Authors
Viktor Gardelli
Lulea University
Abstract
A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. The arguments are based on stated requirements for problem solutions given by experts in violent political extremism, recent research about the effects of philosophical dialogue in young persons’ thinking skills, and parts of the basic theoretical framework of Philosophy for Children. Philosophical dialogues seem a promising way for young people to achieve a stronger democratic awareness and a more tenacious resistance against extremist views online.
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References found in this work BETA

Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Philosophy in the Classroom: 2d Ed.Matthew Lipman - 1977 - 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.
Philosophy for Children as the Wind of Thinking.Nancy Vansieleghem - 2005 - Journal of Philosophy of Education 39 (1):19–35.

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