About this topic
Summary

This leaf category contains articles relating ethics to philosophy for children, which may include both works concerning philosophical dialogues with children about ethical questions and works on the ethics of philosophical dialogues with children. Philosophy for Children is here understood as a (family of) method(s) on how to support children (and others) in talking about philosophy, as well as (a) theory(/ies) about why. Works within the field may concern both the how and the why: both descriptions of how one successfully goes about facilitating such dialogues, and theoretical as well as empirical investigations of the question of why we ought to do so, which may include studies on the effects on participants, but also philosophical investigations into the value of philosophizing (together). Works in this category need not be limited to concerning children specifically, as the area that is often labelled ”philosophy for children” (P4C) has expanded to include philosophical dialogues with other groups  outside of academia as well, such as adults with disabilities, or the elderly. This category also covers works concerning similar but slightly different methodologies from P4C, for example philosophy with children (PwC), community of philosophical inquiry (CoPI), philosophical dialogues, socratic dialogues, etc., as long as they concern ethics. Other sibling categories, sorting under the parent category ”Philosophy for Children”, deal with other aspects of the field, and help further explain the field. Works that are rather concerned with the ethics of childhood, family ethics, or the philosophy of childhood, etc., are sorted under other categories, and readers and authors may well want to check these out. See, for example, “Family ethics”, “Reproducive ethics”, “Genetic ethics”, “Ethics of Childhood” and ”Childhood”. 

Related categories

80 found
Order:
1 — 50 / 80
  1. The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  2. Does Philosophy Kill Culture?Susan T. Gardner - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  3. Youth Philosophy Conferences and the Development of Adolescent Social Skills.Jane Gatley, Elliott Woodhouse & Joshua Forstenzer - 2020 - Precollege Philosophy and Public Practice 1 (2):107-125.
    In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) sessions in primary schools. (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  4. How Doing Philosophy with Children Enhances Proprioception of Thinking and Emotional Intelligence.Maria daVenza Tillmanns - 2020 - Socium I Vlast’ 1 (81):90-95.
    The article is a more detailed consideration of the problems that were outlined in the first part of this study, “The Application of the Proprioception of Thinking in Doing Philosophy with Children” (Socium and Power, 2019, no. 4). This time, the author pays attention to the characterization of thinking as a process in the practice of philosophizing with children, justifying the effectiveness of this practice, which forms the awareness of actions and develops emotional intelligence. The author contrasts static abstract thinking (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  5. Kizel, A. (2019) “Enabling Identity as an Ethical Tension in Community of Philosophical Inquiry with Children and Young Adults”. Global Studies of Childhood 9 (2) 145–155.Arie Kizel - 2019 - Global Studies of Childhood 2 (9):145–155.
    This paper will focus on an ethical tension in community of philosophical inquiry with children and young adults and the resolution that I suggest is called Enabling Identity. The model Enabling Identity seeks to endow a voice for children and adolescents from marginalized groups by challenging the mainstream hegemonic discourse that governs the discourse where communities of philosophical inquiry operate. One of the challenges Philosophy for Children (P4C) faces today is enabling the voices of marginalized groups represented within communities of (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  6. Rethinking Consensus in the Community of Philosophical Inquiry: A Research Agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  7. A Skill-Based Framework for Teaching Morality and Religion.Jason D. Swartwood - 2019 - Teaching Ethics 18 (1):39-62.
    One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  8. Aporia and Picture Books.Maria daVenza Tillmanns - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):11-22.
    Here is an example using a picture book story: A New House, in Grasshopper on the Road: by Arnold Lobel Grasshopper sees an apple on top of a hill and decides, yum! lunch, as he takes a big bite out of the apple. This, however, causes the apple to start rolling down the hill. Grasshopper hears a voice inside the apple, telling him to keep his house from being destroyed as it is rolling down the hill. My bathtub is in (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  9. Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry.Darren Chetty - 2018 - Ethics and Education 13 (1):39-54.
    In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  10. 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, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  11. Trust as a Virtue in Education.Laura D’Olimpio - 2018 - Educational Philosophy and Theory 50 (2):193-202.
    As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors. To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  12. 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 (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  13. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  14. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2018 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  15. On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1):4-19.
    Should philosophy be a compulsory subject in schools? I take it as read that philosophy has general educational value: like other academic disciplines, it cultivates a range of intellectual virtues in those who study it. But that may not be a good enough reason to add it to the roster of established school subjects. The claim I defend in this article is that philosophy also has distinctive educational value: there are philosophical problems that feature prominently and pressingly in ordinary human (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  16. Ethics in Education: Philosophical Tracings and Clearings.Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.) - 2018 - Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean.
  17. Deep Thinking and High Ceilings: Using Philosophy to Challenge ‘More Able’ Pupils.Carrie Winstanley - 2018 - Journal of Philosophy in Schools 5 (1):111-133.
    At different times in their school career and across different subject areas, some pupils may require additional and/or more complex tasks from their teachers, since they find the work set to be insufficiently challenging. Recommendations for coping with these pupils’ needs are varied, but among other responses, it is common, in the field of ‘gifted and talented’ education, to advocate the use of critical thinking programmes. These can be very effective in providing the missing challenge through helping develop pupils’ facilities (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  18. Melarete and Peech: Preface to an International Philosophy with Children Collaboration.Michael Burroughs & Mortari Luigina - 2017 - Childhood and Philosophy 13 (26):69-86.
    In this paper we discuss two research programs – MELARETE and Philosophical Ethics in Early Childhood – and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  19. Venture in/Between Ethics, Education and Literary Media: Making Cases for Dialogic Communities of Ethical Enquiry.Kenny Colm - 2017 - Dissertation, Dublin City University
    The thesis contends that education and literary studies can make a valuable contribution to ethics and ethical development of persons, their relations with others and with the world. It promotes an approach to ethics education through dialogic enquiry based on theories and practices associated with comparative literature and philosophical enquiry. These involve students sharing experiences and meanings as they participate in interpretive communities and communities of philosophical enquiry. There are two main components to the research: ethically focused studies of literary (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  21. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find meaning. (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  22. How Effective is Philosophy for Children in Contributing to the Affective Engagement of Pupils in the Context of Secondary Religious Education?Asha Lancaster-Thomas - 2017 - Journal of Philosophy in Schools 4 (1):102-122.
    This paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children on pupils’ affective engagement.[1] From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the study aimed to closely consider that relationship. An appropriate self-designed P4C program was implemented with 75 Year 9 pupils of Religious Education at an independent secondary school in the United Kingdom. An interpretive research approach was (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  23. Justice and Children’s Rights: The Role of Moral Psychology in the Practical Philosophy Discourse.Mar Cabezas - 2016 - Las Torres de Lucca: Revista Internacional de Filosofía Política 5 (8):41-73.
    Justice for children meets specific obstacles when it comes to its realization due not only to the nature of rights and the peculiarities of children as subjects of rights. The conflict of interests between short-term and long-term aims, and the different interpretations a state can do on the question concerning how to materialize social rights policies and how to interpret its commitments on social justice play also a role. Starting by the question on why the affluent states do not seem (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  24. Sentir, pensar, agir: estrutura ética do programa de Filosofia para Crianças.Magda Costa Carvalho - 2016 - In Malvina Dorneles (ed.), O Sensível e a Sensibilidade na Pesquisa em Educação. Bahia: Editora Universidade Federal do Recôncavo da Bahia. pp. 87-108.
    In the 1970s, Lipman and Sharp created the Philosophy for Children programme, which was later adopted by several countries and implemented according to specific settings and pedagogical nuances. At the same time, Philosophy for Children is nowadays an autonomous subject in Philosophy and its history has been acknowledged. Its purpose goes beyond the logical structuring of thought, and its philosophical-educational premise offers an operative complementarity between rationality and affectivity. Demanding challenges are put to the facilitators of the communities of philosophical (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  25. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  26. Philosophy in Schools: An Introduction for Philosophers and Teachers. [REVIEW]Laura D’Olimpio - 2016 - Journal of Philosophy in Schools 3 (1):104-106.
    Philosophy in Schools: An introduction for philosophers and teachers edited by Sara Goering, Nicholas J Shudak and Thomas E Wartenberg. Taylor & Francis, New York, NY. ISBN: 9780415640633. The edited collection Philosophy in Schools: An introduction for philosophers and teachers is exactly that; an introduction to the central ideas of the Philosophy in Schools movement, with tips and strategies as to how to implement Philosophy for Children in your classroom or educational space. With 25 chapters, this handy edition includes the (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  27. To Describe, Transmit or Inquire: Ethics and Technology in School.Viktor Gardelli - 2016 - Dissertation, Luleå University of Technology
    Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  28. From Laboratory to Praxis: Communities of Philosophical Inquiry as a Model of (and for) Social Activism.Arie Kizel - 2016 - Childhood and Philosophy 12 (25):497 – 517.
    This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  29. Enabling Identity: The Challenge of Presenting the Silenced Voices of Repressed Groups in Philosophic Communities of Inquiry.Arie Kizel - 2016 - Journal of Philosophy in Schools 3 (1):16-39.
    This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on the recognition (...)
    Remove from this list   Direct download (8 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  30. Philosophy for Teachers – Developing New Teachers’ Applied Ethical Decision-Making.Janet Orchard, Ruth Heilbronn & Carrie Winstanley - 2016 - Ethics and Education 11 (1):42-54.
    Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also need to develop (...)
    Remove from this list   Direct download (12 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  31. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  32. Fables and Philosophy.Beth Dixon - 2015 - Teaching Ethics 15 (1):71-81.
    In our local school district some teachers have chosen to use fables as a way of integrating character education into their 4th and 5th grade curriculum. This paper about fables and philosophy illustrates how to employ philosophical inquiry to discuss the moral virtues. Aristotle’s remarks about the particular moral virtue of friendliness is a paradigmatic example for writing philosophy discussion plans that cultivate ethical judgment—one component of educating for moral character. However, the methodology I recommend can be generalized to stories (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  33. Socrates in the Schools From Scotland to Texas: Replicating a Study on the Effects of a Philosophy for Children Program.Frank Fair, Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (1).
    In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  34. Philosophy with Children, the Poverty Line, and Socio-Philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  35. Philosophy and Ethics: Year 11 ATAR, Year 12 General.Stephan John Millett & Alan Tapper - 2015 - Cengage.
    This is a textbook for secondary school students in Philosophy. It contains chapters on: critical reasoning; reasons and persons; action; mind and body; science; people and societies; culture; explanation and interpretation; aesthetics; language. It was written for students in the Western Australian school system, but can be used in other school systems.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  36. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues can become effective (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  37. To Colorize a Worldview Painted in Black and White : Philosophical Dialogues to Reduce the Influence of Extremism on Youths Online.Daniella Nilsson, Viktor Gardelli, Ylva Backman & Teodor Gardelli - 2015 - International Journal of Humanities and Social Science 5 (1):64-70.
    A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  38. Exploring the Connections Between Philosophy for Children and Character Education: Some Implications for Moral Education?Andrew Peterson & Brendan Bentley - 2015 - Journal of Philosophy in Schools 2 (2):48-70.
    In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  39. Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1-9.
    How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  40. Fact, Value and Philosophy Education.Philip Cam - 2014 - Journal of Philosophy in Schools 1 (1):58-67.
    In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on the claim (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  41. Community of Philosophical Inquiry: Citizenship in Scottish Classrooms. 'You Need to Think Like You've Never Thinked Before.'.Claire Cassidy & Donald Christie - 2014 - Childhood and Philosophy 10 (19):33-54.
    The context for the study is the current curriculum reform in Scotland which demands that teachers enable children to become ‘Responsible Citizens’. The aim of the study was to evaluate the use of Community of Philosophical Inquiry as a pedagogical tool to enhance citizenship attributes in Scottish children in a range of educational settings. Before and after an extended series of CoPI sessions, the 133 participating children were presented with dilemmas designed to elicit responses which indicate their ability to make (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  42. O que significa ser eticamente crítico? Algumas reflexões sobre a Filosofia para Crianças.Magda Costa Carvalho - 2014 - In Rui Marques Vieira, Celina Tenreiro-Vieira, Idália Sá-Chaves & Celeste Maria Machado (eds.), Pensamento Crítico na Educação: Perspetivas Atuais no Panorama Internacional. Aveiro: Universidade de Aveiro. pp. 71-81.
    A nossa reflexão aborda o projeto de Filosofia para Crianças iniciado nos Estados Unidos da América por Matthew Lipman e Ann Sharp. Procuraremos refletir acerca das linhas de articulação entre as dimensões cognitiva e ética deste projeto, escolhendo como fio condutor a interrogação o que significa ser eticamente crítico? Pretendemos, assim, sistematizar algumas das ideias de Lipman e Sharp em torno do pensamento crítico, sobretudo nas suas implicações éticas.
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  43. Why Philosophical Ethics in School: Implications for Education in Technology and in General.Viktor Gardelli, Eva Alerby & Anders J. Persson - 2014 - Ethics and Education 9 (1):16-28.
    In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  44. The Educational Role of Philosophy.Mat Lipman - 2014 - Journal of Philosophy in Schools 1 (1):4-14.
    The history of the relationship between philosophy and education has been a long and troubled one. In part, this stemmed from the problematic nature of philosophy itself, but this difficulty was compounded by controversy as to the age at which training in philosophy should begin. Although Socrates seemed indifferent to whether he conversed philosophically with young or old, his pupil, Plato, was inclined to restrict philosophy to mature students, on the grounds that it made the younger ones unduly contentious. Since (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  45. 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 the present day intercultural public spheres. The thesis I endeavour to support is that the achievement of inclusive public spheres largely depends on one’s willingness and capacity to foster the “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 an effort from the viewpoint of post-Weberian responsibility, that is (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  46. What's Wrong with This Picture?: Teaching Ethics Through Film to Wyoming High School Students.Robert Colter & Joseph Ulatowski - 2013 - Teaching Philosophy 36 (3):253-270.
    We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  47. Teaching Children to Think Ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  48. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  49. "Are There Any Right or Wrong Answers in Teaching Philosophy?": Ethics, Epistemology, and Philosophy in the Classroom.Gordon Tait, Clare O'Farrell, Sarah Davey Chesters, Joanne Brownlee, Rebecca Spooner-Lane & Elizabeth Curtis - 2012 - Teaching Philosophy 35 (4):367-381.
    This article assesses undergraduate teaching students’ assertion that there are no right and wrong answers in teaching philosophy. When asked questions about their experiences of philosophy in the classroom for primary children, their unanimous declaration that teaching philosophy has ‘no right and wrong answers’ is critically examined across the three sub-disciplinary areas to which they were generally referring, namely, pedagogy, ethics, and epistemology. From a pedagogical point of view, it is argued that some teach­ing approaches may indeed be more effective (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  50. Philosophy for Children as a Response to Gender Problems.Jennifer Bleazby - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):70-78.
    This paper will outline some of the ways in which traditional pedagogies facilitate ‘masculine’ ideals of thinking, while excluding and denigrating the ‘feminine’. It will be shown that unlike traditional pedagogies, P4C reconstructs the gendered dualisms that form the basis of traditional gender stereotypes. Consequently, P4C reconstructs traditional gender stereotypes and challenges the traditional gendering of school subjects, which contributes to the underperformance of girls in math and science and the devaluation of the ‘feminine’ arts and humanities. It will also (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
1 — 50 / 80