Related categories

22 found
Order:
  1. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  2. 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, (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  3. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4. Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  5. 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  
  6. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  7. Proceedings Aktueel Filosoferen, 15e Nederlands-Vlaams Annual Philosophy Conference.van Dooren en Hoff (ed.) - 1993
  8. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark   1 citation  
  9. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  10. Matthew Lipman: Testimonies and Homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  11. 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 (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  12. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  13. The Institute for the Advancement of Philosophy for Children—Looking Backward and Looking Forward.Matthew Lipman - 1989 - Cogito 3 (2):143-145.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  14. Conceiving Childhood: "Child Animism".Gareth B. Matthews - 1982 - Noûs 16 (1):29-37.
  15. Discussion of Rights at Police Athletic League.Miriam Minkowitz - 1979 - Thinking: The Journal of Philosophy for Children 1 (1):54-56.
  16. Recordando a Matthew Lipman.Félix García Moriyón - 2011 - Paideia 31 (90):217-218.
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  17. 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, (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  18. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  19. Feminism and Philosophy for Children.Ann Margaret Sharp - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):24-28.
  20. 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.
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  21. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  22. Filosoferen met Kinderen.Maria daVenza Tillmanns - 1992 - Prana 71.