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  1. What Philosophers Say About Philosophy.Ulrich De Balbian - manuscript
    Hundreds of short, one sentence descriptions of what famous philosophers say philosophy is or is about. Useful for children, pupils, interested in philosophy.
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  2. Problems and Solutions in Researching Computer Game Assisted Dialogues for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2022 - Designs for Learning 1 (14):46–51.
    In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group’s communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design (...)
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  3. The Philosophy for Children Program: Its Origin and Lesson Structure.Yuliia Kravchenko - 2022 - Філософія Освіти 27 (2):46-55.
    The article is devoted to the world-famous program for the development of thinking skills "Philosophy for Children" by Matthew Lipman, which was formed in the early 1970s. The program is outstanding in that it develops three types of thinking – critical, creative and caring. The article gives a brief overview of the history of the program and its formation. In particular, the article notes that Matthew Lipman, as a professor at Columbia University, realized that students are not able to formulate (...)
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  4. Why We Are in Need of Tales, Part III.Maria daVenza Tillmanns - 2022 - Toronto, ON, Canada: Iguana Books.
    In Why We Are in Need of Tails, we learn how we all used to have tails that helped us connect to each other and the world around us. When we lost our tails, we also lost our most nuanced way of communicating, so the story goes. Best friends Huk and Tuk explore ways we can compensate for this loss. They discover that by telling stories — tales — and by discussing the intriguing questions they raise, we're able to create (...)
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  5. Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2021 - International Journal of Emerging Technologies in Learning 16 (3):190-205.
    Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons (...)
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  6. 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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  7. atrever-se a uma escrita infantil: a infância como abrigo e refúgio.Walter Kohan & Magda Costa Carvalho - 2021 - Childhood and Philosophy 17 (17):1-30.
    The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As (...)
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  8. escritura infantil: niñas y niños para filosofía o la infancia como abrigo y refugio.Walter Kohan & Magda Costa Carvalho - 2021 - In Tópicos filosofía educación para el siglo XXI. 88: pp. 55.
    Este ha sido el mundo infantil – imposible y contradictorio – que sentimos habitar en este escrito, en esta escritura. En ese mundo, como ahora, el inicio y el final coinciden. En ese mundo, que Heráclito llamaría aión, es la infancia la que gobierna. Un gobierno infantil. Por lo tanto, es tiempo de callarnos. De estarnos sin tanta luz y sin tantas palabras. Para dormir y soñar. Es tiempo de terminar. O de comenzar. Los y las lectores infantiles (no) tienen (...)
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  9. Moral Message on Metaphoric Short Children Narrative.F. I. Muzaki - 2021 - Linguistica Antverpiensia 3 (3):5330 - 5345.
    This study aims to (1) to describe moral messages that are packaged in metaphors in international children's narrative, (2) to analyze moral messages that are packaged in metaphors in international children's narrative, and (3) to encode the metaphors used in international children's narrative. This research uses theme analysis. The research data in this study are the form of phrases, clauses, and sentences that contain moral messages. The data source of this research is children's narrative on the internet. This research produces (...)
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  10. filosofia para crianças: a (im)possibilidade de lhe chamar outras coisas.Magda Costa Carvalho - 2020 - Rio de Janeiro, RJ, Brasil: NEFI Edições.
    Apresentamos um trabalho composto por um conjunto de reflexões nascidas em tempos e espaços distintos. A maior parte dos capítulos retoma textos já publicados, mas que foram repensados e reescritos a partir do que hoje vemos. Outros só agora se tornam dia. Paralelamente à escolha dos textos, à depuração da escrita e ao afinamento da redação, um outro exercício emergiu: pensar cada capítulo como evento de um processo cujo dinamismo próprio não se deixa fixar. Os textos mostraram-se, então, como inscrições (...)
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  11. 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. (...)
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  12. The Utah Lyceum: Cultivating "Reasonableness" in Southwest Utah.Kristopher G. Phillips & Gracia Allen - 2020 - In Claire Katz (ed.), Growing Up with Philosophy Camp. Lanham, MD 20706, USA: 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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  13. What Can Philosophy Learn From Improvisational Theater?Erica Preston-Roedder - 2020 - Precollege Philosophy and Public Practice 2:18-35.
    Can we learn about philosophical practice, and philosophical teaching, by examining an apparently very different discipline—improvisational theater? The short answer: yes! In particular, a consideration of improvisational theater reveals four values—play/playfulness, physicality, ensemble, and inclusivity—all of which have a role in philosophical practice and pedagogy. First, we can think of philosophy as a form of intellectual play, where theatrical techniques demonstrate that play can deepen the focus of our students. Second, philosophical teaching can be done in ways that productively utilize (...)
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  14. Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E Wartenberg.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    Using picture books as a means of initiating philosophical discussions with younger children is an idea that has occurred to a number of people involved in P4C/Philosophy in Schools in various parts of the world. Some went on to develop support materials to encourage teachers to go beyond reading picture books to/with their classes to drawing the students into a community of philosophical inquiry. Early examples include Karin Murris, Chris de Haan and colleagues, and myself in Australia, and Tom Wartenberg (...)
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  15. JK Rowling est-il plus diabolique que Me? (révisé en 2019).Michael Richard Starks - 2020 - In Bienvenue en Enfer sur Terre : Bébés, Changement climatique, Bitcoin, Cartels, Chine, Démocratie, Diversité, Dysgénique, Égalité, Pirates informatiques, Droits de l'homme, Islam, Libéralisme, Prospérité, Le Web, Chaos, Famine, Maladie, Violence, Intellige. Las Vegas, NV USA: Reality Press. pp. 247-250.
    Que diriez-vous d’une autre prise sur les riches et célèbres? Tout d’abord l’évidence - les romans de Harry Potter sont la superstition primitive qui encourage les enfants à croire en la fantaisie plutôt que d’assumer la responsabilité du monde - la norme bien sûr. JKR est tout aussi désemparé sur elle-même et le monde que la plupart des gens, mais environ200 fois plus destructeur que l’Américain moyen et environ 800 fois plus que le Chinois moyen. Elle a été responsable de (...)
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  16. КАК ФИЛОСОФСТВОВАНИЕ С ДЕТЬМИ СПОСОБСТВУЕТ РАЗВИТИЮ ПРОПРИОЦЕПЦИИ МЫШЛЕНИЯ И ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА.Maria daVenza Tillmanns - 2020 - Социум И Власть 1 (81):96-103.
    Аннотация Статья представляет собой более подробное рассмотрение тех проблем, которые были на- мечены в первой части данного исследования «Применение проприоцепции мышления в фи- лософствовании с детьми» («Социум и власть», 2019, № 4). На этот раз автор уделяет внимание характеристике мышления как процесса в пра- ктике философствования с детьми, обосновы- вая эффективность данной практики, которая формирует осознанность действий и развивает эмоциональный интеллект. Автор противо- поставляет статичное абстрактное мышление динамике неявного конкретного мыслительного процесса. Философствование с детьми в диало- говой форме всецело вовлекает (...)
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  17. Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2019 - 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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  18. A possibilidade do tempo e a temporalidade dos possíveis na comunidade de investigação filosófica.Magda Costa Carvalho - 2019 - Revista Do NESEF 2 (8):62-76.
    Following Lévinas, for whom the Bergsonian defense of duration beyond time that is merely chronological corresponds to the release of terror of a world where novelty is impossible, this article proposes, in the field of philosophy for children, a thought exercise beyond what is known and mastered, that upsets the comfortable and habitual rhythms of the predictable and dislodges itself from naturally accepted ideas. Starting from the intersection of the Bergsonian concepts of possibility and temporality, we propose promoting collaborative, problematizing (...)
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  19. Fazer universidade como quem faz escola: virtualidades da filosofia para crianças ao leme de um mestrado.Magda Costa Carvalho - 2019 - O Que Nos Faz Pensar? 28 (44):21-37.
    After almost a decade of study, research, and dissemination in the field of philosophy for children (p4c), the University of the Azores has created a Master’s degree in Philosophy for Children. While it may appear to be just another university course of study in the academic field of philosophy, we believe that this Master’s is a case study in its own right, as it has allowed us to think about what p4c is capable of when it takes over the university. (...)
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  20. Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Magda Costa Carvalho & Walter Kohan - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
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  21. Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with Children.Peter Paul 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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  22. O Ensino De Filosofia como Problema Filosófico: revendo Alejandro Cerletti.Sandro Rinaldi Feliciano - 2019 - In Fabio Gabriel (ed.), Filosofia, Educação e Ensino: perspectivas contemporâneas. Curitiba, PR, Brasil: Editora Multifoco. pp. 13-33.
    O ensino de filosofia é hoje feito de diversas formas (práticas), sendo as três principais (ou bases), a histórica, a temática e a criação conceitual. No entanto parece muito mais plausível e até saudável uma combinação entre duas destas formas, ou até as três, mas isto não elimina a problemática das perguntas: "qual é a melhor forma?", ou "qual é a mais certa?" ou ainda "qual é a mais eficaz ou a mais eficiente?", na medida em que estas combinações em (...)
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  23. Research Methods in the Swedish Project Education for Participation : Philosophizing Back a ‘New’ Life After Acquired Brain Injury.Ylva Backman, Teodor Gardelli, Viktor Gardelli, Caroline Strömberg & Åsa Gardelli - 2018 - In F. García, E. Duthie & R. Robles (eds.), Parecidos de familia: Propuestas actuales en Filosofía para Niños. Madrid, Spain: Anaya. pp. 482-490.
    Annually, more than ten million people in all age groups in the world experience an acquired brain injury, which is a brain injury caused after birth by external forces or certain internal factors. Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually (...)
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  24. 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. Évora, Portugal: 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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  25. 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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  26. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  27. Philosophical Thinking in Childhood.Jana Mohr Lone - 2018 - In Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.), The Routledge Handbook of The Philosophy of Childhood and Children. London, UK: pp. 53-63.
    Children are capable of contributing unique insights to philosophy, making their involvement in philosophical conversations important for them as well as for adults and the discipline in general. The chapter begins by examining whether children are capable of engaging in philosophical inquiry at all, which leads to an analysis of the related issue of what it means to do philosophy. The chapter then explores children’s philosophical thinking and in particular children’s epistemic openness, and considers the value of philosophy for children, (...)
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  28. Age Peculiarities of Personalities Self-Consciousness Development in Youth.Liubov Spivak & Dmytro Spivak - 2018 - Psychology and Psychosocial Interventions 1:50-54.
    The article regards the age peculiarities of the development of personality’s self-consciousness in youth. -/- The conducted theoretical analysis and empirical research contribute to the definition of the following features of the formation of personality self-consciousness in youth: -/- – strengthening the integrative tendency in this process, which leads to an increase in the level of cognitive complexity, differentiation, integrity, and hierarchy of the “Self-image”, as well as the emergence of a holistic, integrated “I”; -/- – the ability of self-awareness (...)
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  29. Aporia and the Implications for the Intuitive Knowledge of Children | Blog of the APA.Maria daVenza Tillmanns - 2018 - Blog of the APA.
    The compass we use to navigate life needs to be cultivated from an early age. My sense is that the arts, including Plato’s dialogues cultivate our navigational sense. It does not tell us rationally what is good or what is bad. It is not that simple. Remember, the stars we sail by, are not fixed, either. So we need to develop a sense for what may be right or not in any particular situation. We may have a general sense, but (...)
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  30. From Harry to Philosophy Park: The Development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: 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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  31. Making Peace Education Everyone’s Business.Gilbert Burgh & Simone Thornton - 2017 - In Ching-Ching Lin & Levina Sequeira (eds.), Inclusion, Diversity and Intercultural Dialogue in Young People's Philosophical Inquiry. Rotterdam: pp. 55-65.
    We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...)
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  32. The Question of Desirability: How is Education a Risk?Magda Costa Carvalho - 2017 - Childhood and Philosophy 13 (28):537-546.
    Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...)
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  33. 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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  34. Philosophy in Education: Questioning and Dialog in K-12 Classrooms.Jana Mohr Lone & Michael D. Burroughs - 2016 - Rowman & Littlefield Publishers.
    Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.
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  35. Philosophy in Education: Questioning and Dialogue in Schools.Jana Mohr Lone & Michael D. Burroughs - 2015 - Rowman & Littlefield Publishers.
    Philosophy in Education: Questioning and Dialogue in Schools is intended for philosophers and philosophy students, precollege classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. This text book offers a wealth of practical resources and lesson plans for use in precollege classrooms, as well as consideration of many of the broader educational, social, and political topics in the field.
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  36. Connecting Learning to the World Beyond the Classroom Through Collaborative Philosophical Inquiry.Rosie Scholl, Kim Nichols & Gilbert Burgh - 2015 - Asia-Pacific Journal of Teacher Education:1-19.
    This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to (...)
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  37. Philosophical Sensitivity.Jana Mohr Lone - 2013 - Metaphilosophy 44 (1-2):171-186.
    Although much has been written about the nature of philosophy and how the discipline can be defined, little attention has been paid to the ways we develop the facility to reflect philosophically or why cultivating this ability is valuable. This article develops a conception of “philosophical sensitivity,” a perceptual capacity that facilitates our awareness of the philosophical dimension of experience. Based in part on Aristotle's notion of a moral perceptual capacity, philosophical sensitivity starts with most people's natural inclinations as children (...)
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  38. 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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  39. Philosophy and Education: Introducing Philosophy to Young People.Jana Mohr Lone & Roberta Israeloff (eds.) - 2012 - Cambridge Scholars Press.
    Are children natural philosophers? They are curious about the mysteries of the human experience and about questions such as the meaning and purpose of being alive and whether we can know anything at all. Pre-college philosophy takes as a starting point young people's inherent interest in large questions about the human condition. Philosophy and Education: Introducing Philosophy to Young People seeks to illuminate the ways in which philosophy can strengthen and deepen pre-college education.
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  40. Philosophy in Children's Literature.Peter Costello (ed.) - 2011 - Lexington Books.
    This book seeks to join the ongoing, interdisciplinary approach to children’s literature by means of sustained readings of individual texts by means of important works in the history of philosophy. Its inclusion of authors from both various departments—philosophy, literature, religion, and education—and various countries is an attempt to show how traditional boundaries between disciplines might become more permeable and how philosophy offers important insights to this interdisciplinary, critical conversation.
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  41. Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Journal of Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from educational (...)
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  42. From Outer Space and Across the Street: Matthew Lipman’s Double Vision.David Kennedy - 2011 - Childhood and Philosophy 7 (13):49-74.
    This review of Matthew Lipman’s autobiography, A Life Teaching Thinking, is a reflection on the themes and patterns of his extraordinarily productive career. His book begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy and beauty of philosophy, his academic rise at (...)
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  43. Recent Texts in Pre-College Philosophy.Jana Mohr Lone - 2011 - Teaching Philosophy 34 (1):51-67.
    This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) for pre-college (...)
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  44. Recordando a Matthew Lipman.Félix García Moriyón - 2011 - Paideia 31 (90):217-218.
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  45. The Efficacy of the Lipmanian Approach to Teaching Philosophy for Children.Christopher Phillips - 2011 - Childhood and Philosophy 7 (13):11-28.
    How does one best stimulate among children and youth the nurturing of caring, higher order thinking, which Matthew Lipman extols and seeks to realize via his Philosophy for Children program? For Lipman, this is achieved principally through philosophical dialogue in a community of inquiry characterized not so much by participants’ shared quest to reach a fixed destination, but by a process guided by “procedural rules, which are largely logical in nature,” and which are imbued with “reasonableness, creativity, and care”. This, (...)
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  46. Discussions in Science: Promoting Conceptual Understanding in the Middle School Years.Tim Sprod - 2011 - Camberwell VIC 3124, Australia: ACER.
    Provides the means for an in-depth collaborative inquiry into scientific concepts, the nature of science, the ethical implications of science and the links between science and students' everyday lives. The first section discusses the theoretical basis for the approach used, citing relevant research, while the second presents a wide range of 15 purpose written stories to read and discuss with a class.
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  47. Ann Sharp's Contribution: A Conversation With Matthew Lipman.David Kennedy - 2010 - Childhood and Philosophy 6 (12):11-19.
    The recent passing of Ann Sharp, Co-Founder and Associate Director of the Institute for the Advancement of Philosophy for Children, at the age of 68, has left many of us involved in the movement of philosophy for/with children bereft, no doubt in many different ways. The warmth and intensity of her personal and professional focus, the simple clarity of her thinking, and her boundless energy in the work of international dissemination of the concept and practice of philosophizing with children, resonate (...)
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  48. 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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  49. Effects of the Philosophy for Children Program Through the Community of Inquiry Method on the Improvement of Interpersonal Relationship Skills in Primary School Students.Mehrnoosh Hedayti & Yahya Ghaedi - 2009 - Childhood and Philosophy 5 (9):199-217.
    To investigate the effect of community of inquiry method on improvement of interpersonal relationship skills, based on Matthew Lipman’s theory and practice, an experiment was designed and conducted in Tehran among primary school students of third, fourth and fifth grades. 190 student were randomly selected and assigned to experimental and control group . The experimental group was taught based on community of inquiry methodology for twelve ninety minute sessions. Interpersonal relationship skills were measured by Ardly & Asher’s questionnaire. Results show (...)
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  50. Let’s Talk About Emotions.Dina Mendonça - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):57-63.
    This paper testifies the crucial importance of Philosophy for Children for Emotional Growth. It begins by establishing the open ended character of emotional processes, showing how feminist philosophers have criticized the fixed conception of negative valence of certain emotions, and how, ultimately, the normative structure of emotions is open to modification. Then, it shows how talking about emotional processes and emotional situations can foster emotional growth once we understand that the acquisition of language and emotional vocabulary is one way to (...)
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