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  1. 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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  2. Philosophy for children as the wind of thinking.Nancy Vansieleghem - 2005 - Journal of Philosophy of Education 39 (1):19–35.
    In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children's emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of course to subscribe to the basic assumptions of Philosophy for Children, we seem to become tied, as it were, to the whole package, without reservation. (...)
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  3.  45
    Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia.Nancy Vansieleghem - 2011 - Journal of Philosophy of Education 45 (2):321-337.
    The last few decades have seen a steady growth of interest in doing philosophy with children and young people in educational settings. Philosophy with children is increasingly offered as a solution to the problems associated with what is seen by many as a disoriented, cynical, indifferent and individualistic society. It represents for its practitioners a powerful vehicle that teaches children and young people how to think about particular problems in society through the use of interpretive schemes and procedures especially designed (...)
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  4.  39
    Cinema Education as an Exercise in ‘Thinking Through Not-Thinking’.Pieter-Jan Decoster & Nancy Vansieleghem - 2014 - Educational Philosophy and Theory 46 (7):792-804.
    In this article we explore the educational potential of cinema. To do this we first analyse how the American critical thinker Henry Giroux tries to give body to an educational theory in relation to cinema. His ‘film pedagogy’ is described as developing a critical response of the learner in relation to the public sphere of film. Giroux’s approach, however, seems to forget rather than explore the potential that is specific to the medium. Secondly, the article analyses Walter Benjamin’s (1936, Illuminations, (...)
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  5.  46
    Children in Public or 'Public Children': An Alternative to Constructing One's Own Life.Nancy Vansieleghem - 2009 - Journal of Philosophy of Education 43 (1):101-118.
    This article arises from the thoughts of Hannah Arendt, and more especially from her idea that the essence of education is the renewal of the world. That idea forms the backdrop to a consideration of the current interest in education as the construction of one's own life. I argue that the will to construct one's own life is not a natural, biological given, but a product of a 'biopolitical machine'. In the first part of the article I challenge the contemporary (...)
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  6.  44
    Listening to Dialogue.Nancy Vansieleghem - 2006 - Studies in Philosophy and Education 25 (1):175-190.
    In accordance with Progressivism, Matthew Lipman, introduced an educational model for renewal and change by means of the child. With his Philosophy for Children programme he wished to offer an alternative for the intellectualistic oriented education which silenced children. The answer to the search for freedom and change, Lipman finds in the symbioses between ‘Philosophy’ and ‘Children’. Philosophy expressed in critical thinking and communication, was the basis to emancipate the child from the oppression of the adult and to cause change. (...)
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  7.  17
    Making sense together. The cabinet of curiosity as path to reconsider education for all.Nancy Vansieleghem - 2023 - Ethics and Education 18 (3-4):354-370.
    This paper refers to a project that we as an art school carried out together with the Flemish organisation VVOB in Zambia. The main goal of the project was to equip primary school teachers with the necessary knowledge and infrastructure to deliver basic ‘education for all.’ The paper challenges the implicit instrumentalization of the arts in that approach, but also brings back to the forefront the notion of art as a practice that ‘makes sense together.’ Through cabinet of curiosity practices (...)
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  8.  63
    What is Philosophy for Children? From an educational experiment to experimental education.Nancy Vansieleghem - 2014 - Educational Philosophy and Theory 46 (11):1300-1310.
    Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children’s thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school claims to question its own framework, and what is the consequence of such a claim for thinking, in education, philosophy and the child? Implications for the concept of critical thinking follow.
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  9.  52
    This is (Not) a Philosopher: On Educational Philosophy in an Age of Psychologisation.Nancy Vansieleghem - 2012 - Studies in Philosophy and Education 32 (6):601-612.
    Nowadays there is a renewed interest in philosophy as art-of-living. Several prominent authors have pointed out the return of the notion of the good life in philosophy, particularly understood as a form of normative ethics. Questions such as: how should I live have been taken up as a resistance against the dominances of a neo-liberal discourse in all areas of life. This paper is concerned with this renewed interest in philosophy as art-of-living and the form of education that supports this. (...)
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  10. Making Voices Visual : Two Images.Nancy Vansieleghem - 2016 - In Amanda Fulford & Naomi Hodgson (eds.), Philosophy and Theory in Educational Research: Writing in the Margin. New York, NY: Routledge.
     
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  11.  47
    Thinking children by Claire Cassidy.Nancy Vansieleghem - 2009 - Journal of Philosophy of Education 43 (4):665-667.
    London/New York, Continuum, 2007. Pp. 196. Hbk. £70.00.
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  12.  27
    Tracing Lines: On the Educational Significance of Drawing.Nancy Vansieleghem - 2021 - Studies in Philosophy and Education 40 (3):275-285.
    In 1865, the Brussels educational reformer Pierre Temples advocated to take drawing as the cornerstone of education. He criticized that education was modelled on conventions and grammatical rules in order to learn to read and write, this way ignoring the potential of drawing to create new concepts. This paper is also concerned with the significance of drawing in the realm of education. However, not to elaborate on its added value for education, but to discuss the mode of thinking that it (...)
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