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  1.  65
    Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Walter Omar Kohan & Magda Costa Carvalho - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
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  2.  71
    The Bio-Philosophical “Insufficiency” of Darwinism for Henri Bergson’s Metaphysical Evolutionism.Magda Costa Carvalho - 2012 - Process Studies 41 (1):133-149.
    The main goal of Henri Bergson’s philosophy of nature is to offer a dynamic understanding of living phenomena. It is in this context that we main­tain that the author left us a “bio-philosophy,” that is, an interpretation which, by adopting a positive model of biology as a cognitive paradigm, describes the essential character of living activity as time or duration. Bergson’s posi­tive metaphysics, which brings science to the metaphysical field and provides an inner perspective of the vital principle, consolidated itself (...)
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  3. atrever-se a uma escrita infantil: a infância como abrigo e refúgio.Walter Omar Kohan & Magda Costa Carvalho - 2021 - Childhood and Philosophy 17 (17):1-30.
    The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As (...)
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  4.  21
    The question of desirability: How is education a risk?Magda Costa Carvalho - 2017 - Childhood and Philosophy 13 (28):537-546.
    Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...)
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  5.  3
    Perspetivar a Integridade Depois do Fim da Natureza.Magda Costa Carvalho - 2020 - Kairos 23 (1):88-103.
    The expression “end of nature” has been coined by American environ-mentalist Bill McKibben is his 1989 famous book, The End of Nature. Since then, the philosophical implications of such an obituary have been explored, mainly on an ethical perspective over the environment. The conceptual end of nature is one of those implications, in the context of a post-naturalistic environmental philosophy. Our purpose is to build upon the ambiguities of “nature” and reframe some readings of the concept of “integrity” as a (...)
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  6.  17
    Building the "True Evolutionism": Darwin's Impact on Henri Bergson's Thought.Magda Costa Carvalho & Maria do Céu Patrao Neves - 2010 - Revista Portuguesa de Filosofia 66 (3):635-642.