Results for 'Children and philosophy'

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  1.  6
    The archaeology of semiotics and the social order of things.George Nash & George Children (eds.) - 2008 - Oxford: Archaeopress.
    The Archaeology of Semiotics and the social order of things is edited by George Nash and George Children and brings together 15 thought-provoking chapters from contributors around the world. A sequel to an earlier volume published in 1997, it tackles the problem of understanding how complex communities interact with landscape and shows how the rules concerning landscape constitute a recognised and readable grammar. The mechanisms underlying landscape grammar are both physical and mental, being based in part on the mindset (...)
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  2.  7
    Fools, Young Children and Philosophy.David Kennedy - 1990 - Thinking: The Journal of Philosophy for Children 8 (4):2-6.
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  3. Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).
  4.  10
    Philosophy, Children, and the Family.Albert C. Cafagna, Richard T. Peterson & Craig A. Staudenbaur (eds.) - 1982 - Plenum Press.
    The United Nations' designation of 1979 as the International Year of the Child marked the first global effort undertaken to heighten awareness of the special needs of children. Activities initiated during this special year were designed to promote purposive and collaborative actions for the benefit of children throughout the world. Michigan State University's celebration of the International Year of the Child was held from Septem ber 1979 through June 1980. A variety of activities focused attention on the multiplicity (...)
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  5.  13
    Die Überkinder: Nietzsche and Greta Thunberg, children and philosophy.Charles C. Verharen - 2021 - Journal of Philosophy of Education 55 (4-5):878-892.
    Journal of Philosophy of Education, EarlyView.
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  6.  23
    Wittgenstein and Philosophy for Children.Barry Curtis - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):10-19.
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  7. Philosophy, Children and the Culture of Rationality.John C. Thomas - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    Having been involved in the Philosophy For Children program for several years now as a philosopher/teacher trainer, I often have had the occasion to reflect upon my experience. While conduction "Philosophy for Children" workshops, I have discovered that one of the great joys of that process has been the way in which teachers have so often responded to the material. It has come as quite a surprise to me that after some initial hesitance, the teachers become (...)
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  8. Epistemology and Philosophy for Children.Harvey Siegel - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    No indictment of existing education is more serious than the charge that it fosters uncritical rather than critical dispositions. It is difficult to see how the addition of anything but epistemology - and even more importantly of philosophy in general - can remedy that deficiency. The sentiment expressed here by Professor Matthew Lipman is a profound one. I agree completely that education has, as one of its fundamental tasks, the fostering of critical dispositions. I agree, moreover, that epistemology is (...)
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  9. Women, children and the evolution of Philosophy for children.Ann Margaret Sharp - 1992 - In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.
  10.  78
    Feminism and Philosophy for Children.Ann Margaret Sharp - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):24-28.
  11. Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Journal of Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don’t want children to question (...)
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  12. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational (...)
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  13.  63
    Philosophy for Children and the Reconstruction of Philosophy.David Kennedy - 1999 - Metaphilosophy 30 (4):338-359.
    In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the (...)
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  14. Philosophy for Children and Children’s Philosophical Thinking.Maughn Gregory - 2021 - In Anna Pagès (ed.), A History of Western Philosophy of Education in the Contemporary Landscape. Bloomsbury. pp. 153-177.
    Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews (...)
     
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  15.  46
    Thomas Reid and philosophy with children.Fiachra Long - 2005 - Journal of Philosophy of Education 39 (4):599–614.
    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with (...)
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  16.  20
    Thomas Reid and Philosophy with Children.Fiachra Long - 2005 - Journal of Philosophy of Education 39 (4):599-614.
    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils’ thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with (...)
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  17. Peirce, Feminism, and Philosophy for Children.Ann Margaret Sharp - 1993 - Analytic Teaching and Philosophical Praxis 14 (1).
    The overall purpose of this paper is to explore three related themes: feminist philosophy and philosophy for children have much in common including pegagogy, an inclusive orientation and fallibilist but critical epistemology, both feminism and philosophy for children benefit from a close reading of Peirce, but only philosophy for children draws explicitly on Peirce, and because of this common bond feminist philosophy and philosophy for children provide place to stand against (...)
     
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  18. Philosophy for children and territorial educational laboratories: A succeed experiment.Maria Miraglia - 2013 - Childhood and Philosophy 9 (18):381-400.
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of (...)
     
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  19.  73
    Philosophy for Children and Logic-based Therapy.Christos Georgakakis - 2021 - Journal of Philosophy in Schools 8 (1):53-70.
    This article aims to shed light on the interconnectedness between two important projects in applied philosophy: (a) Philosophy for Children (P4C), a movement for the introduction of philosophy in schools, and (b) Logic-based Therapy and Consultation (LBTC), a widely developed form of philosophical counselling. More specifically, it attempts to show how Michael Hand’s (2018) argument in favour of P4C can fruitfully be enhanced by the endorsement of fundamental theoretical assumptions of Elliot Cohen’s (2005, 2019) LBTC. Hand (...)
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  20.  29
    Philosophy with Children and Jaspers' Idea of the University Resisting Instrumental and Authoritarian Thinking.Senem Saner - 2018 - Existenz 13 (2):40-46.
    Jaspers' vision of an ideal university stipulates an institution devoted to the search for truth by virtue of communication. I argue that such an institution requires students who are willing and able to collectively pursue open and free inquiry as well as academics who uphold this value. Such a desideratum as well as an overall capacity for participation in the university's mandate needs to be cultivated in students at an early age. While a desire for truth and open-ended inquiry requires (...)
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  21.  63
    Philosophy, academic philosophy, and philosophy for children.Michael Lacewing - 2015 - The Philosophers' Magazine 69:90-97.
    A Platonic dialogue, an undergraduate lecture, an enquiry in philosophy for children (P4C): Are all three activities "philosophy"? Is there a difference between doing philosophy and studying philosophy? What is the importance of philosophy in each guise, and how might the different guises relate to the aims of "teaching" philosophy? Drawing on the work of Bernard Williams, I suggest that doing philosophy involves making sense of our lives, and that this requires a (...)
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  22.  18
    Feminist Epistemology and Philosophy for Children.Terri Field - 1997 - Thinking: The Journal of Philosophy for Children 13 (1):17-22.
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  23. Discourse Ethics and Philosophy for Children.Tim Sprod - 2001 - Ethik Und Sozialwissenschaften 4 (12):458-460.
    A reply to the lead article by Matthew Lipman: "Philosophy for Children: Some Assumptions and Implications", which discxusses the relation between Jürgen Habermas' discourse ethics and Philosophy for Children.
     
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  24. Philosophy for Children and the Politics of Dialogue.Robert Mulvaney - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    One of the most striking features of the rhetoric of philosophy in the West has been its wide-scale employment of the dialogue form. The dialogues of Plato are normative not only in the sense Whitehead gave them, that they constitute the text of which our philosophical history is a series of footnotes. But they also provide the ideal of philosophical discourse. Philosophy ought to be public and spoken. I take it that this choice of dialogue is not some (...)
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  25.  19
    Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking.Arie Kizel (ed.) - 2022 - Routledge.
    This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the (...)
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  26.  13
    Philosophy for Children and the Modernization of Chinese Education.Robert J. Mulvaney - 1987 - Thinking: The Journal of Philosophy for Children 7 (2):7-11.
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  27.  98
    Philosophy for Children and Critical Thinking.Matthew Lipman - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):40-42.
  28.  98
    Moral Philosophy for Children and Character Education.Michael S. Pritchard - 2000 - International Journal of Applied Philosophy 14 (1):13-26.
    This paper discusses the growing prominence of character education and the role moral philosophy can play here. It examines the place of inquiry in character education, and the ways in which moral philosophy can help young people to develop the virtue of reasonableness. Reasonableness, as herein described, takes into account the views and feelings of others, the willingness to allow one’s views to be scrutinized by others, and the acceptance of some degree of uncertainty about whether one’s views (...)
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  29.  21
    Children’s literature and philosophy: comments on Gareth B. Matthews, The Child’s Philosopher.Harry Brighouse - 2023 - Journal of Philosophy of Education 57 (2):575-581.
    This article looks at Maughn Rollins Gregory and Megan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher (2022), specifically considering how Matthews conceptualized philosophy and how he found philosophy in children’s literature.
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  30.  72
    Children and democracy: Theory and policy.Francis Schrag - 2004 - Politics, Philosophy and Economics 3 (3):365-379.
    This article identifies four approaches to arguing for democracy, showing that none has an adequate way of supporting both full adult inclusion and the exclusion of children. I focus in Section 2 on the arguments of David Estlund and Thomas Christiano, showing that their arguments against guardianship call into question the exclusion of children from the franchise. In Section 3, I explain why the exclusion of children constitutes an injustice, and in the final section, I consider two (...)
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  31. Philosophy with Children and the Proprioception of Thinking.Maria daVenza Tillmanns - 2019 - Blog of the Apa.
    Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...)
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  32.  22
    (Spain) Philosophy for Children and Anarchism.Felix Garcia Moriyon - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 63.
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  33.  44
    Philosophy for Children and the Extrinsic Value of Academic Philosophy.Jane Gatley - 2020 - Metaphilosophy 51 (4):548-563.
    External pressure on Higher Education Institutes in the United Kingdom has brought the question of the extrinsic value of academic philosophy into focus. One line of research into questions about the extrinsic value of philosophy comes from the Philosophy for Children (P4C) movement. There is a large body of literature about the benefits of P4C. This paper argues that the distinctive nature of the P4C pedagogy limits the claims made by the P4C literature about the extrinsic (...)
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  34. Whole language and philosophy for children.J. P. Portelli & S. Church - 1995 - In John Peter Portelli & Ronald F. Reed (eds.), Children, Philosophy, and Democracy. Detselig Enterprises.
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  35.  80
    Children, Intuitive Knowledge and Philosophy.Maria daVenza Tillmanns - 2017 - Philosophy Now 119:20-23.
    This paper explores the notion that children have a knowledge of the world of their own – an intuitive knowledge. Being fully immersed in the world as adults are, they too have a knowledge of the world. In contrast to adults, who have developed a cognitive knowledge of the world, children still depend on their intuitive knowledge. Children certainly have a strong grasp of the world they live in; it’s just not dependent on cognitive knowledge. In my (...)
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  36. Children and Well-Being.Anthony Skelton - 2018 - In Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.), The Routledge Handbook of the Philosophy of Childhood and Children. New York: Routledge. pp. 90-100.
    Children are routinely treated paternalistically. There are good reasons for this. Children are quite vulnerable. They are ill-equipped to meet their most basic needs, due, in part, to deficiencies in practical and theoretical reasoning and in executing their wishes. Children’s motivations and perceptions are often not congruent with their best interests. Consequently, raising children involves facilitating their best interests synchronically and diachronically. In practice, this requires caregivers to (in some sense) manage a child’s daily life. If (...)
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  37. Naked children, moral philosophy and photographs.Peter Bowden - 2008 - On Line Opinion.
    The debate about children in art and the surrounding morality started with Bill Henson's photographs of naked pubescent children. It is wider now, extending in several directions. In particular, into freedom of speech , and its association with freedom in art This article explores these issues with particular regard to Hensons photographs; and the application of several of the moral theories to this issue.
     
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  38. Philosophy for Children and Other People.William J. Rapaport - 1987 - American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.
    It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be (...)
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  39. “Life goes on even if there’s a gravestone”: Philosophy with Children and Adolescents on Virtual Memorial Sites.Arie Kizel - 2014 - Childhood and Philosophy 10 (20):421-443.
    All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...)
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  40.  73
    Philosophy for Children and the 'whole child'.Winifred Wing Han Lamb - 2015 - Journal of Philosophy in Schools 2 (2):71-82.
    The notion of educating the ‘whole child’ invites suspicion because of the value-laden assumptions carried by such a goal. I argue that the intuitive appeal of the notion reflects the meaning of education but that the goal is also implicit in P4C in its respect for wholeness in content, rationale and practices whereby the learner is honoured and engaged. In this paper, I focus on the senior high school curriculum in which the rich resources of philosophy can speak to (...)
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  41. Thinking Skills and Philosophy for Children: The Bethlehem Program, 1982 - 1983.John F. Martin & Mark L. Weinstein - 1984 - Analytic Teaching and Philosophical Praxis 5 (2).
    During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.
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  42. Philosophy for Children and the Redefinition of Philosophy: Total Immersion at Mendham.David Kennedy - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    Philosophy, like the IAPC Mendham seminar itself, is a place apart. I don't mean by this that philosophy is a realm of timeless ideas, or a dream time, or a place of the ancestors where all the seminal ideas are, although it may very well be that; what I mean is that when we do philosophy, everything stops. Everything stops, I think, because if, as we are flowing along in life and language, we encounter a problem, and (...)
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  43. Illiterate Adults and Philosophy for Children.Marie-France Daniel - 1988 - Analytic Teaching and Philosophical Praxis 9 (2).
    Illiteracy is a concrete and real problem, which involves nearly one thousand million people in the world. And, according to UNESCO statistics, this number, far from decreasing, keeps increasing in undeveloped countries as well as in the industrialized ones.
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  44. The Socradic Method and Philosophy for Children.John P. Portelli - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    In 1963 James A. Jordan Jr. claimed that "It is not difficult nowadays to run into a claim that such and such teaching method follows the principle implicit in the method of Socrates." Jordan's claim refers particularly to supporters of programmed instruction or the use of teaching machines. He argued that the use or application of such materials cannot lead to genuine immitation of Socrates. Today, although the use and application of computers in schools has increased, the claim of following (...)
     
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  45. The Development of Personhood and Philosophy for Children.Ann Margaret Sharp - 1985 - Analytic Teaching and Philosophical Praxis 6 (2).
    By now, I would guess that thousands of teachers and children have read chapter one of Harry Stottlemeier's Discovery by Matthew Lipman. It is the chapter in which Harry discovers, among other things, the Aristotelian notion of conversation. The students and the teahers have probably talked about truth, conversation, discovery, invention, mind, resentment, daydreaming, and perhaps even the role of Lisa as the one who supplies the counter-example to Harry's theory about language and how it works.
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  46. Children and the changing world of advertising.Elizabeth S. Moore - 2004 - Journal of Business Ethics 52 (2):161-167.
    Concerns about children's ability to fully comprehend and evaluate advertising messages has stimulated substantial research and heated debate among scholars, business leaders, consumer advocates, and public policy makers for more than three decades. During that time, some very fundamental questions about the fairness of marketing to children have been raised, yet many remain unresolved today. With the emergence of increasingly sophisticated advertising media, promotional offers and creative appeals in recent years, new issues have also developed. This paper provides (...)
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  47.  12
    Philosophy for Children and Aesthetic Education.William S. Hamrick - 1989 - The Journal of Aesthetic Education 23 (2):55.
  48.  46
    Introduction: Philosophy for Children and/as Philosophical Practice.Megan Laverty - 2004 - International Journal of Applied Philosophy 18 (2):141-151.
  49.  23
    Philosophy for Children and The Consolation of Philosophy.Megan Laverty - 2002 - Thinking: The Journal of Philosophy for Children 16 (2):14-17.
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  50. Women and Children and the Evolution of Philosophy.Ann Margaret Sharp - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    As I was thinking about what I would say to you tonight, I remembered myself in my freshman year at a Catholic girls high school. It was Spring and the nuns had told us that we would have a five-day retreat. Speakers would come to speak to us in the mornings and the afternoons would be reserved for reflection and reading. Of course, it was to be a silent retreat. No talking for five days.
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