Studies in Philosophy and Education 39 (6):607-623 (2020)

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Abstract
Philosophy for children is an educational movement that includes diverse goals that are not always clearly articulated by theorists and practitioners. In order to navigate the multitude of aims found in the philosophy for children literature I propose distinguishing between the following categories of goals: aims of education; educational goals of philosophy for children ; goals of a community of philosophical inquiry ; goals of the facilitator; and goals of the children. The definitions of these various types are given along with some examples of how the distinctions between them can be of aid in understanding the approaches, criticisms, and practice of philosophy for children.
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DOI 10.1007/s11217-020-09724-x
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.
Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
The Epistemic Challenge of Hearing Child’s Voice.Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):245-259.
Happiness and Education.Nel Noddings - 2003 - Cambridge University Press.

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