Kizel, A. (2016). “Pedagogy out of Fear of Philosophy as a Way of Pathologizing Children”. Journal of Unschooling and Alternative Learning, Vol. 10, No. 20, pp. 28 – 47


Authors
Arie Kizel
University of Haifa
Abstract
The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of the view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them.
Keywords Childhood  Pedagogy of Fear  Philosophy for/with Children
Categories (categorize this paper)
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
The Post-Modern Condition: A Report on Knowledge.Jean-Francois Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.

View all 18 references / Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Filosofia e inf'ncia: um encontro possível?Conceição Gislane - 2009 - Childhood and Philosophy 5 (9):31-52.
Plato On Children and Childhood.Walter Kohan - 2005 - Childhood and Philosophy 1 (1):11-32.
Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
Passive Fear.Anthony Hatzimoysis - 2014 - Phenomenology and the Cognitive Sciences 13 (4):613-623.

Analytics

Added to PP index
2016-04-28

Total views
968 ( #3,121 of 2,286,119 )

Recent downloads (6 months)
30 ( #30,293 of 2,286,119 )

How can I increase my downloads?

Downloads

My notes

Sign in to use this feature