Results for 'Philosophy for Children'

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  1. Encouraging Children to Be Thoughtful Questions and Answers : A Dialogue with Dr. Matthew Lipman.George Ghanotakis, Matthew Lipman & Canadian Institute of Philosophy for Children - 1987 - Canadian Institute of Philosophy for Children.
  2. Reading Philosophy for the Xxist Century.George F. Mclean & Council for Research in Values and Philosophy - 1989
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  3.  85
    Communication Discourse and Cyberspace: Challenges to Philosophy for Children.Arie Kizel - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):40 – 44.
    This article addresses the principal challenges the philosophy for children (P4C) educator/practitioner faces today, particularly in light of the multi-channel communication environment that threatens to undermine the philosophical enterprise as a whole and P4C in particular. It seeks to answer the following questions: a) What status does P4C hold as promoting a community of inquiry in an era in which the school discourse finds itself in growing competition with a communication discourse driven by traditional media tools?; b) What (...)
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  4.  35
    From Harry to Philosophy Park: The Development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, (...)
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  5.  47
    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 (...)
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  6. Philosophy for Children in Australia: Then, Now, and Where to From Here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on (...)
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  7.  54
    Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by (...)
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  8. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary (...)
     
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  9. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews (...)
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  10. Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment.Maria Miraglia - 2013 - Childhood and Philosophy 9 (18):381-400.
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of (...)
     
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  11.  17
    Philosophy, Academic Philosophy, and Philosophy for Children.Michael Lacewing - 2015 - The Philosophers' Magazine 69:90-97.
    A Platonic dialogue, an undergraduate lecture, an enquiry in philosophy for children (P4C): Are all three activities "philosophy"? Is there a difference between doing philosophy and studying philosophy? What is the importance of philosophy in each guise, and how might the different guises relate to the aims of "teaching" philosophy? Drawing on the work of Bernard Williams, I suggest that doing philosophy involves making sense of our lives, and that this requires a (...)
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  12. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues (...)
     
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  13. Kizel, A. (2016). “Philosophy with Children as an Educational Platform for Self-Determined Learning”. Cogent Education, Vol. 3, Number 1: 1244026.Arie Kizel - 2016 - Cogent Education 3 (1):1244026.
    This article develops a theoretical framework for understanding the applicability and relevance of Philosophy with Children in and out of schools as a platform for self-determined learning in light of the developments of the past 40 years. Based on the philosophical writings of Matthew Lipman, the father of Philosophy for Children, and in particular his ideas regarding the search for meaning, it frames Philosophy with Children in six dimensions that contrast with classic classroom disciplinary (...)
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  14. 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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  15.  5
    Wisdom and Intelligence in Philosophy for Children.Clive Lindop - 1997 - Thinking: The Journal of Philosophy for Children 13 (2):8-10.
    Philosophy for Children aims to encourage children to think about the quality of their thinking. By modelling and exercising children in formal and informal reasoning, it aims to develop excellence in judgment. This being so, Philosophy for Children can be expected to contribute to more intelligent behavior.Much evidence has been adduced for enhanced performance on standardized tests in mathematics and language arts on the part of children engaged in Philosophy for children (...)
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  16.  50
    Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2013 - Studies in Philosophy and Education 32 (4):361-377.
  17.  27
    Philosophy for Children: A Note on Lipman's Lisa.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (3):39-40.
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  18. Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).
  19.  41
    Introduction: Thinking Through Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  20.  17
    Philosophy for Children Through the Secondary Curriculum.Lizzy Lewis & Nick Chandley (eds.) - 2012 - Continuum.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is (...)
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  21.  74
    Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  22. 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 (...)
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  23.  50
    Philosophy for Children in Turkey.Nuran Direk - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.
    In this essay, I shall both inquire into the relationship between democracy and education in general and concentr ate on education in philosophy for children in the Turkish cultural context. I argue that education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided (...)
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  24.  14
    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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  25.  25
    Applying Philosophy for Children to Workshop-Style Environmental Education.Mitsuyo Toyoda - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:101-109.
    This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents (...)
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  26.  19
    Philosophy for Children.Marzena Parzych - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:71-79.
    Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness. This paper will examine the importance of the Critical Thinking Movement and the Philosophy for Children Programme in a larger, more inclusive, and innovative perspective. The paper will explain why the CriticalThinking Movement appeared in our time and then offer a new interpretation of the importance of the Philosophy for Children Program – with both seen in a novel historical perspective (...)
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  27.  17
    Visual Culture Education Through the Philosophy for Children Program.Yong-Sock Chang & Ji–Young Kim - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:27-34.
    The appearance of mass media and a versatile medium of videos can serve the convenience and instructive information for children; on the other hand, it could abet them in implicit image consumption. Now is the time for kids' to be in need of thinking power which enables them to make a choice, applications andcriticism of information within such visual cultures. In spite of these social changes, the realities are that our curriculum still doesn't meet a learner's demand properly. This (...)
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  28.  5
    Evaluating Philosophy for Children.Felix García-Moriyón, Irene Rebollo & Roberto Colom - 2005 - Thinking: The Journal of Philosophy for Children 17 (4):14-22.
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  29. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism.Darren Chetty - 2014 - Childhood and Philosophy 10 (19):11-31.
    Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory and the related field of Critical Whiteness Studies , I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, racism (...)
     
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  30.  13
    Philosophy for Children and Critical Thinking.Matthew Lipman - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):40-42.
  31.  1
    Improving Scientific Reasoning Through Philosophy for Children.Tim Sprod - 1997 - Thinking: The Journal of Philosophy for Children 13 (2):11-16.
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  32.  66
    Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question (...)
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  33.  9
    Wittgenstein and Philosophy for Children.Barry Curtis - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):10-19.
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  34.  12
    Philosophy for Children in its Historical Context.Robert J. Mulvaney - 1986 - Thinking: The Journal of Philosophy for Children 6 (3):2-8.
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  35.  7
    The Second Issue of Thinking Devoted to the Theme of Women, Feminism and Philosophy for Children.Ann Margaret Sharp - 1997 - Thinking: The Journal of Philosophy for Children 13 (1):1-1.
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  36.  6
    Why Philosophy for Children Now?David Kennedy - 1993 - Thinking: The Journal of Philosophy for Children 10 (3):2-6.
  37.  5
    The Effect of Philosophy for Children on Language Ability.Michael Schleifer & Louise Courtemanche - 1996 - Thinking: The Journal of Philosophy for Children 12 (4):30-31.
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  38.  6
    Philosophy for Children.Matthew Lipman & Ann Margaret Sharp - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):32-35.
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  39.  9
    Critical Thinking and Philosophy for Children.Clive Lindop - 1991 - Thinking: The Journal of Philosophy for Children 9 (3):32-35.
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  40.  9
    Philosophy for Children.Matthew Lipman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):35-44.
  41.  21
    Feminism and Philosophy for Children.Ann Margaret Sharp - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):24-28.
  42.  8
    America's Philosophy for Children Teaching Method and the Development of Children's Character.Li Junjie, Andrew Colvin & Jinmei Yuan - 2004 - Thinking: The Journal of Philosophy for Children 17 (1-2):40-42.
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  43.  8
    Philosophy for Children and the Modernization of Chinese Education.Robert J. Mulvaney - 1987 - Thinking: The Journal of Philosophy for Children 7 (2):7-11.
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  44.  3
    Educational Reform Through Philosophy for Children.Laurance J. Splitter - 1987 - Thinking: The Journal of Philosophy for Children 7 (2):32-39.
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  45.  6
    Philosophy For Children In Hawaii.Barry Curtis - 1979 - Thinking: The Journal of Philosophy for Children 1 (3-4):52-56.
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  46.  6
    Feminist Epistemology and Philosophy for Children.Terri Field - 1997 - Thinking: The Journal of Philosophy for Children 13 (1):17-22.
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  47.  6
    A Review of District 24 Philosophy for Children Program. [REVIEW]John Lorio, Mark Weinstein & John Martin - 1984 - Thinking: The Journal of Philosophy for Children 5 (2):28-35.
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  48.  3
    Philosophy for Children.Laurance J. Splitter - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):47-53.
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  49.  5
    Philosophy for Children in Louisville.Frederick S. Oscanyan & Brenda C. Richardson - 1983 - Thinking: The Journal of Philosophy for Children 4 (3-4):6-8.
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  50.  4
    Skills-Grouping as a Teaching Approach to the "Philosophy for Children" Program.Peter G. Woolcock - 1993 - Thinking: The Journal of Philosophy for Children 10 (3):23-28.
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