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  1. A Way to Philosophy.Eva Brann - 2012 - Teaching Philosophy Today 6 (3-4):147-158.
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  2. A Way to Philosophy.Eva Brann - 1984 - Thinking: The Journal of Philosophy for Children 5 (2):6-12.
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  3. Reasoning Skills.Dale Cannon & Mark Weinstein - 1985 - Thinking: The Journal of Philosophy for Children 6 (1):29-33.
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  4. The Routledge International Handbook of Philosophy for Children. Edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Pp 266. London: Routledge. 2017. £140.00 . ISBN 978-1-138-84767-5. [REVIEW]Claire Cassidy - 2018 - British Journal of Educational Studies 66 (1):127-129.
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  5. Encouraging Children to Be Thoughtful Questions and Answers : A Dialogue with Dr. Matthew Lipman.George Ghanotakis, Matthew Lipman & Canadian Institute of Philosophy for Children - 1987 - Canadian Institute of Philosophy for Children.
  6. 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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  7. 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 (...)
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  8. Introduction.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
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  9. Philosophy in Schools.Felicity Haynes (ed.) - 2016 - Routledge.
    In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children, producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers promote respect, (...)
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  10. Reason and Teaching.Felicity Haynes - 1975 - Teaching Philosophy 1 (1):91-95.
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  11. Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom.Joanna Haynes - 2008 - Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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  12. Philosophy for Children and Its Critics - Going Beyond the Information Given.Tony W. Johnson - 1987 - Educational Theory 37 (1):61-68.
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  13. Why Philosophy for Children Now?David Kennedy - 1993 - Thinking: The Journal of Philosophy for Children 10 (3):2-6.
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  14. “Life Goes on Even If There’s a Gravestone”: Philosophy with Children and Adolescents on Virtual Memorial Sites.Arie Kizel - 2014 - Childhood and Philosophy 10 (20):421-443.
    All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...)
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  15. Cultivating Creativity and Self-Reflective Thinking Through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...)
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  16. On the Seam: Philosophy with Palestinian Girls in an East Jerusalem Village as a Pedagogy of Searching.Arie Kizel & Abdallah - 2017 - Journal of Philosophy in Schools 4 (1):27 - 49.
    The ‘Marwa’ elementary school (pseudonym) – an Israeli public school on the border between Israel and the Palestinian Authority – is a unique educational institution in that, despite being not religious, it only accepts from Grade 1 through to Grade 6 girls. Several years ago, the principal decided to implement a Philosophy with Children (PwC) programme as an alternative pedagogy. This paper surveys how the educational faculty regarded the introduction of this curriculum and how it contributed towards the development of (...)
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  17. Introduction: Philosophy for Children and/as Philosophical Practice.Megan Laverty - 2004 - International Journal of Applied Philosophy 18 (2):141-151.
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  18. The Mill on the Floss.Megan Laverty - 1994 - Thinking: The Journal of Philosophy for Children 12 (1):47-49.
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  19. Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
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  20. Philosophy for Children and Critical Thinking.Matthew Lipman - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):40-42.
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  21. Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  22. Philosophy and the Cultivation of Reasoning.Matthew Lipman - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):33-41.
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  23. Philosophy for Children.Matthew Lipman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):35-44.
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  24. Growing Up with Philosophy.Matthew Lipman & Ann Margaret Sharp (eds.) - 1978 - Temple University Press.
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  25. Dialogues with Children.Gareth B. Matthews - 1984 - Harvard University Press.
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  26. Transforming Thinking: Philosophical Inquiry in the Primary and Secondary Classroom.Catherine C. McCall - 2009 - Routledge.
    The origins and development of community of philosophical inquiry -- The theoretical landscape -- Philosophising with five year olds -- Creating a community of philosophical inquiry (CoPI) with all ages -- Different methods of group philosophical discussion -- What you need to know to chair a CoPI with six to sixteen year olds -- Implementing CoPI in primary and secondary schools -- CoPI, citizenship, moral virtue, and academic performance with primary and secondary children.
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  27. Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  28. On the Notion of Good Reasons in Philosophy for Children.Diego Antonio Pineda - 2009 - Childhood and Philosophy 5 (10):317-338.
    The reasonableness is a basic ideal of a philosophical education. Such ideal is especially expressed in “Philosophy for Children” by the notion, still open to multiple interpretations, of “good reasons”. “Being reasonable” means, in its widest sense, the trend, the finely cultivated habit, of giving, asking and evaluating reasons for our thoughts, feelings, actions, words, actions, or wishes. What is demanded of those who participate in a community of inquiry is the permanent effort of searching for the best reasons for (...)
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  29. Philosophical Adventures with Children.Michael S. Pritchard - 1985
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  30. Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - 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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