Authors
Dina Mendonça
University of South Carolina
Abstract
This paper testifies the crucial importance of Philosophy for Children for Emotional Growth. It begins by establishing the open ended character of emotional processes, showing how feminist philosophers have criticized the fixed conception of negative valence of certain emotions, and how, ultimately, the normative structure of emotions is open to modification. Then, it shows how talking about emotional processes and emotional situations can foster emotional growth once we understand that the acquisition of language and emotional vocabulary is one way to best capture the openended character of emotions. Finally, attention is turned to Philosophy for Children. Taking as an illustration the emotion of hope and its importance to inquiry, the paper concludes by examining in what way P4C both benefits and reinforces the previous insights about emotion theory.
Keywords Teaching Philosophy  philosophy for children  emotions
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ISBN(s) 0190-3330
DOI 10.5840/thinking2009192/314
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References found in this work BETA

[Poems].Uma Narayan - 1988 - Hypatia 3 (2):101 - 106.
The Passions.Robert C. Solomon - 1984 - Philosophy 59 (229):410-411.

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Citations of this work BETA

Pattern of Sentiment: Following a Deweyan Suggestion. Mendonça - 2012 - Transactions of the Charles S. Peirce Society 48 (2):209.
Trust as a Meta‐Emotion.Simone Belli & Fernando Broncano - 2017 - Metaphilosophy 48 (4):430-448.

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