Related categories

518 found
Order:
1 — 50 / 518
Material to categorize
  1. Expanding the Facilitator's Toolbox: Vygotskian Mediation in Philosophy for Children.Jacob Castleberry & Kevin Clark - 2020 - Analytic Teaching and Philosophical Praxis 40 (2):44-56.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  2. Book Review: A Teacher's Guide to Philosophy of Education. [REVIEW]Jane Gatley - 2020 - Educational Review 1.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  3. Proprioception of Thinking and Emotional Intelligence Are Central to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019
    Philosophy with children often focuses on abstract reasoning skills, but as David Bohm points out the “entire process of mind” consists of our abstract thought as well as our “tacit, concrete process of thought.” Philosophy with children should address the “entire process of mind.” Our tacit, concrete process of thought refers to the process of thought that involves our actions such as the process of thought that goes into riding a bicycle. Bohm contends that we need to develop an awareness (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  4. Listening, Phronein and the First Principle of Happiness.Pablo Muruzábal Lamberti - forthcoming - In Walter Omar Kohan & Barbara Weber (eds.), On Childhood, Thinking and Time: Educating Responsibly. Lanham, MD 20706, USA:
  5. Emílio, ou Da Educação, considerações sobre o Livro 1.Sandro Rinaldi Feliciano & Mayara Maciel dos Santos - 2021 - In Pedro Amaro Brito & João Rodrigo Brito (eds.), Docência: processo do aprender e ensinar. Pedro & João Editores. pp. 61-76.
    This is a simple work, a Book review, in fact, that try to show Jean Jacques Rousseau ideas on the first book of Emile, or on Education, in their writes “The age of need” period between the birth and the 2 years of their fictional character Emile, -/- Doi: 10.13140/RG.2.2.18339.76324 -/- ISBN: 978-65-5869-160-0 [Impresso] 978-65-5869-159-4 [Digital].
    Remove from this list   Direct download (4 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  6. La lectura en la infancia y niñez: incidencia en la construcción del sujeto lector.María Angélica Ortiz-Salazar - 2019 - Sophia 15 (2):111-117.
    En el presente artículo se considera que en los periodos de la infancia y la niñez se incide sustancialmente en la construcción del sujeto lector. Este proceso involucra diversos actores: niños, madres, padres de familia, cuidadores y docentes. Aunque también se deben tener en cuenta las características del acto de leer. En este sentido, es necesario comprender sus aspectos psicológicos, lingüísticos y contextuales. En conclusión, promover la formación de sujetos lectores desde la infancia y la niñez implica reconocer las profundas (...)
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  7. Philosophy with Children and the Proprioception of Thinking.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  8. Introducing P4C in Kindergarten in Greece.Renia Gasparatou & Maria Kampeza - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):72-82.
    The movement of Philosophy for Children starts with M. Lipman in the early ‘70s. University professor Matthew Lipman noticed that his students lacked critical thinking skills. He suggested that, when students reach university age, it is rather late and difficult to teach them how to think.1 It would be wiser to undertake such a task at a much earlier age. Thus, he proposed the introduction of philosophy in elementary schools.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  9. The Socradic Method and Philosophy for Children.John P. Portelli - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    In 1963 James A. Jordan Jr. claimed that "It is not difficult nowadays to run into a claim that such and such teaching method follows the principle implicit in the method of Socrates." Jordan's claim refers particularly to supporters of programmed instruction or the use of teaching machines. He argued that the use or application of such materials cannot lead to genuine immitation of Socrates. Today, although the use and application of computers in schools has increased, the claim of following (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  10. Pedagogy and Philosophy for Children.Clive Lindop - 1988 - Analytic Teaching and Philosophical Praxis 9 (2).
    The focus of this paper is more pedagogical than philosophical reflecting my involvement in Teacher Education and Professional Development Programs. Teachers are essentially practical people, having to cope with classes of, usually, twenty or more individuals by keeping them engaged in various learning activities lest they become uncontrollable. So they tend to evaluate curriculum innovations in terms of the number and range of structured practical, "hands-on," learning activities which will more fully engage pupil attention. Consequently they tend to be sceptical, (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  11. Philosophy For Children.Matthew Lipman - 1980 - Analytic Teaching and Philosophical Praxis 1 (1).
    Word of the inauguration of a newsletter on the program in Analytical Thinking that is based in the School of Education at Texas Wesleyan College is indeed welcome. Knowing the energy and expertise of the two administrators of the program, Dean Joe Mitchell and Professor Ronald Reed, I have no doubt that the newsletter will be a success, and I shall look forward to receiving every issue.
    Remove from this list  
     
    Export citation  
     
    Bookmark   15 citations  
  12. Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1):107-130.
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  13. Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  14. Practicing Philosophy of Childhood: Teaching in the Evolutionary Mode.David Kennedy - 2015 - Journal of Philosophy in Schools 2 (1):4-17.
    This article explores the necessary requirements for effective teacher facilitation of community of philosophical inquiry sessions among children, and suggests that the first and most important prerequisite is the capacity to listen to children, which in turn is based on a critical and reflective interrogation of one’s own philosophy of childhood —the set of beliefs and assumptions about children and childhood which adults tend to project onto real children. It argues that the most effective way to explore these assumptions is (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  15. Philosophy for Children and the 'Whole Child'.Winifred Wing Han Lamb - 2015 - Journal of Philosophy in Schools 2 (2):71-82.
    The notion of educating the ‘whole child’ invites suspicion because of the value-laden assumptions carried by such a goal. I argue that the intuitive appeal of the notion reflects the meaning of education but that the goal is also implicit in P4C in its respect for wholeness in content, rationale and practices whereby the learner is honoured and engaged. In this paper, I focus on the senior high school curriculum in which the rich resources of philosophy can speak to the (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  16. Philosophy For Children.Josephine K. R. Zesaguli - 1994 - Thinking: The Journal of Philosophy for Children 12 (1):27-32.
    This paper describes the exploratory study which was carried out in Zimbabwe with an elementary Grade 7 class and with the firstand third- year student teachers, at a Teacher Training College, "doing philosophy", using Lipman's PIXIE and HARRY novels, respectively, and the proposed critical inquiry methodology.Secondly the perceptions of the participants, about their experiences during these exploratory sessions, which were derived from the researcher's self-evaluation and the students' informal evaluations, are presented in the paper.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  17. Introduction of Philosophy for Children Into the Montessori Curriculum.Juliette Christie - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):22-29.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  18. Student Resistance in Philosophy for Children.A. T. Lardner - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):13-15.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  19. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  20. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  21. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  22. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  23. (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.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  24. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  25. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   17 citations  
  26. Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia.Nancy Vansieleghem - 2011 - Philosophy of Education 45 (2):321-337.
    The last few decades have seen a steady growth of interest in doing philosophy with children and young people in educational settings. Philosophy with children is increasingly offered as a solution to the problems associated with what is seen by many as a disoriented, cynical, indifferent and individualistic society. It represents for its practitioners a powerful vehicle that teaches children and young people how to think about particular problems in society through the use of interpretive schemes and procedures especially designed (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  27. Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  28. International Conferences on Philosophy for Children.James Heinegg - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):17-17.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  29. 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. (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  30. Criticism and Democracy.Leah Segal & Ruth Richter - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (4):34-41.
    This paper describes a holistic approach and an interdisciplinary curriculum in enhancing critical thinking and education for democracy at the junior-high schools and highschools levels. The curriculum includes academic subjects such as the humanities, sciences, social sciences and art. The aim of this curriculum is not to teach an additional lesson in history, political sciences, art, etc., but to fostercritical thinking and democratic behavior. The theoretical framework has two bases. The first derives from eighteenth century rationalism and scientific thinking, while (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  31. The Summer Ethics Academy: Teaching Ethics to Young Leaders.Renée Smith & Julinna Oxley - 2011 - Questions 11:1-5.
    An overview of how the Summer Ethics Academy, at the Jackson Family Center for Ethics and Values at Coastal Carolina University—part of its outreachProgram—encourages children to develop desirable characteristics for middle school children to emulate. The article includes applicable project goals and activities.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  32. Teacher Education in Philosophy for Children in Mexico.Eugenio Echeverría - 2006 - Thinking: The Journal of Philosophy for Children 18 (2):19-23.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  33. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  34. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  35. 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 to reason. (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  36. "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.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  37. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   6 citations  
  38. Why Philosophy? Aims of Philosophy with Children and Aims of Academic Philosophy.Caroline Schaffalitzky de Muckadell - 2013 - SATS 14 (2):176-186.
    While professional philosophers are often reluctant to address the issue of the aims of philosophy, the field of philosophy with children is abundant with articulated aims which tend to be more concrete and ambitious than those of academic philosophy. Is this asymmetry a problem? And how are we to think about the aims of philosophy with children? This article argues that not much will be gained from looking to academic philosophy because discussions here are surprisingly meager and have provided little (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  39. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  40. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  41. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  42. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  43. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  44. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark   1 citation  
  45. Does Philosophy for Children Belong in School at All?Jana Lone - 2001 - Analytic Teaching and Philosophical Praxis 21 (1):151-156.
  46. Development of the Children’s Thinking and the Reform of Education in China: A Pioneering International Workshop on Philosophy for Children in Kunming, China.Liao Boquin & Deng Peng - 1999 - Analytic Teaching and Philosophical Praxis 19 (2):124-128.
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  47. 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 .
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  48. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  49. 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 (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  50. The State Of The Art Of Philosophy For Children In Italy.Eleonora Zorzi - 2010 - Childhood and Philosophy 6 (11):41-54.
    This contribution presents a research developed in 2007, based on the data gathered during the first Italian meeting of Philosophy for Children which took place in Padua, with the collaboration of the University of Padua. The application forms and the proposals made during the meeting have been used to draw some guide lines of the Italian P4C outline. It is important to underline that this inquiry does not pretend to be complete because some teachers were not able to be present (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
1 — 50 / 518