Results for 'Karin Saskia Murris'

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  1.  69
    Philosophy with Children, the Stingray and the Educative Value of Disequilibrium.Karin Saskia Murris - 2008 - Journal of Philosophy of Education 42 (3-4):667-685.
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...)
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  2. The Epistemic Challenge of Hearing Child’s Voice.Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):245-259.
    Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults (...)
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  3.  34
    Listening-as-Usual: A Response to Michael Hand.Karin Murris - 2015 - Studies in Philosophy and Education 34 (3):331-335.
    In her book Epistemic Injustice: Power and the Ethics of Knowing , Miranda Fricker introduces the helpful notion of “identity prejudice” as “a label for prejudices against people qua social type” . She focuses on race, class and gender, and Michael Hand in his article What Do Kids Know? A response to Karin Murris is indeed correct when he states that I have applied her arguments to age as a category of epistemic exclusion.I argue that among the usual (...)
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  4.  96
    The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  5. Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  6.  17
    Diffracting Diffractive Readings of Texts as Methodology: Some Propositions.Karin Murris & Vivienne Bozalek - 2019 - Educational Philosophy and Theory 51 (14):1504-1517.
    Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions re...
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  7.  6
    Learning as ‘Worlding’: De-Centring Gert Biesta’s ‘Non-Egological’ Education.Karin Murris - 2017 - Childhood and Philosophy 13 (28).
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  8.  21
    Student Teachers Investigating the Morality of Corporal Punishment in South Africa.Karin Murris - 2012 - Ethics and Education 7 (1):45 - 58.
    Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use of this particular approach to moral education ? despite its (...)
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  9.  17
    Intra-Generational Education: Imagining a Post-Age Pedagogy.Joanna Haynes & Karin Murris - 2017 - Educational Philosophy and Theory 49 (10).
    This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are (...)
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  10.  11
    Not Now, Socrates, Part II.Karin Murris - 1994 - Cogito 8 (1):80-86.
  11.  77
    Child as Educator: Introduction to the Special Issue. [REVIEW]Joanna Haynes & Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):217-227.
  12.  24
    Not Now, Socrates ... , Part.Karin Murris - 1993 - Cogito 7 (3):236-243.
  13.  38
    What Do Kids Know? A Response to Karin Murris.Michael Hand - 2015 - Studies in Philosophy and Education 34 (3):327-330.
    Building on Miranda Fricker’s work on epistemic injustice, Karin Murris has recently argued that children in school characteristically receive a credibility deficit based on a disparaging stereotype of children, and charged teachers with eschewing such stereotypes and committing to epistemic equality. I raise some objections to Murris’s argument.
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  14.  2
    Keeping the Question ‘What Comes After Postmodernism?’ Open.Karin Murris - 2018 - Educational Philosophy and Theory 50 (14):1600-1601.
  15.  9
    ‘Seeing’ with/in the World: Becoming-Little.Theresa Magdalen Giorza & Karin Murris - 2021 - Childhood and Philosophy 17:01-23.
    Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant (...)
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  16.  12
    Right Under Our Noses: The Postponement of Children's Political Equality and the NOW.Joanna Haynes & Karin Murris - 2021 - Childhood and Philosophy 17:01-21.
    Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works (...)
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  17.  4
    Taking Age Out of Play: Children's Animistic Philosophising Through a Picturebook.Joanna Haynes & Karin Murris - 2019 - Oxford Literary Review 41 (2):290-309.
    This paper emerges from experiences of putting picturebooks, philosophy with children and posthumanism into play. Responding to Derrida's notion of a ‘return to childhood’, we propose a different move of ‘re-turning to child/ren’, drawing from various entangled sources. First, the figuration of posthuman child disrupts the conception of temporality that takes development and progress as inevitable. The posthuman child expresses the idea of the knowing subject as an unbounded sympoietic system. We put to work Miranda Fricker's notion of epistemic injustice (...)
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  18.  48
    Picturebooks, Pedagogy and Philosophy by Joanna Haynes and Karin Murris. London: Routledge, 2012. Pp. Xiv, 269. Hb. £80.00, $125.00. [REVIEW]Evelyn Arizpe - 2012 - Journal of Philosophy of Education 46 (3):497-500.
  19.  60
    The Routledge International Handbook of Philosophy for Children. Edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Pp 266. London: Routledge. 2017. £140.00 . ISBN 978-1-138-84767-5. [REVIEW]Claire Cassidy - 2018 - British Journal of Educational Studies 66 (1):127-129.
  20.  13
    Fifth International Conference on Philosophy in Practice.Gerd Achenbach, Eulalia Bosch, Eite Veening, Emmy Van Deurzen, Richard Smith, Ida Jongsma, Joanna Haynes, Dorine Baudin & Karin Murris - 1999 - History and Philosophy of Logic 20:77.
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  21.  10
    Philosophical Dialogue with Children About Complex Social Issues: A Debate About Texts and Practices.Steve Williams - 2020 - Childhood and Philosophy 16 (36):01-28.
    In this article, I report on my reading of a debate between two practitioners and scholars of philosophy with children – Karin Murris and Darren Chetty. The parts of their exchanges I have chosen to focus on relate to a children's book called Tusk Tusk by David McKee. Their respective arguments raise questions for me about the relationship between the starting text and issues of importance in the wider world. Although Chetty sees benefits in using picture books, he (...)
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  22.  4
    Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E Wartenberg.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    Using picture books as a means of initiating philosophical discussions with younger children is an idea that has occurred to a number of people involved in P4C/Philosophy in Schools in various parts of the world. Some went on to develop support materials to encourage teachers to go beyond reading picture books to/with their classes to drawing the students into a community of philosophical inquiry. Early examples include Karin Murris, Chris de Haan and colleagues, and myself in Australia, and (...)
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  23.  18
    Filosofía Y Niños: ¿Para O Con?Vania Alarcon Castillo - 2020 - Childhood and Philosophy 16 (36):01-29.
    In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children, mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children, which is actually a set of “second generation” proposals –as described by Vansieleghem and Kennedy, based on Reed and Johnson –, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The (...)
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  24.  20
    Suicide Tourism: A Pilot Study on the Swiss Phenomenon.Saskia Gauthier, Julian Mausbach, Thomas Reisch & Christine Bartsch - 2015 - Journal of Medical Ethics 41 (8):611-617.
  25.  20
    Kennt die Globalisierung auch Gewinner? Persönliche Beobachtungen aus Indien: Karin Steinberger.Karin Steinberger - 2006 - Jahrbuch Menschenrechte 2007 (jg):189-196.
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  26. Too Much of a Good Thing? Enhancement and the Burden of Self-Determination.Saskia K. Nagel - 2010 - Neuroethics 3 (2):109-119.
    There is a remedy available for many of our ailments: Psychopharmacology promises to alleviate unsatisfying memory, bad moods, and low self-esteem. Bioethicists have long discussed the ethical implications of enhancement interventions. However, they have not considered relevant evidence from psychology and economics. The growth in autonomy in many areas of life is publicized as progress for the individual. However, the broadening of areas at one’s disposal together with the increasing individualization of value systems leads to situations in which the range (...)
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  27.  4
    Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research.Saskia Jaarsveld & Thomas Lachmann - 2017 - Frontiers in Psychology 8.
  28.  10
    Morphological Priming During Language Switching: An ERP Study.Saskia E. Lensink, Rinus G. Verdonschot & Niels O. Schiller - 2014 - Frontiers in Human Neuroscience 8.
  29.  7
    Clustered Cell Decomposition in P -Minimal Structures.Saskia Chambille, Pablo Cubides Kovacsics & Eva Leenknegt - 2017 - Annals of Pure and Applied Logic 168 (11):2050-2086.
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  30.  32
    Saskia Sassen on Method and Interpretation: Comments on the 2013 Coss Dialogue Lecture. Hickman - 2013 - The Pluralist 8 (3):90-95.
    Sassen is Interested in what she terms “conceptually subterranean trends” that are for the most part invisible to current analytical methods but visible, or in her words, “legible,” to other, newer sorts of analytical tools that she herself is developing. She thus emphasizes suspension of accepted methods and development of certain “analytic tactics” that function, as she puts it, “before method.” What this means more specifically is that she is not so much analyzing the structures of existing institutions but instead (...)
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  31.  11
    Sketches From a Design Process: Creative Cognition Inferred From Intermediate Products.Saskia Jaarsveld & Cees Leeuwen - 2005 - Cognitive Science 29 (1):79-101.
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  32.  6
    Sketches From a Design Process: Creative Cognition Inferred From Intermediate Products.Saskia Jaarsveld & Cees van Leeuwen - 2005 - Cognitive Science 29 (1):79-101.
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  33.  2
    Let the People Rule: Direct Democracy in the Twenty-First Century.Saskia Ruth, Yanina Welp & Laurence Whitehead (eds.) - 2016 - Ecpr Press.
    The biggest contemporary challenge to democratic legitimacy gravitates around the crisis of democratic representation.
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  34.  21
    Reducing Interrater Variability and Improving Health Care: A Meta‐Analytical Review.Saskia Tuijn, Frans Janssens, Paul Robben & Huub van den Bergh - 2012 - Journal of Evaluation in Clinical Practice 18 (4):887-895.
  35.  45
    Addiction and Moralization: The Role of the Underlying Model of Addiction.Lily E. Frank & Saskia K. Nagel - 2017 - Neuroethics 10 (1):129-139.
    Addiction appears to be a deeply moralized concept. To understand the entwinement of addiction and morality, we briefly discuss the disease model and its alternatives in order to address the following questions: Is the disease model the only path towards a ‘de-moralized’ discourse of addiction? While it is tempting to think that medical language surrounding addiction provides liberation from the moralized language, evidence suggests that this is not necessarily the case. On the other hand non-disease models of addiction may seem (...)
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  36.  19
    Autonomy Support to Foster Individuals' Flourishing.Saskia K. Nagel & Peter B. Reiner - 2013 - American Journal of Bioethics 13 (6):36 - 37.
  37.  28
    Developmental Dyscalculia and Basic Numerical Capacities: A Study of 8–9-Year-Old Students.Karin Landerl, Anna Bevan & Brian Butterworth - 2004 - Cognition 93 (2):99-125.
  38.  18
    Orienting of Attention to Threatening Facial Expressions Presented Under Conditions of Restricted Awareness.Karin Mogg & Brendan P. Bradley - 1999 - Cognition and Emotion 13 (6):713-740.
  39.  4
    Natural History in the Physician's Study: Jan Swammerdam (1637–1680), Steven Blankaart (1650–1705) and the ‘Paperwork’ of Observing Insects. [REVIEW]Saskia Klerk - 2020 - British Journal for the History of Science 53 (4):497-525.
    While some seventeenth-century scholars promoted natural history as the basis of natural philosophy, they continued to debate how it should be written, about what and by whom. This look into the studios of two Amsterdam physicians, Jan Swammerdam and Steven Blankaart, explores natural history as a project in the making during the second half of the seventeenth century. Swammerdam and Blankaart approached natural history very differently, with different objectives, and relying on different traditions of handling specimens and organizing knowledge on (...)
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  40.  49
    Lifeworld-Led Healthcare is More Than Patient-Led Care: An Existential View of Well-Being. [REVIEW]Karin Dahlberg, Les Todres & Kathleen Galvin - 2009 - Medicine, Health Care and Philosophy 12 (3):265-271.
    In this paper we offer an appreciation and critique of patient-led care as expressed in current policy and practice. We argue that current patient-led approaches hinder a focus on a deeper understanding of what patient-led care could be. Our critique focuses on how the consumerist/citizenship emphasis in current patient-led care obscures attention from a more fundamental challenge to conceptualise an alternative philosophically informed framework from where care can be led. We thus present an alternative interpretation of patient-led care that we (...)
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  41.  10
    Evaluating Instruments for Regulation of Health Care in the Netherlands.Saskia M. Tuijn, Paul B. M. Robben, Frans J. G. Janssens & Huub van den Bergh - 2011 - Journal of Evaluation in Clinical Practice 17 (3):411-419.
  42.  7
    When Knowing Can Replace Seeing in Audiovisual Integration of Actions.Karin Petrini, Melanie Russell & Frank Pollick - 2009 - Cognition 110 (3):432-439.
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  43.  25
    Brief Report Time Course of Attentional Bias for Threat Scenes: Testing the Vigilance‐Avoidance Hypothesis.Karin Mogg, Brendan Bradley, Felicity Miles & Rachel Dixon - 2004 - Cognition and Emotion 18 (5):689-700.
  44.  18
    Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment.Karin Mogg & Brendan P. Bradley - 2018 - Trends in Cognitive Sciences 22 (3):225-240.
  45.  32
    Sociality with Objects.Karin Knorr Cetina - 1997 - Theory, Culture and Society 14 (4):1-30.
  46.  25
    Going Beyond the National State in the USA: The Politics of Minoritized Groups in Global Cities.Saskia Sassen - 2004 - Diogenes 51 (3):59-65.
    This brief essay examines emergent spaces for politics and emergent political actors. The particular concern here is with types of politics that do not run through the formal political system, one with shrinking options for a growing number of US citizens and immigrants. Informal political actors and street-level politics in cities are major instances of this. US cities have a long history of street-level politics. The contents, the purposes, the mobilizers and the enactors of these politics have changed over time. (...)
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  47.  10
    Neuromodulation of Aerobic Exercise—A Review.Saskia Heijnen, Bernhard Hommel, Armin Kibele & Lorenza S. Colzato - 2015 - Frontiers in Psychology 6.
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  48.  18
    Depression-Related Attentional Bias: The Influence of Symptom Severity and Symptom Specificity.Saskia Baert, Rudi De Raedt & Ernst Hw Koster - 2010 - Cognition and Emotion 24 (6):1044-1052.
  49.  8
    What Is Meditation? Proposing an Empirically Derived Classification System.Karin Matko & Peter Sedlmeier - 2019 - Frontiers in Psychology 10.
  50.  35
    Dementia and Advance Directives: Some Empirical and Normative Concerns.Karin R. Jongsma, Marijke C. Kars & Johannes J. M. van Delden - 2019 - Journal of Medical Ethics 45 (2):92-94.
    The authors of the paper ‘Advance euthanasia directives: a controversial case and its ethical implications’ articulate concerns and reasons with regard to the conduct of euthanasia in persons with dementia based on advance directives. While we agree on the conclusion that there needs to be more attention for such directives in the preparation phase, we disagree with the reasons provided by the authors to support their conclusions. We will outline two concerns with their reasoning by drawing on empirical research and (...)
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