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  1. From Tails to Tales.Maria Davenza Tillmanns - 2024 - Toronto, ON, Canada: Iguana Books.
    Did you know we used to have tails that helped us connect to each other and the world around us? But then of course we lost our tails — or so the story goes — and now we need new ways to connect. In From Tails to Tales, best friends Huk and Tuk find a way to compensate for this loss. They discover that by discussing stories — or tales, if you like — they can recreate that deeper understanding of (...)
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  2. Pianificare sessioni P4C attraverso le abilità di pensiero. EN_ Planning P4C Sessions Focusing on Thinking Skills.Cristina Toti - 2023 - Indagine e Pratica Filosofica. En_Philosophical Inquiry and Practice 1:19-40.
    The paper addresses the methodology used by the teacher-KEYWORDS: facilitator to plan P4C sessions. The classic method consists of identifying the guidelines of the dialogue from a provisional mapping of the text, but this can be supplemented or replaced by other tools‡. GrupIREF and the Filosofía Lúdica movement§ use an approach that focuses on thinking skills. The P4C session is planned from the choice of the thinking skills to be trained - or possibly the attitudes and ethical values that appear (...)
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  3. Philosophy for Children and Children’s Philosophical Thinking.Maughn Gregory - 2021 - In Anna Pagès (ed.), A History of Western Philosophy of Education in the Contemporary Landscape. Bloomsbury. pp. 153-177.
    Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews Matthews dubbed this the “deficit (...)
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  4. Gareth B. Matthews, The Child's Philosopher.Maughn Gregory & Megan Laverty (eds.) - 2021 - London, New York: Routledge.
    Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those (...)
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  5. 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 (...)
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  6. The Utah Lyceum: Cultivating "Reasonableness" in Southwest Utah.Kristopher G. Phillips & Gracia Allen - 2020 - In Claire Elise Katz (ed.), Growing Up with Philosophy Camp: How Learning to Think Develops Friendship, Community, and a Sense of Self. Lanham: Rowman & Littlefield Publishers. pp. 111-120.
    In this chapter we discuss the role of what we call "reasonableness" in a philosophy summer camp held at Southern Utah University. "Reasonableness," as we call it, is a more narrowly prescribed form of rationality - indeed one can be rational but unreasonable, but not the other way around. We discuss the importance and value of introducing philosophy to students before they get to college, and describe some of the challenges we face in introducing students in SW Utah to philosophy.
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  7. Philosophy in Life.Mohamad Reza Vaez Shahrestani - 2020 - Tehran, Tehran Province, Iran: Negahemoaser.
  8. Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with Children.Peter Paul Ejera Elicor - 2019 - Childhood and Philosophy 15:1-22.
    In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods to (...)
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  9. Existentially Dope.Devon Johnson - 2019 - The Philosophers' Magazine 86:36-43.
  10. Ethics for the Very Young: A Philosophy Curriculum for Early Childhood Education.Erik Kenyon - 2019 - Lanham: Rowman & Littlefield.
    Can you be brave if you’re afraid? Why do we “know better” and do things anyway? What makes a family? Philosophers have wrestled with such questions for centuries. They are also the stuff of playground debates. Ethics for the Very Young uses the perplexities of young children’s lives to spark philosophical dialogue. Its lessons scaffold discussion through executive function games (Telephone, Red Light Green Light), dialogic reading of picture books and Reggio Emilia’s art-based inquiry. In the process, children develop skills (...)
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  11. The Kids are Alright: Philosophical Dialogue and the Utah Lyceum.Kristopher G. Phillips - 2019 - Precollege Philosophy and Public Practice 1:42-57.
    This paper serves as a call to philosophers both to create more precollege philosophy programs, and to push back against the instrumentalization of the value of philosophy. I do not intend to defend the intrinsic value of philosophy in this paper, though in an indirect way I will offer a defense of the value of precollege philosophy. I discuss the history, theory and practice behind the Utah Lyceum, a precollege philosophy summer camp program I helped create in rural Utah. I (...)
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  12. Dialogues of a Weird Kid.Brent Silby - 2019 - Amazon.
    This book is an introduction to philosophy presented in the dialogue style used by the historic philosopher, Plato. Set in a fictional middle school, the protagonist, Sophia, engages in philosophical dialogue with her teachers and fellow students. At the end of each dialogue, a short chapter explains the logical structure of the conversation that has taken place. This book can therefore be used either as entertainment or as a learning resource by parents and teachers to develop rational thinking in children. (...)
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  13. Philosophical Inquiry with Children: The development of an inquiring society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2018 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
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  14. The philosophical classroom: An Australian story.Gilbert Burgh & Simone Thornton - 2018 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 1-5.
  15. O problema da formação em Filosofia para Crianças: pressupostos e práticas.Magda Costa Carvalho - 2018 - In Maria Teresa Santos (ed.), Filosofia e Crianças: Pressupostos e Linhas de um Curso. pp. 134-154.
    O Programa de Filosofia para Crianças de Matthew Lipman e Ann Margaret Sharp tem pouco mais de 40 anos e à sua criação de imediato se sucederam a difusão e a adaptação em diversos contextos geográficos e culturais. Quer isto dizer que a história da Filosofia para Crianças, sobretudo nas últimas décadas, tem consistido numa marcha, mais ou menos vertiginosa, de inovação e renovação. E nem sempre este ritmo de rápida disseminação se tem mostrado compatível com a sedimentação de reflexões (...)
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  16. Da árvore e do rizoma: pensar para além do método o encontro da filosofia com a inf'ncia.Magda Costa Carvalho & Walter Omar Kohan - 2018 - Educação E Filosofia 32 (65).
    This work aims to consider philosophically the issue of the method in philosophical practices with children. It analyzes some influences received by the creators of Philosophy for Children, Matthew Lipman and Ann Margaret Sharp, like the pragmatism of J. Dewey. It describes the meanings of three similar expressions in Lipman's work: methodical, methodological and method. It offers some criticisms of method: Hans-Georg Gadamer, but especially Henri Bergson and Gilles Deleuze. Finally, he questions the need of a method for doing philosophy (...)
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  17. Philosophy in Schools: An Australian perspective.Burgh Gilbert - 2017 - In Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives. New York: Routledge. pp. 157-166.
    An interview that addresses the issue of the development of philosophy in schools in Australia, that suggests it is the educational culture that has had the most effect on modifying Matthew Lipman's philosophy for children, leading to a proliferation of new materials.
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  18. Philosophy for children : where are we now?Maughn Gregory - 2017 - In Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives. New York: Routledge. pp. 207-221.
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  19. Can Philosophy with Children be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
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  20. Philosophy goes to school in Australia: A history 1982-2016.Gilbert Burgh & Simone Thornton - 2016 - Journal of Philosophy in Schools 3 (1):59-83.
    This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...)
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  21. (1 other version)From Harry to Philosophy Park: The development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2016 - In Maughn Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. London, UK: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...)
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  22. (1 other version)From Harry to Philosophy Park: The development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2016 - In Maughn Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. London, UK: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...)
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  23. Philosophy for children in Australia: Then, now, and where to from here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of practicing philosophy with (...)
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  24. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2016 - 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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  25. The Theoretical and Pedagogical Significance of the Philosophical Novel and Philosophy For/With Children: Introduction to the Special Issue on the Philosophical Novel for Children.Darryl Matthew De Marzio - 2015 - Childhood and Philosophy 11 (21):11-22.
    In this paper I provide an introduction to the special issue on the Philosophical Novel for Children by pointing to a lacuna in the theoretical field of philosophy for/with children, suggesting that the field is in need of more research on the philosophical novel given its status as the curricular centerpiece of Matthew Lipman’s vision of P4/WC. I describe the genesis of the idea for this special issue, emerging as it did first from a series of questions and experiences which (...)
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  26. Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2015 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the humanistic ideas (...)
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  27. A Handy Account of Philosophy in Schools.Clinton Golding - 2014 - Journal of Philosophy in Schools 1 (1):68-88.
    Philosophy in Schools is a complex educational practice, unfamiliar to most teachers and philosophers, subtly different to similar forms of education, and so easy to misunderstand and mishandle. Because of this, a common worry for practitioners is whether they are doing it properly. Given this slipperiness of Philosophy in Schools, one of my main concerns has been to give an account that would be useful; that could guide practitioners to teach well. I presented my first account in a 2006 article (...)
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  28. (1 other version)Big Ideas for Little Kids: Teaching Philosophy Through Children's Literature, 2nd edition.Thomas E. Wartenberg - 2014 - R&L Education.
    Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...)
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  29. Matthew Lipman.Félix García Moriyón & Matthew Lipman - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):22-32.
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  30. The Philosophical Child.Jana Mohr Lone - 2012 - Rowman & Littlefield Publishers.
    Many parents welcome the idea of being able to talk with their children about life's big questions, but are unsure where to begin. In The Philosophical Child, Mohr Lone offers parents easy ways to introduce philosophical questions to their children and to gently help them explore significant issues.
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  31. Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education.Gert Biesta - 2011 - Journal of Philosophy of Education 45 (2):305-319.
    The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...)
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  32. (1 other version)Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
  33. What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman?Nancy Vansieleghem & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):171-182.
    Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of (...)
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  34. Picture Book Philosophy.Thomas Wartenberg - 2011 - Philosophy Now 84:9-10.
  35. (1 other version)Matthew Lipman.Philip Cam - 2010 - Diogène 232 (4):163.
  36. Matthew Lipman: testimonies and homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root (...)
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  37. (1 other version)Philosophy for Children: Some Assumptions and Implications.Matthew Lipman - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Frankfurt, Germany: Peter Lang GmbH. pp. 9--23.
    It is a pleasure to be able to thank the editors of Ethik und Sozialwissenschaften for inviting me to write this paper about the Philosophy for Children program, with which I have been associated since it began at the end of the 1960's.
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  38. Teaching Philosophy with Children's Literature.Thomas E. Wartenberg - 2008 - Gifted Education Communicator 35 (3):22-25.
  39. 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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  40. Are Philosophy and Children Good for Each Other?Maughn Gregory - 2002 - Thinking: The Journal of Philosophy for Children 16 (2):9-11.
  41. Philosophy for Children in China:: A Late Preliminary Anti-Report.David Kennedy & Walter Kohan - 2002 - Analytic Teaching and Philosophical Praxis 22 (1):37-49.
    At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway Station School (...)
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  42. Introduction.Maughn Gregory - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  43. 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.
  44. Studies in philosophy for children: Harry Stottlemeier's discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Philadelphia: Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  45. Filosoferen met Kinderen.Maria daVenza Tillmanns - 1992 - Prana 71.
  46. Encouraging Children to Be Thoughtful Questions and Answers : A Dialogue with Dr. Matthew Lipman.George Ghanotakis & Matthew Lipman - 1987 - Canadian Institute of Philosophy for Children.
  47. (3 other versions)Philosophy for children.Matthew Lipman - 1976 - Metaphilosophy 7 (1):17–33.
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  48. Philosophy for Children.Matthew Lipman - 1976 - Wiley-Blackwell.
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