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  1. 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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  2. Philosophy is (as) an Exercise in Parrhesia: An Example of a Philosophical Practice Outside the School.Nancy Vansieleghem - 2011 - Journal of Philosophy of Education 45 (2):321-337.
     
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  3.  67
    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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  4.  31
    Philosophy for Children in Transition: Problems and Prospects.Nancy Vansieleghem & David Kennedy (eds.) - 2011 - Wiley-Blackwell.
  5.  25
    Education as Invitation to Speak: On the Teacher Who Does Not Speak.Nancy Vansieleghem & Jan Masschelein - 2012 - Journal of Philosophy of Education 46 (1):85-99.
    As a response to Le Fils, a film directed by the Dardenne brothers (), we explore the idea of speaking as an invitation and juxtapose it against ideas of speaking as a transactional, calculative, calibrated, activity. Speaking tends to be understood as a relatively straightforward matter: as a means of communication structured by such values as the reciprocal balancing of rights and obligations, of clear communication of information, of the gaining of insight into what is happening. Speaking, then, is a (...)
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  6.  33
    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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  7.  26
    Listening to Dialogue.Nancy Vansieleghem - 2006 - Studies in Philosophy and Education 25 (1-2):175-190.
  8.  15
    The Residual Parent to Come: On the Need for Parental Expertise and Advice.Nancy Vansieleghem - 2010 - Educational Theory 60 (3):341-355.
    In this essay, Nancy Vansieleghem starts from the observation that parents nowadays are addressed as individuals in need of parental expertise and advice. She maintains that the notion that we are living in a permanently changing society has created a context in which parents feel that they no longer “know” what is good or bad for their children. On this view, parents need to learn how to manage their parenthood. Vansieleghem questions the need for expertise and advice that is characteristic (...)
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  9.  28
    What is Philosophy for Children? From an Educational Experiment to Experimental Education.Nancy Vansieleghem - 2014 - Educational Philosophy and Theory 46 (11):1-11.
    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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  10.  29
    This is a Philosopher: On Educational Philosophy in an Age of Psychologisation.Nancy Vansieleghem - 2013 - 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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  11.  29
    Thinking Children by Claire Cassidy.Nancy Vansieleghem - 2009 - Journal of Philosophy of Education 43 (4):665-667.
  12.  6
    Cinema Education as an Exercise in 'Thinking Through Not-Thinking'.Pieter-Jan Decoster & Nancy Vansieleghem - 2014 - Educational Philosophy and Theory 46 (7):1-13.
    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 essay ‘The (...)
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