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David Kennedy [93]David Knowles Kennedy [3]David K. Kennedy [1]David N. Kennedy [1]
David P. Kennedy [1]
  1.  22
    The Dark Sides of Virtue: Reassessing International Humanitarianism.David Kennedy - 2004 - Princeton University Press.
    In this provocative and timely book, David Kennedy explores what can go awry when we put our humanitarian yearnings into action on a global scale--and what we can do in response. Rooted in Kennedy's own experience in numerous humanitarian efforts, the book examines campaigns for human rights, refugee protection, economic development, and for humanitarian limits to the conduct of war. It takes us from the jails of Uruguay to the corridors of the United Nations, from the founding of a non-governmental (...)
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  2. What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman?Nancy Vansieleghem & David Kennedy - 2011 - 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.  42
    Practicing Philosophy of Childhood: Teaching in the Evolutionary Mode.David Kennedy - 2015 - Journal of Philosophy in Schools 2 (1):4-17.
    This article explores the necessary requirements for effective teacher facilitation of community of philosophical inquiry sessions among children, and suggests that the first and most important prerequisite is the capacity to listen to children, which in turn is based on a critical and reflective interrogation of one’s own philosophy of childhood —the set of beliefs and assumptions about children and childhood which adults tend to project onto real children. It argues that the most effective way to explore these assumptions is (...)
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  4.  58
    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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  5.  18
    Stiegler as Philosopher of Education.Joff P. N. Bradley & David Kennedy - 2020 - Educational Philosophy and Theory 52 (4):332-336.
  6.  43
    The Role of a Facilitator in a Community of Philosophical Inquiry.David Kennedy - 2004 - Metaphilosophy 35 (5):744-765.
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  7.  13
    On the Organology of Utopia: Stiegler's Contribution to the Philosophy of Education.Joff P. N. Bradley & David Kennedy - 2020 - Educational Philosophy and Theory 52 (4):420-432.
    We are living in and beyond two massive changes in the world, both of which must be addressed by education, the caretaker of memory. First is the geological era of the Anthropocene—a crisis...
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  8.  27
    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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  9.  37
    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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  10.  35
    Philosophy for Children in Transition: Problems and Prospects.Nancy Vansieleghem & David Kennedy (eds.) - 2011 - Wiley-Blackwell.
  11.  7
    Utopianism, Transindividuation, and Foreign Language Education in the Japanese University.David Kennedy - 2018 - Educational Philosophy and Theory 51 (3):275-285.
    This article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the socioeconomic reductionism of (...)
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  12.  22
    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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  13.  43
    Philosophy for Children and the Reconstruction of Philosophy.David Kennedy - 1999 - Metaphilosophy 30 (4):338-359.
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  14.  57
    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.
  15.  23
    Community of Philosophical Inquiry and the Play of the World.David Kennedy - 2018 - Teaching Philosophy 41 (3):285-302.
    This paper seeks to identify the role of play in the design and function of Socratic dialogue as practiced in community of philosophical inquiry in classrooms. It reviews the ideas of some major play theorists from various fields of study and practice—philosophy, cultural anthropology, evolutionary psychology, cognitive psychology, psychoanalysis, and education—and identifies the epistemological, ontological, and axiological judgments they share in their analyses of the phenomenon of play. It identifies five psychodynamic dimensions in which the Socratic play of “following the (...)
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  16.  21
    The New School.David Kennedy - 2018 - Journal of Philosophy of Education 52 (1):105-125.
    This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form (...)
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  17.  13
    Reconstructing Childhood.David Kennedy - 1998 - Thinking: The Journal of Philosophy for Children 14 (1):29-37.
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  18.  14
    Making Replication Prestigious.Krzysztof J. Gorgolewski, Thomas Nichols, David N. Kennedy, Jean-Baptiste Poline & Russell A. Poldrack - 2018 - Behavioral and Brain Sciences 41.
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  19.  9
    Community of Philosophical Inquiry and the Play of the World in Advance.David Kennedy - forthcoming - Teaching Philosophy.
  20.  31
    The Child and Postmodern Subjectivity.David Kennedy - 2002 - Educational Theory 52 (2):155-167.
  21.  33
    The Five Communities.David Kennedy - 1997 - Inquiry: Critical Thinking Across the Disciplines 16 (4):66-86.
  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.  31
    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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  24.  18
    An Archetypal Phenomenology of Skholé.David Kennedy - 2017 - Educational Theory 67 (3):273-290.
    In this essay David Kennedy 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,” Kennedy argues that the evolutionary phenomenon of neoteny — the long formative period of human childhood and the paedomorphic character of humans across the life cycle — makes of the adult–child collective of school a (...)
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  25.  18
    On the Risks of Approaching a Philosophical Movement Outside Philosophy.Walter Omar Kohan & David Kennedy - 2017 - Childhood and Philosophy 13 (28).
    Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is philosophical work (...)
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  26.  25
    The Hermeneutics of Childhood.David Kennedy - 1992 - Philosophy Today 36 (1):44-58.
  27.  23
    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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  28. 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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  29. Aión, Kairós and Chrónos: Fragments of an Endless Conversation on Childhood, Philosophy and Education.David Kennedy - 2008 - Childhood and Philosophy 4 (8):5-22.
    In this dialogue between two interlocutors, the ontology of childhood is considered, first from the point of view of temporality, then power, then language, then from the perspective of philosophy, and inquires whether there is a specific philosophical and/or childlike dialectic of questioning and answering. The claim is made that both the philosopher and the artist carry a childlike way of questioning and acting on the world into adulthood. The discussion then moves to education, and considers the possibility of reconstructing (...)
     
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  30.  38
    Scenarios in Banking Ethics: Responses, Reflections and Commentary.David Molyneaux, Lucia Webster & David Kennedy - 2004 - Business Ethics, the Environment and Responsibility 13 (4):255-268.
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  31. The Five Communities.David Kennedy - 1994 - Analytic Teaching and Philosophical Praxis 15 (1).
    Those of us who have experienced the joy and terror of the intensive formation of a philosophical community of inquiry over an extended period, understand intuitively that it is a process of development which has certain characteristic structures and patterns. These can be glossed in a number of ways, all of which will be metaphors, if only because any given moment within the life of the COI is an instant of vertiginous freedom.
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  32.  14
    The Psychodynamics of Community of Inquiry and Educational Reform: A Cross-Cultural Perspective.Pavel Lushyn & David Kennedy - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):9-16.
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  33. Dialogic Schooling.David Kennedy - 2014 - Analytic Teaching and Philosophical Praxis 35 (1):1-9.
    This paper offers a genealogy of dialogic education, tracing its origins in Romantic epistemology and corresponding philosophy of childhood, and identifying it as a counterpoint to the purposes and assumptions of universal, compulsory, state-imposed and regulated schooling. Dialogic education has historically worked against the grain of standardized mass education, not only in its view of the nature, capacities and potentialities of children, but in its economic, political and social views, for which childhood is understood as a promissory condition. Dialogic education (...)
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  34.  66
    Introduction: Thinking Through Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  35.  7
    The Philosophy of Childhood. [REVIEW]David Kennedy - 1995 - Thinking: The Journal of Philosophy for Children 12 (2):41-44.
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  36.  28
    Why Philosophy for Children Now?David Kennedy - 1993 - Thinking: The Journal of Philosophy for Children 10 (3):2-6.
  37. Hans-Georg Gadamer's Dialectic of Dialogue and the Epistemology of the Community of Inquiry.David Kennedy - 1990 - Analytic Teaching and Philosophical Praxis 11 (1).
    The idea of the classroom as a community of inquiry, and of the community of inquiry as a model for optimal classroom practice, is perhaps one of the great unrealized ideas in Western educational history. We first find it represented in the Socratic dialogues, but it is not realized there, whether becasue of the dominating power of Socrates' intellect, or the scribal distortions which resulted from PLatos's didacticism, or both. More recently, the concept finds powerful theoretical articulation in the epistemology (...)
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  38.  3
    The Community of Inquiry and Educational Structure.David Kennedy - 1991 - Thinking: The Journal of Philosophy for Children 9 (4):20-23.
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  39.  12
    Fools, Young Children, Animism, and the Scientific World-Picture.David Kennedy - 1989 - Philosophy Today 33 (4):374-381.
  40.  1
    Roman Arabia.David Kennedy & G. W. Bowersock - 1985 - American Journal of Philology 106 (3):385.
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  41. Using 'Peter Rabbit' as a Philosophical Text with Young Children.David Kennedy - 1992 - Analytic Teaching and Philosophical Praxis 13 (1).
    One upon a time there were four little Rabbits, and their names were - Flopsy, Mopsy, Cotton-tail, and Peter. They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.
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  42.  9
    Child and Fool in the Western Wisdom Tradition.David Kennedy - 1993 - Thinking: The Journal of Philosophy for Children 11 (1):11-21.
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  43.  7
    On Some Letters of Joseph Black and Others.Douglas McKie & David Kennedy - 1960 - Annals of Science 16 (3):129-170.
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  44.  1
    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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  45.  16
    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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  46.  27
    Introduction: Thinking Through Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  47.  1
    Acknowledgments.David Kennedy - 2004 - In The Dark Sides of Virtue: Reassessing International Humanitarianism. Princeton University Press.
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  48. Ann Sharp's Contribution: A Conversation With Matthew Lipman.David Kennedy - 2010 - Childhood and Philosophy 6 (12):11-19.
    The recent passing of Ann Sharp, Co-Founder and Associate Director of the Institute for the Advancement of Philosophy for Children, at the age of 68, has left many of us involved in the movement of philosophy for/with children bereft, no doubt in many different ways. The warmth and intensity of her personal and professional focus, the simple clarity of her thinking, and her boundless energy in the work of international dissemination of the concept and practice of philosophizing with children, resonate (...)
     
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  49. Boas Vindas Dos Editores.David Kennedy & Walter Kohan - 2005 - Childhood and Philosophy 1 (2):303-308.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular 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 um manuscrito posto numa garrafa à revolução iminente e também pelo lento (...)
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  50. Card Games, Roughhousing, Traffic Jams & Thunderstorms.David Kennedy - 2003 - Thinking: The Journal of Philosophy for Children 16 (4):33-36.
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