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  1.  3
    The Support of the Community of Inquiry in the Understanding of Death Among Children: A German – Japanese Comparison with Gender Analysis.Eva Marsal & Takara Dobashi - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):57-67.
    This presentation of our research compares concepts of Japanese and German primary school children relating to the topic of death in the context of values education and the ethics of care. This is a project of the German-Japanese Research Initiative on Philosophizing with Children, which aims to facilitate individual autonomy by enhancing philosophical-ethical judgment. It encourages the application and appropriate transfer of values based on philosophical ethical knowledge acquired through independent reflection on the situations of daily life.
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  2.  7
    Replication of a Philosophical Experiment Based on the Riddle of the Sphinx.Takara Dobashi, Eva Marsal & Hope Hague - 2008 - Thinking: The Journal of Philosophy for Children 18 (4):10-18.
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  3.  6
    Death in Children’s Construction of the World.Eva Marsal & Takara Dobashi - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):56-65.
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  4. Szacunek, dystans, inkluzja Paleta interaktywnych ćwiczeń do lekcji etyki (grupa wiekowa 10–14 lat).Eva Marsal, Takara Dobashi & Ewa Nowak - forthcoming - Filozofia.
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  5.  11
    (Germany and Japan) Empirical Evaluation of Philosophy Instruction (P4C): Models, Methods, Examples.Eva Marsal & Takara Dobashi - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--473.
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  6.  4
    (Germany and Japan) A Comparison of the Anthropological Concepts of Japanese and German Primary School Children1.Takara Dobashi & Eva Marsal - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--371.
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  7.  4
    (Japan) Philosophizing as Archetype Science Takeji Hayashi's Clinical Pedagogy1.Takara Dobashi - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--185.
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  8.  30
    Children Philosophize Worldwide: Theoretical and Practical Concepts.Eva Marsal, Takara Dobashi & Barbara Weber (eds.) - 2009 - Frankfurt, Germany: Peter Lang GmbH.
    A primary goal of this book is to enhance intercultural academic exchange and to encourage further research and practical work in this field.
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  9. Children’s Drawings As Expressions Of “NARRATIVE Philosophizing” Concepts Of Death A Comparison Of German And Japanese Elementary School Children.Eva Marsal & Takara Dobashi - 2011 - Childhood and Philosophy 7 (14):251-269.
    One of Kant’s famous questions about being human asks, “What may I hope?” This question places individual life within an encompassing horizon of human history and speculates on the possibility of perspectives beyond death. In our time mortality is generally repressed, though the development of personal consciousness is closely linked to realization of one’s finitude. This raises especially urgent questions for children, and they are left to deal with them alone. From the time awareness begins, knowledge that death can occur (...)
     
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  10. I And My Family - Comparing The Reflective Competence Of Japanese And German Primary School Children As Related To The “ethics Of Care”.Eva Marsal & Takara Dobashi - 2007 - Childhood and Philosophy 3 (6):267-287.
    This paper compares the concepts of Japanese and German primary school children as they relate to the “ethics of care.” To do this we have used the research methodology of expanding and replicating an experiment to test whether the results can be interculturally confirmed. In our design we replicated the experiment in children’s philosophy on the question “What are Family Ties?” carried out by Toshiaki Ôse in September 2002 with the 5th grade of the municipal .primary school Hamanogô in Chigasaki.
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  11. Wer Verdient Respekt?: Deutsche Kinder Philosophieren in Dialogen Und Zeichnungen Über den Begriff „Respekt“.Eva Marsal & Takara Dobashi - 2013 - Childhood and Philosophy 9 (17):129-151.
    In unserem Beitrag möchten wir zunächst auf die kategoriale Einordnung des philosophischen Begriffs “Respekt” eingehen und danach zeigen, wie Kinder in der philosophischen Community of Inquiry mit Problemen umgehen, die mit dem Begriffsfeld „Respekt“ verbunden sind. Aus dem breiten Angebot der dabei entwickelten Kategorie möchten wir auf der einen Seite die Kategorie „eine epistemische und moralische Tugend“ herausgreifen und auf der anderen Seite die Kategorie „ein Gefühl“ und zeigen, dass der philosophische Begriff “Respekt” als „Respekt vor jemand oder etwas“, sich (...)
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