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Jennifer Bleazby [5]Jennifer B. Bleazby [1]
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Jennifer Bleazby
Monash University
  1. Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism.Jennifer Bleazby - 2006 - Analytic Teaching and Philosophical Praxis 26 (1):30-52.
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    Dewey's Notion of Imagination in Philosophy for Children.Jennifer B. Bleazby - 2012 - Education and Culture 28 (2):95-111.
    Kieran Egan states that imagination "is a concept that has come down to us with a history of suspicion and mistrust" (2007, p. 4). Like experience and the emotions, the imagination is frequently thought to be an obstacle to reason. While reason is conceived of as an abstract, objective and rule-governed method of delivering absolute truths, the imagination is considered "unconstrained, arbitrary, and fanciful," as well as "particular, subjective, and idiosyncratic" (Jo 2002, p. 39). This negative view of the imagination (...)
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  3. Overcoming Relativism and Absolutism: Dewey's Ideals of Truth and Meaning in Philosophy for Children.Jennifer Bleazby - 2011 - Educational Philosophy and Theory 43 (5):453-466.
    Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...)
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  4. Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).
  5.  6
    In Community with Ann Margaret Sharp: Childhood, Philosophy and Education. [REVIEW]Jennifer Bleazby - 2019 - Educational Philosophy and Theory 51 (14):1541-1542.
    Volume 51, Issue 14, December 2019, Page 1541-1542.
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    Philosophy for Children as a Response to Gender Problems.Jennifer Bleazby - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):70-78.
    This paper will outline some of the ways in which traditional pedagogies facilitate ‘masculine’ ideals of thinking, while excluding and denigrating the ‘feminine’. It will be shown that unlike traditional pedagogies, P4C reconstructs the gendered dualisms that form the basis of traditional gender stereotypes. Consequently, P4C reconstructs traditional gender stereotypes and challenges the traditional gendering of school subjects, which contributes to the underperformance of girls in math and science and the devaluation of the ‘feminine’ arts and humanities. It will also (...)
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