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  1. Daring a Childlike Writing: Children for Philosophy, Moral End, and the Childhood of Conceptions.Walter Kohan & Magda Costa Carvalho - 2022 - In Dina Mendonça & Florian Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Metzler. pp. 57-78.
    A child arrives as a new world because in her and with her we feel that the whole world can start over. But that is not the only reason. A child also arrives as a new world because her arrival tells us what, being so simple, we had almost forgotten: that the world is not just old and unquestionable. The child doesn’t let us be indif-ferent; she breaks with conformity and arrives as hope, reeking of the unpredictable. Of questions. A (...)
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  2. Philosophy in Education and Cognitive Development (Filosofia na Educação e o Desenvolvimento Cognitivo).L. Felipe Garcia Lucas - 2020 - Dissertation, Uninter
    First, it’s very important to rule out that the entire text below, especially topic 4, shows an evolutionary process of man, in topic number 1, we present thinkers Jean Piaget and Erik Erikson, both psychoanalysts, and focused on cognitive development, but with works that show a development of different angles, complementing each other, in the first we can see the influence of the external formation of the child according to the internal formation, whereas the second presents us the inverse, the (...)
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  3. Learning to Facilitate Dialogue: On Challenges and Teachers’ Assessments of Their Own Performance.Caroline Schaffalitzky - forthcoming - Educational Studies.
    Research has indicated that dialogic approaches have desirable effects in education, but it is also well-known that it can be a challenge for teachers to make the transition from the traditional teacher role to that of the facilitator. Based on a case study, this article investigates the successes and shortcomings of 29 teachers learning to facilitate classroom dialogue in teacher development programmes. The article analyses the trainees’ written selfevaluations and the supervisors’ feedback to examine the extent and nature of the (...)
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  4. Philosophical Dialogues on Hans Christian Andersen’s Fairy Tales: A Case Study of Dialogue Manuals.Caroline Schaffalitzky de Muckadell & Anne Klara Bom - 2021 - Childhood and Philosophy 17.
    In Denmark, teaching the famous fairy tales of Hans Christian Andersen poses a challenge in primary education because cultural heritage status and oversimplified readings make it difficult to engage students in authentic readings. A strategy could be to use philosophical dialogues from the tradition of philosophy with children because this is a student-centred approach to teaching where students explore questions and ideas together, and where the teacher assumes the role not as authority, but as facilitator of the dialogue. This kind (...)
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  5. Philosophy for All in Augustine’s Dialogues.Erik Kenyon - 2021 - Precollege Philosophy and Public Practice 1 (3):21-39.
    The philosophy for children (P4C) and public philosophy movements seek to extend philosophy to traditionally marginalized groups. Yet public perceptions of philosophy as an elite activity provide an obstacle to this work. Such perceptions rest, in part, on further assumptions about what philosophy is and how it is conducted. To address these concerns, I look to the early philosophical dialogues of Augustine of Hippo (Contra Academicos, De beata vita, De ordine, Soliloquia), which present an experimental philosophical community composed of teenagers, (...)
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  6. Does Developing Moral Thinking Skills Lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions (...)
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  7. Transaction or Transformation: Why Do Philosophy in Prisons?Mog Stapleton & Dave Ward - 2021 - Journal of Prison Education and Reentry 7 (2):214-226.
    Why do public philosophy in prisons? When we think about the value and aims of public philosophy there is a well-entrenched tendency to think in transactional terms. The academy has something of value that it aims to pass on or transmit to its clients. Usually, this transaction takes place within the confines of the university, in the form of transmission of valuable skills or knowledge passed from faculty to students. Public philosophy, construed within this transactional mindset, then consists in passing (...)
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  8. [email protected] Virtual Art Museum.Thomas E. Wartenberg - 2017 - Newsletter of the American Society for Aesthetics 3 (37):6-8.
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  9. 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.
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  10. Book Review: A Teacher's Guide to Philosophy of Education. [REVIEW]Jane Gatley - 2020 - Educational Review 1.
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  11. Making a Circle: Building a Community of Philosophical Enquiry in a Post-Apartheid, Government School in South Africa.Rose-Anne Reynolds - 2019 - Childhood and Philosophy 15 (1):203-221.
    In this paper I attempt to trace an entanglement of an event documented in my PhD research which contests dominant modes of enquiry. It is experimental research which resists the human subject as the most important aspect of research, the only one with agency or intentionality. In particular, I analyse the process of the making of the circle, and how integral it is in contributing to building the Community of Enquiry, the pedagogy of Philosophy with Children. I offer a critical (...)
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  12. 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 (...)
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  13. 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:
  14. 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].
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  15. 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 (...)
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  16. 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 (...)
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  17. 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.
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  18. 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 (...)
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  19. 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, (...)
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  20. 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.
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  21. 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 (...)
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  22. 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 (...)
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  23. 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 (...)
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  24. 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 (...)
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  25. 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.
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  26. Introduction of Philosophy for Children Into the Montessori Curriculum.Juliette Christie - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):22-29.
    I suggest that, why and how the Montessori curriculum could be expanded to include “philosophy” alongside — for example — the beautiful “sensorial” area which helps to comprise Montessori’s vision.
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  27. Student Resistance in Philosophy for Children.A. T. Lardner - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):13-15.
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  28. Internal Goods of Teaching in Philosophy for Children: The Role of the Teacher and the Nature of Teaching in Pfc.Riku Välitalo - 2017 - Childhood and Philosophy 13 (27):271-290.
    Philosophy for Children promotes a pedagogy that builds on a collective process of truth-seeking and meaning-making. In contrast to seeing teachers as sources of knowledge, they are often described as facilitators in this communal process. PFC is part of the larger movement in education that has aimed to put the child at the center of the teaching and learning process. Yet, PFC, similar to other child-centered pedagogies, brings new challenges to understanding the role of the teacher. This article traces the (...)
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  29. 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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  30. 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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  31. 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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  32. (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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  33. 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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  34. The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children.Joanna Haynes & Karin Murris - 2011 - Journal of 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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  35. Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia.Nancy Vansieleghem - 2011 - Journal of 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 (...)
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  36. 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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  37. International Conferences on Philosophy for Children.James Heinegg - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):17-17.
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  38. 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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  39. 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 (...)
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  40. 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.
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  41. Teaching Ethics in the High Schools: A Deweyan Challenge.Shane Ralston - 2008 - Teaching Ethics 9 (1):73-86.
    Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four sections. In the first, (...)
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  42. 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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  43. 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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  44. 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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  45. 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. (...)
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  46. "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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  47. 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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  48. 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 (...)
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  49. 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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  50. 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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1 — 50 / 633