Studies in Philosophy and Education 38 (3):275-289 (2019)

Authors
Magda Costa Carvalho
Universidade dos Açores
Abstract
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 regards to the concept of method in P4C, and to question the consequences of that concept in the practice of philosophical dialogue with children. To better situate the concept of method within P4C, we will identify two different historical understandings—represented by Rene Descartes and Hans Georg Gadamer—of the concept, and suggest new possibilities for understanding philosophical practice with children in light of their difference.
Keywords method  methodology  philosophy for children  inquiry
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DOI 10.1007/s11217-019-09659-y
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References found in this work BETA

Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
The Fixation of Belief.C. S. Peirce - 1877 - Popular Science Monthly 12 (1):1--15.
A Greek-English Lexicon.P. M., H. G. Liddell, R. Scott & H. Stuart Jones - 1935 - Journal of Hellenic Studies 55:261.

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Citations of this work BETA

Categories of Goals in Philosophy for Children.Anastasia Anderson - 2020 - Studies in Philosophy and Education 39 (6):607-623.

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