandley (eds.) - 2012 - Continuum.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written by (...)
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  27. Integrating Cognitive Skills and Conceptual Contents in Teaching the Philosophy for Children Curriculum.M. Lipman - 1992 - In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press. pp. 10--12.
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  28. Does Philosophy for Children Belong in School at All?Jana Lone - 2001 - Analytic Teaching and Philosophical Praxis 21 (1):151-156.
  29. Humanistic, Authoritative and Ecopsychological Perspective in Education or Rethinking Philosophy for Children Under Globalization.Pavel Lushyn - 2008 - Childhood and Philosophy 4 (7):173-192.
    The paper deals with the analysis of the buffer or transitional nature of humanistic-oriented school subjects like “Philosophy for children” first introduced in the USA by Dr. M. Lipman and Dr. Ann Sharp. A new ecopsychological and ecofacilitative vision is suggested. The ecofacilitative approach is assumed to be better fit a) into the framework of the ongoing educational ecocrisis and b) as a resolution of the emergent eurointegration and globalization issues.
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  30. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School.Sue Lyle & Junnine Thomas-Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were (...)
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  31. Teacher Formation in Philosophy for Children at Brazil: Some Aspects.Vânia Mesquita - 2007 - Childhood and Philosophy 3 (6):313-346.
    This study attempts to describe and analyze the question of teacher formation in Philosophy for Children by focusing on two central principles: the first is that we defend the introduction of philosophy into elementary schools; the second that we place greater emphasis on current programs of teacher formation in the field. We begin the article by analyzing the work and research of the creator and pioneer of the program Philosophy for Children, Matthew Lipman. The article proceeds to inquire into and (...)
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  32. Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.
    In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...)
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  33. Metaphors of the Teaching of Philosophy.Felix Garcia Moriyon - 2013 - Childhood and Philosophy 9 (18):345-361.
    In order to theorize about the nature and scope of the philosophical reflection, philosophers have used a wide array of metaphors and analogies, from Plato's cave to Wittgenstein “family resemblances”. This paper reviews some of those metaphors and discusses what they show about the nature of philosophy, and most important, about the teaching of philosophy. It is not enough to be in favour of the presence of philosophical dialogue or to demand a specific philosophical subject matter in the curriculum of (...)
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  34. The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  35. Philosophy with Children, the Stingray and the Educative Value of Disequilibrium.Karin Saskia Murris - 2008 - Journal of Philosophy of Education 42 (3-4):667-685.
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...)
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  36. Recent Interviews With Philosophy For Children Scholars And Practitioners.Saeed Naji - 2013 - Childhood and Philosophy 9 (17):153-170.
    In these two long-distance interviews, Iranian Saeed Naji, founder of the Philosophy for Children movement in Iran, questions two veteran practitioners of philosophy for children/community of philosophical inquiry . He raises issues related to P4C/CPI as representative of a larger educational paradigm, which he calls “reflective education,” and weighs its prospects for replacing what he calls the “traditional paradigm” worldwide. He also queries the two scholars on issues such as criteria for appropriate texts/stimuli for practicing philosophy with children; issues around (...)
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  37. An Experience in P4C Some Observations on Philosophy for Children with Iranian Primary School Children.Saeed Naji & Parvaneh Ghazinezhad - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):82-87.
    To investigate the effect of philosophical thinking on the development of reasoning skills and behavioral performance among Iranian primary school students, we conducted a qualitative method study with ten fourth grade students selected from different primary schools in Tehran1. We also study the reactions of children and their parents to this new method of education, which thoroughly differs from the method practiced in our schools now. This study was carried out in the Institute for Humanities and Cultural Studies, as an (...)
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  38. Philosophy for Children : The Quest for an African Perspective.Amasa Philip Ndofirepi - unknown
    An education that does not recognise schools as places for the mere transmission and assimilation of knowledge, but as places for critical and creative inquiry, is quality education. Philosophising with children in schools assumes that children are actively and deliberately encouraged in seeking responses to the questions about reality they raise at a very early age. The practice of philosophy is undoubtedly one of the underpinnings of a quality education for all. By contributing to opening children‘s minds, building their critical (...)
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  39. Accomplishing Modernity: Dewey's Inquiry, Childhood and Philosophy.Stefano Oliverio - 2012 - Education and Culture 28 (2):54-69.
    In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...)
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  40. The Application of Socratic Dialogue in the Education of Philosophy-An Exploration Based on Group-Oriented Philosophy for Children and Philosophical Counseling.Hsiao-Huei Pan - 2007 - Philosophy and Culture 34 (9):39-60.
    "Socratic dialogue" get in the contemporary philosophical counseling and psychotherapy field of attention, this article explores the concept of Socratic dialogue with the background, rationale, procedures, characteristics and rules, try to put this method in the philosophy of education can be some applications. In particular, children, philosophy and philosophical counseling program has emphasized two groups for discussion, it seems more appropriate to use Socratic dialogue. Appendix to this article, "What is family?" To explore the theme of Socratic dialogue to explore (...)
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  41. Doing Philosophy in the Classroom as Community Activity: A Cultural-Historical Approach.Marina Santi - 2014 - Childhood and Philosophy 10 (20):283-304.
    One of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the premises and constraints which (...)
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  42. Philosophy in Schools.Brent Silby - 2017 - Ezinearticles.
    Over recent years there has been a growing movement pushing for the inclusion of Philosophy in schools.[1] -/- As a subject, Philosophy is broad. It can be separated into many sub-disciplines such as Philosophy of Religion, Philosophy of Mind, Ethics, and Philosophy of Science, to name a few. These sub-disciplines reduce back to three broad pillars of Philosophy: Epistemology, Metaphysics, and Axiology. -/- Regardless of where one’s philosophical interest sits, the essential skill set remains the same. This is the ability (...)
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  43. Philosophy for Children. Appraising its Impact on College Level Students.Damian Spiteri - 2009 - Childhood and Philosophy 5 (10):425-445.
    This paper is centered on analyzing how a ‘philosophy for children’ lecturing methodology can foster learning amongst foundation-level students at the Malta College of Arts, Science and Technology, MCAST. This is a college that offers VET in different areas to students aged 16 and over. Foundation level courses are at level 1 of the National Vocational Qualifications framework, this level being the most basic. The students in this study are reading Health and Social Care. The courses on offer at MCAST (...)
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  44. "Drinking, Texting, and Moral Arguments From Analogy".Jason Swartwood - 2017 - Think 16 (45):15-26.
    In this dialogue, I illustrate why moral arguments from analogy are a valuable part of moral reasoning by considering how texting while driving is, morally speaking, no different than drunk driving.
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  45. Internal Goods of Teaching in Philosophy for Children:The Role of the Teacher and the Nature of Teaching in Philosophy for Children.R. 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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Philosophy for Children: Aesthetics
  1. Playing with Philosophy: Gestures, Performance, P4C and an Art of Living.L. D'Olimpio & C. Teschers - 2017 - Educational Philosophy and Theory:1-10.
    It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that, through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures (Schmid 2000b) have on others. One of the most fundamental aspects of the embodied human life is human interaction that (...)
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  2. Media and Moral Education: A Philosophy of Critical Engagement.Laura D'Olimpio - 2018 - London, UK: Routledge.
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. -/- D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, (...)
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  3. The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D'Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  4. The Routledge International Handbook of Philosophy for Children.Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.) - 2017 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
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  5. "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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