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David Kennedy [69]David Knowles Kennedy [3]David K. Kennedy [1]David P. Kennedy [1]
  1.  5
    The Dark Sides of Virtue: Reassessing International Humanitarianism.David Kennedy - unknown
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  2.  73
    What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman?Nancy Vansieleghem & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):171-182.
    Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of (...)
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  3.  21
    Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...)
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  4.  18
    The Role of a Facilitator in a Community of Philosophical Inquiry.David Kennedy - 2004 - Metaphilosophy 35 (5):744-765.
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  5.  13
    Neoteny, Dialogic Education and an Emergent Psychoculture: Notes on Theory and Practice.David Kennedy - 2014 - Journal of Philosophy of Education 48 (1):100-117.
    This article argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult-child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse's invocation of a ‘new sensibility’, the author argues that the evolutionary phenomenon of neoteny—the long formative period of human childhood and the pedomorphic character of humans across the life cycle—makes of the adult-collective of school a primary site for the reconstruction of belief. (...)
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  6. School and the Future of Schole: A Preliminary Dialogue.Walter Omar Kohan & David Knowles Kennedy - 2014 - Childhood and Philosophy 10 (19):199-216.
    This conversation offers a discussion of the meaning, sense and social function of school, both as an institution and as a time-space for the practice of schole . It also discusses the different types of Greek time : Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of collectivity. Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of (...)
     
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  7.  17
    Philosophy for Children and the Reconstruction of Philosophy.David Kennedy - 1999 - Metaphilosophy 30 (4):338-359.
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  8.  12
    The Child and Postmodern Subjectivity.David Kennedy - 2002 - Educational Theory 52 (2):155-167.
  9.  14
    Anarchism, Schooling, and Democratic Sensibility.David Kennedy - 2017 - Studies in Philosophy and Education 36 (5):551-568.
    This paper seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as (...)
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  10.  9
    Communal Philosophical Dialogue and the Intersubject.David Kennedy - 2004 - International Journal of Applied Philosophy 18 (2):203-218.
    The self is a historical and cultural phenomenon in the sense of a dialectically evolving narrative construct about who we are, what our borders and limits and capacities are, what is pathology, and what is normality, and so on. These ontological and epistemological narratives are usually linked to grand explanatory narratives like science and religion, and are intimately linked to cosmological pictures. The “intersubject” is an emergent form of subjectivity in our time which reconstructs its borders to include the other, (...)
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  11.  16
    Scenarios in Banking Ethics: Responses, Reflections and Commentary.David Molyneaux, Lucia Webster & David Kennedy - 2004 - Business Ethics 13 (4):255-268.
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  12.  3
    Scenarios in Banking Ethics: Responses, Reflections and Commentary.David Molyneaux, Lucia Webster & David Kennedy - 2004 - Business Ethics: A European Review 13 (4):255-268.
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  13. Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...)
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  14. From Outer Space and Across the Street: Matthew Lipman’s Double Vision.David Kennedy - 2011 - Childhood and Philosophy 7:49-74.
    This review of Matthew Lipman’s autobiography, A Life Teaching Thinking, is a reflection on the themes and patterns of his extraordinarily productive career. His book begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy and beauty of philosophy, his academic rise at (...)
     
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  15.  13
    The Five Communities.David Kennedy - 1997 - Inquiry : An Interdisciplinary Journal of Philosophy 16 (4):66-86.
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  16.  20
    Introduction to Special Issue on Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry : An Interdisciplinary Journal of Philosophy 19 (2):4-10.
  17. Thinking for Oneself and with Others.David Kennedy - 2000 - Analytic Teaching and Philosophical Praxis 20 (1):40-45.
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  18. Editor´s Welcome.Walter Kohan & David Kennedy - 2015 - Childhood and Philosophy 11 (22):191-202.
     
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  19.  25
    Guest Editor's Introduction.David Kennedy - 1997 - Inquiry : An Interdisciplinary Journal of Philosophy 16 (4):1-5.
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  20.  11
    The Hermeneutics of Childhood.David Kennedy - 1992 - Philosophy Today 36 (1):44-58.
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  21.  7
    On Knives, Infantia, and the Inhuman: A Lyotardian Reading of Incendies.David Kennedy & Walter Omar Kohan - 2016 - Childhood and Philosophy 12 (23).
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  22. Power, Manipulation and Control in a Community of Inquiry.Pavel Lushyn & David Kennedy - 2003 - Analytic Teaching and Philosophical Praxis 23 (2):103-110.
     
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  23. Editor's Welcome.Walter Omar Kohan & David Knowles Kennedy - 2012 - Childhood and Philosophy 8 (16):237-242.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular (pelo menos para nós) na pólis do século v a. C. e fundou uma disciplina. A concepção dessa revista se sustenta, muito mais tarde, no providencial encontro histórico entre a educação da infância e a filosofia. Esse encontro, por sua vez, teve que esperar pelas proféticas declarações de Rousseau no Emílio, enviadas qual manuscrito posto numa garrafa à revolução iminente e (...)
     
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  24.  12
    The Discussion About Proposals to Change the Western Culture Program at Stanford University.Donald Kennedy, John Perky, Carolyn Lougee, Marsh McCall, Paul Robinson, James Gibb, Clara N. Bush, Judith Brown, George Dekker, Bill King, William Chace, Carlos Camargo, J. Martin Evans, Ronald Rebholz, Carl Degler, Barbara Gelpi, Renato Rosaldo, William Mahrt, Halsey Rayden, Herbert Lindenberger, Albert Gelpi, Gregson Davis, Diane Middlebrook, David Kennedy, Dennis Phillips, Harry Papasotiriou, Martin Evans, Ron Rebholz, Bill Chace, Jim van HarveySneehan & David Riggs - 1989 - Minerva 27 (2-3):223-411.
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  25.  3
    I Must Change My Life.David Kennedy - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):11-21.
    Born in 1923 and recently deceased after a long struggle with Parkinson’s Disease, Matthew Lipman wrote this brief but detailed autobiography just before his illness made it impossible to write any more. It begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy (...)
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  26.  18
    Lipman, Dewey, and the Community of Philosophical Inquiry.David Kennedy - 2012 - Education and Culture 28 (2):36-53.
    Normal child and normal adult alike, in other words, are engaged in growing. The difference between them is not the difference between growth and no growth, but between the modes of growth appropriate to different conditions. With respect to the development of powers devoted to coping with specific scientific and economic problems we may say the child should be growing in manhood [sic]. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should (...)
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  27.  3
    Fools, Young Children, Animism, and the Scientific World-Picture.David Kennedy - 1989 - Philosophy Today 33 (4):374-381.
  28.  9
    Introduction: What is Philosophy for Children, What is Philosophy with Children: After Lipman?Nancy Vansieleghem & David Kennedy - 2012 - Journal of Philosophy of Education 23:1-12.
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  29.  8
    Statements Prepared for the Meeting of the Faculty Senate on 18 February, 1988.William Mahrt, Halsey Rayden, Herbert Lindenberger, Albert Gelpi, Gregson Davis, Diane Middlebrook, David Kennedy & Dennis Phillips - forthcoming - Minerva.
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  30.  5
    ONE The International Human Rights Movement: Part of the Problem?David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 3-36.
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  31.  7
    Parent, Child, Alterity, Dialogue.David Kennedy - 2001 - Philosophy Today 45 (1):33-42.
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  32.  14
    S. E. Alcock (Ed.): The Early Roman Empire in the East . (Oxbow Monograph 95.) Pp. Viii + 212. Oxford: Oxbow Books, 1997. Paper, £24. ISBN: 1-900188-52-X. [REVIEW]David Kennedy - 2001 - The Classical Review 51 (02):433-.
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  33.  3
    EIGHT Humanitarianism and Force.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 235-324.
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  34.  3
    FOUR Humanitarian Policy Making: Pragmatism Without Politics?David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 111-148.
  35.  1
    Guest Editor’s Introduction.David Kennedy - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):1-3.
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  36.  4
    Book Review Section 2. [REVIEW]Stephan F. Brumberg, Denise Twohey, David Kennedy, Joseph Watras, Bill J. Johnston & Marsha V. Krotseng - 1991 - Educational Studies 22 (2):204-236.
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  37.  7
    Disciplinary Stereotypes and Reinventing the Wheel on Culture.David P. Kennedy - 2007 - Behavioral and Brain Sciences 30 (1):31-32.
    Gintis argues that disciplinary models of human behavior are incompatible. However, his depiction of the discipline of anthropology relies on a broad generalization that is not supported by current practice. Gintis also ignores the work of cognitive anthropologists, who have developed theories and methods that are highly compatible with the perspective advocated by Gintis. (Published Online April 27 2007).
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  38.  7
    Qu'est-Ce Qu'un Homme? Dialogue de Leo, Chien Sagace, Et de Son Philosophe, Dessins de Lionel Koechlin. [What is a Man? A Dialogue Between Leo the Wise Dog and His Philosopher. Drawings by Lionel Koechlin.]. [REVIEW]David Kennedy - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (1):53-56.
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  39.  3
    Book Review Section 1. [REVIEW]Alan Mandell, David K. Kennedy, Spencer J. Maxcy, Jeffery P. Aper, James W. Garrison, Bruce Beezer, William J. Reese, Malcolm B. Campbell, Rao H. Lindsay & Deborah P. Britzman - 1989 - Educational Studies 20 (1):1-59.
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  40.  3
    (USA) Another World Is Possible: Schooling, Multitude, and Philosophy for Children.David Kennedy - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--47.
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  41.  2
    FIVE The Rule of Law as a Strategy for Economic Development.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 149-168.
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  42.  1
    On Some Letters of Joseph Black and Others.Douglas McKie & David Kennedy - 1960 - Annals of Science 16 (3):129-170.
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  43.  1
    Acknowledgments.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press.
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  44.  1
    Index.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 359-368.
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  45.  1
    NINE Humanitarian Power.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 327-358.
  46.  1
    Preface.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press.
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  47.  1
    SIX Bringing Market Democracy to Eastern and Central Europe.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 169-198.
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  48.  1
    TWO Spring Break: The Activist Individual.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press. pp. 37-84.
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  49. Philosophy of Childhood Today: Exploring the Boundaries.Brock Bahler & David Kennedy (eds.) - 2016 - Lexington Books.
    This book explores the shapes and boundaries of the emergent field of philosophy of childhood, and its intersections with the history of philosophy, education, pedagogy, literature and film, psychoanalysis, family studies, developmental theory, ethics, history of subjectivity, history of culture, and evolutionary theory.
     
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  50. Introduction.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
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