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The Philosophy in Schools leaf of PhilPapers focuses on academic publications and research content that centres on philosophy as a practice in, for and about schools.  Philosophy for/ with Children (P4/wC) as a theory, method, and approach are in the main the preoccupation of such focus.  Emanating out of the seminal work of Matthew Lipman and Anne Margaret Sharpe at Montclaire University, United States, Philosophy for/with Children over a scan of plus four decades has come to include a body of scholarship from across the world that has traversed in several noted directions.  This body of scholarship particularly homes in on the contributions, complexities and contradictions explored and tested on P4/wC as a tool for engaging thoughtfully in and for schooling both explicitly and implicitly.  The Philosophy in Schools category includes papers on work with/by teachers in- and pre-service and in school learners.  Aspects of research and practice collectively and singularly around the use of P4/wC in teacher education and training that involves philosophy in schools as theoretical or conceptual frameworks, methodological and empirical practice and or reviewed in literature are welcome.  This leaf should avoid papers on Philosophy of Education which has its own category on this website.   Papers on Philosophy in Schools that focus on the theory, practice, curriculum implementation and research endeavours of authors are herein found.

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125 found
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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. A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...)
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  3. Afterword to Relational Odyssey.Don Michael Hudson - unknown - Afterword to Relational Odyssey:171.
    "Everything is a pretext for a good dinner.".
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  4. Living by Story.Don Michael Hudson - unknown - Foundations A New Series:36-37.
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  5. "And What of Beauty?" Compassionate Lifestyle.Don Michael Hudson - unknown - Sojourners (NA):42-46.
    We lose something central to our humanity when we divide our world into neat little packages of sacred and secular.
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  6. Sie sind Fake News! Ein analytischer Zugang für die Politische Bildung.Manuel S. Hubacher - forthcoming - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen. Wiesbaden, Deutschland:
    Dieser Beitrag greift das Phänomen Fake News auf und plädiert für einen analytischen Zugang zur Thematik. Zunächst grenzt er den Begriff der Fake News von anderen Phänomenen ab. Er zeigt auf, dass der Begriff nicht nur keinen analytischen Mehrwert bietet, sondern dass er die eigentlichen Probleme verschleiert und als Propagandabegriff u.a. Verwendung findet, um Zensur zu rechtfertigen und die Gegenseite zu delegitimieren. Trotzdem sollte die Politische Bildung nicht vollkommen auf den Begriff verzichten. Versteht man Fake News als einen fließenden Signifikant (...)
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  7. Re-Envisioning the Philosophy Classroom Through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
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  8. The Narrow-Sense and Wide-Sense Community of Inquiry: What It Means for Teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, that (...)
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  9. The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
    In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned (...)
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  10. 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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  11. The Relationship Between GHRM Practices and Organizational Performance "Case Study: Gaza University".Ibraheem A. M. Aburahma, Youssef M. Abu Amuna & Abedallh M. Aqel - 2020 - International Journal of Academic Management Science Research (IJAMSR) 4 (4):1-8.
    This study aimed to identify the relationship between green human resource management practices and organizational performance. The case study conducted on Gaza University employees in Palestine. The sample of the study was complete census (100) employees using questionnaire as a main tool for primary data collection. Descriptive and quantitative approach used in this article. The general results of the study showed that there is a statistically significant relationship between GHRM practices and organizational performance. According to static analysis, there is no (...)
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  12. Mit Philosophie die Welt verändern. In Bildung und Öffentlichkeit.Georg Brun & Claus Beisbart (eds.) - 2020 - Basle: Schwabe.
    Philosophie kann dazu beitragen, dass wir vernünftiger mit den Problemen umgehen, die unsere Gesellschaft und ihr Selbstverständnis herausfordern. Dazu muss die Philosophie sich aber öffentlich einmischen und verstärkt in die Bildung Einzug halten – diese Position vertritt vorliegender Band. Die Beiträge von Anne Burkard, Rainer Hegselmann, Romy Jaster und Markus Wild zeigen einerseits auf, welche Rolle die Philosophie in öffentlichen Debatten spielen kann und soll. Andererseits analysieren sie, welchen Beitrag Philosophie zur schulischen und universitären Bildung liefert.
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  13. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. The second (...)
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  14. The Broad Nature and Importance of Public Philosophy.Brian J. Collins - 2020 - Precollege Philosophy and Public Practice 2:72-87.
    Many professional philosophers are hesitant about “public philosophy”—unsure about what it is and how it’s done, and downright pessimistic about whether it is an important and valuable philosophical practice. In response to this hesitancy and in support of public philosophy, I argue that most of these philosophers already find at least one form of public philosophy important and valuable for the discipline and profession: teaching. I offer and defend a broad conception of public philosophy in order support this controversial claim. (...)
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  15. Resisting the 'View From Nowhere': Positionality in Philosophy for/with Children Research.Peter Paul Elicor - 2020 - Philosophia International Journal of Philosophy (Philippines) 1 (21):10-33.
    While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful (...)
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  16. Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
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  17. 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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  18. The Privilege of Boredom: How Philosophy Can Happen in Isolation.Anil Gomes - 2020 - TLS.
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  19. Directing Moral Inquiry: A Rejoinder to Cam, Sowey, Lockrobin, Splitter, Sprod and Knight.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    In this rejoinder to the foregoing responses to my article ‘Moral education in the community of inquiry’, I address what I take to be the four most fundamental objections to my proposed expansion of the community of inquiry (CoI) method. My proposal is that we make room in the CoI for directive teaching of moral standards we know to be justified or unjustified, in addition to nondirective teaching of moral standards whose justificatory status is unknown. The four objections I consider (...)
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  20. Mehr Öffentlichkeit wagen. Wie(so) über Wahrheit reden?Romy Jaster - 2020 - In Georg Brun & Claus Beisbart (eds.), Mit Philosophie die Welt verändern. Basel: Schwabe. pp. 135-175.
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  21. Can Schools Teach Citizenship?Michael Merry - 2020 - Discourse 41 (1):124-138.
    In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...)
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  22. Philosophy and the Curriculum.Monica Bini, Alan Tapper, Peter Ellerton, Stephan John Millett & Sue Knight - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 156-171.
    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 wide (...)
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  23. Ecosocial Citizenship Education: Facilitating Interconnective, Deliberative Practice and Corrective Methodology for Epistemic Accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  24. 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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  25. The Philosophical Classroom: An Australian Story.Gilbert Burgh & Simone Thornton - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 1-5.
  26. Philosophy in Higher Education: A Study of J. H. Newman’s The Idea of a University.Marial Corona - 2019 - Madrid, Spain: Apeiron Ediciones.
    The current state of Universities and proposals for its future inspire dozens of books and articles every year, and Newman’s Idea of a University, although not a guidebook, continues to be a source of reflection for many after 150 years. In this dissertation, articulated in four chapters, the author explores Newman’s Idea paying special attention to his understanding of philosophy and the role he gives it in University education. Particular highlights of this work are the analysis of the fundamental building (...)
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  27. 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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  28. Existentially Dope.Devon Johnson - 2019 - The Philosophers' Magazine 86:36-43.
  29. Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Walter Omar Kohan & Magda Costa Carvalho - 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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  30. Dialogic Listening: How Music May Help Us Become Better Philosophers.Pablo Muruzábal Lamberti - 2019 - Praxis y Saber 23 (10):253-272.
    This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the one hand, and (...)
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  31. Australian Research Into the Benefits of Philosophy for Children.Stephan John Millett - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 199-214.
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  32. Australian Research Into the Benefits of Philosophy for Children.Stephan John Millett, Alan Tapper & Rosie Scholl - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 199-214.
  33. 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 (...)
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  34. Growing Up with Philosophy in Australia: Philosophy as Cultural Discourse.Simone Thornton & Gilbert Burgh - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 236‒249.
    As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...)
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  35. The Application of Proprioception to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what kids do when they are involved in philosophical group discussions. The (...)
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  36. Examples of Aporia Questions Using Picture Books.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be fearless, (...)
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  37. Коли і хто вперше прочитав у КиєвоМогилянському колегіумі повний богословський курс?Maksym Yaremenko - 2019 - Kyivan Academy 16 (1):11-30.
    Про викладання богослов’я в Києві йшлося вже в піонерських наукових дослідженнях історії Могилянської академії першої половини XIX ст. Практично відразу присутність теологічного курсу в навчальній програмі пов’язували зі статусом «латинських шкіл». На кінець XIX ст., здавалося, питання часу появи повного богословського курсу в Києві було остаточно вирішено. Втім, висновки дослідників підважує інформація з проповіді, виголошеної в Батурині у 1697 р. Цей голос «із середини» могилянської професорської корпорації дає змогу передатувати запровадження повних теологічних студій в колегіумі. Піонером чотирирічного богослов’я був не (...)
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  38. Education Without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul Carron & Charles McDaniel - 2018 - Teaching Ethics 18 (1):79-96.
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  39. 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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  40. Short Stories and Political Philosophy.Erin A. Dolgoy, Kimberly Hurd Hale & Bruce Peabody - 2018 - New York, NY, USA: Lexington Books.
    Short Stories and Political Philosophy: Power, Prose, and Persuasion explores the relationship between fictional short stories and the classic works of political philosophy. This edited volume addresses the innovative ways that short stories grapple with the same complex political and moral questions, concerns, and problems studied in the fields of political philosophy and ethics. The volume is designed to highlight the ways in which short stories may be used as an access point for the challenging works of political philosophy encountered (...)
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  41. Sporen van en naar filosofie en filosoferen in het Vlaamse secundair onderwijs.Griet Galle - 2018 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 110 (1):113-137.
    Traces of and tracks towards philosophy and philosophizing in Flemish secondary education At present philosophy has only a minor place in the Flemish secondary education curriculum. In the first part of the article, I defend the view that philosophy deserves a place as an autonomous subject in the final two years of secondary school. I sketch the content of such a philosophy course and I propose a didactical model for this course. The second part of the article discusses social tendencies (...)
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  42. 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 (...)
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  43. Do Ensino de Filosofia ao Filosofar: Reflexões Sobre o Conceito de Ação em Hannah Arendt.Edvan Tito Carneiro Guerra - 2018 - Saberes 18 (3):59-75.
    O objetivo deste artigo é discutir aspectos do ensino de Filosofia na educação básica à luz do conceito de ação firmado no capítulo V de ACondição Humana de Hannah Arendt, identificado na revelação do agente através do discurso e da ação. Sugerimos a reflexão do conceito de ação como consciência motivadora para o ensino de Filosofia, investindo em políticas educacionais que consideram a diversidade como um elemento favorável para a construção do conhecimento entre professores e alunos. Estamos aqui em um (...)
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  44. 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 (...)
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  45. 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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  46. 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.
  47. The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
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  48. 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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  49. Book Review: The Routledge International Handbook of Philosophy for Children. [REVIEW]Jane Gatley - 2017 - Journal of Philosophy in Schools 4 (1):123-125.
    The Routledge international handbook of philosophy for children offers ‘a wide variety of critical perspectives on this diverse and controversial field, in order to generate new discussions and to identify emerging questions and themes’. As a collection of scholarly papers on Philosophy for Children, the volume is a thorough and detailed handbook which highlights the distance P4C has travelled since its inception 50 years ago. Several uses of this volume spring to mind. Somebody new to P4C would do well to (...)
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  50. Mass-Audience Interactive Narrative Ethical Reasoning Instruction.Mark Piper - 2017 - International Journal of Ethics Education 2 (2):161-173.
    In this paper I introduce, elaborate, and defend a new form of ethical reasoning instruction. The pedagogy, which I have titled mass-audience interactive narrative ethical reasoning instruction, is an initiative designed to teach ethical reasoning effectively on a broad scale over an extended period of time. The hope is that such a program, if duly supported, will help to ensure the widest possible engagement, and high levels of retention, in an institution-level program of ethical reasoning.
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