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  1. Picturebooks, Pedagogy and Philosophy by Joanna Haynes and Karin Murris. London: Routledge, 2012. Pp. Xiv, 269. Hb. £80.00, $125.00. [REVIEW]Evelyn Arizpe - 2012 - Journal of Philosophy of Education 46 (3):497-500.
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  2. M. Lipman's "What Happens in Art". [REVIEW]Arnold Berleant - 1968 - Philosophy and Phenomenological Research 28 (3):449.
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  3. The Routledge International Handbook of Philosophy for Children. Edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Pp 266. London: Routledge. 2017. £140.00 . ISBN 978-1-138-84767-5. [REVIEW]Claire Cassidy - 2018 - British Journal of Educational Studies 66 (1):127-129.
  4. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism.Darren Chetty - 2014 - Childhood and Philosophy 10 (19):11-31.
    Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory and the related field of Critical Whiteness Studies , I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, racism and diversity (...)
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  5. Gender in the Novel K. Haynes: Fashioning the Feminine in the Greek Novel . Pp. Viii + 214. London and New York: Routledge, 2003. Paper, £15.99. ISBN: 0-415-26210-0 (0-415-26209-7 Hbk). [REVIEW]Kathryn Chew - 2005 - The Classical Review 55 (01):90-.
  6. Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  7. 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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  8. 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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  9. Playing with Philosophy: Gestures, Performance, P4C and an Art of Living.Laura D’Olimpio & Christoph 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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  10. L’éducation à la démocratie par la culture des sentiments. Martha C. Nussbaum et la philosophie pour enfantsTraining for Democracy through Culture of Feelings. Martha C. Nussbaum and Philosophy for Children. [REVIEW]Jean-françois Goubet - 2014 - Childhood and Philosophy 10 (19):87-108.
    Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants . En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des « capabilités », ou capacités (...)
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  11. 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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  12. "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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  13. Reconceptualizing the Aims in Philosophy for Children.Robert Karaba - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):50-54.
    Both Walter Kohan and Nancy Vansieleghem have questioned the aims of Philosophy for Children. It is the intention of this current paper to pursue the line of inquiry opened up by these authors, but from the standpoint of John Dewey’s pragmatism. Dewey’s philosophy shifts the focus from discovering the aim of P4C to aims in the particular contexts in which P4C operates. As such, aims in education are seen as: required for intelligent education, inseparable from the means, contingent upon specific (...)
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  14. Gilles Deleuze: Enfants Et Devenir-Enfance.Walter Kohan - 2006 - Childhood and Philosophy 2 (3):11-27.
    This paper consists of some fragments from the writings of Gilles Deleuze that concern childhood. The goal here is not to illustrate a whole philosophical doctrine of childhood, but to present and make accessible to the readers some texts that may inspire them. Deleuze’s interest in childhood took many forms. He published a book for children with Jacqueline Duhême. Of course, this book was not written especially for children: it was composed of already-published texts from his earlier works. We also (...)
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  15. Qué Es Filosofía Para Niños? Ideas y Propuestas Para Pensar la Educación.Walter Kohan & Vera Waksman - 1997 - Buenos Aires, Argentina: Oficina de Publicaciones del CBC.
  16. 한국 유아를 위한 철학적 탐구공동체 활동의 실제.Hyun-Joo Lee & Dae-Ryun Chung - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:123-139.
    This paper is about activities of ‘community of inquiry’ on the basis of Lipman’s model applied at a kindergarten in Seoul, Korea. The activities of community of inquiry, basically, includes a series of activities, for example, reading textbooks, making up questions, discussing on themes, working out exercises and further responding. At the beginning of P4C lessons, young children had difficulties in reading texts with no pictures, and making up questions. Having philosophy lessons repeatedly, they were accustomed to the activities, felt (...)
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  17. Suki.Matthew Lipman, Frederck S. Oscanyan & Theresa Smith - 1979 - Journal of Aesthetics and Art Criticism 38 (1):106-107.
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  18. Suki.Matthew Lipman, Ann Margaret Sharp & Institute for the Advancement of Philosophy for Children - 1978
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  19. La Escritura Poética Como Camino Hacia El Filosofar. Anotaciones En Torno A La Traducción Y Adaptación Culturalpara El Mundo De Habla Hispana De La Novela Filosófica Suki, De Matthew Lipman.Diego Antonio Pineda - 2005 - Childhood and Philosophy 1 (1):49-87.
    Lo que me propongo presentar en este texto no son más que algunas observaciones y reflexiones, algunas de ellas incluso un poco marginales, a un trabajo mucho más amplio que vengo realizando desde hace más de seis años: la traducción y adaptación cultural para el mundo de habla hispana de la novela filosófica Suki, de Matthew Lipman, y de su correspondiente manual de apoyo para el profesor, que tiene por título Escribir: ¿cómo y por qué? Me ocuparé, en primer lugar, (...)
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  20. Suki.T. M. Reed - 1982 - Teaching Philosophy 5 (3):237-238.
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  21. How Students Understand Art: A Change in Children Through Philosophy.Marina Santi - 2007 - Childhood and Philosophy 3 (5):19-33.
    This study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “community of inquiry”, according to the methodology of “Philosophy (...)
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  22. The Role of the Art of Living in Early Childhood Education.Christoph Teschers - 2016 - Journal of Philosophy in Schools 3 (2).
    The notions of well-being and happiness are widely used today in a range of disciplines, areas of research, educational practice and daily life. However, these terms have to be considered critically, and careful reflection on their meaning is needed in each context where they are used. One reflection in the context of education has been conducted in relation to positive psychology as well as philosophical concepts and questions such as how to live a good life, the art of living and (...)
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  23. From Critical Thinking to Artful Communication: Inspirations From Dewey's Theory of Communication.Jessica Ching-Sze Wang - 2016 - Philosophy Study 6 (2).
    The idea of Philosophy for Children initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go (...)
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