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  1. Reviewing Child Labour and its Worst Forms: Contemporary Theoretical and Policy Agenda.Md Mahmudul Hoque - 2021 - Journal of Modern Slavery 6 (4):32-51.
    The global response to child labour is based on the standards set by three major international conventions. This review examines the historical development of the conceptualizations of various forms of child labour, relevant views and perspectives, contemporary theoretical underpinnings, and policy suggestions. The emerging evidence shows that child labour incidences in all its forms have increased in many parts of the world, and the global target to eradicate child labour by 2025 seems unattainable. The evaluation indicates that the current global (...)
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  2. Group Argumentation Development Through Philosophical Dialogues for Persons with Acquired Brain Injuries.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg - 2020 - International Journal of Disability, Development and Education 67 (1):107-123.
    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...)
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  3. Practising Philosophy of Mathematics with Children.Elisa Bezençon - 2020 - Philosophy of Mathematics Education Journal 36.
    This article examines the possibility of philosophizing about mathematics with children. It aims at outlining the nature of the practice of philosophy of mathematics with children in a mainly theoretical and exploratory way. First, an attempt at a definition is proposed. Second, I suggest some reasons that might motivate such a practice. My thesis is that one can identify an intrinsic as well as two extrinsic goals of philosophizing about mathematics with children. The intrinsic goal is related to a presumed (...)
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  4. The Utah Lyceum: Cultivating "Reasonableness" in Southwest Utah.Kristopher G. Phillips & Gracia Allen - 2020 - In Claire Katz (ed.), Growing Up with Philosophy Camp. Lanham, MD 20706, USA: pp. 111-120.
    In this chapter we discuss the role of what we call "reasonableness" in a philosophy summer camp held at Southern Utah University. "Reasonableness," as we call it, is a more narrowly prescribed form of rationality - indeed one can be rational but unreasonable, but not the other way around. We discuss the importance and value of introducing philosophy to students before they get to college, and describe some of the challenges we face in introducing students in SW Utah to philosophy.
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  5. How Doing Philosophy with Children Enhances Proprioception of Thinking and Emotional Intelligence.Maria daVenza Tillmanns - 2020 - Socium I Vlast’ 1 (81):90-95.
    The article is a more detailed consideration of the problems that were outlined in the first part of this study, “The Application of the Proprioception of Thinking in Doing Philosophy with Children” (Socium and Power, 2019, no. 4). This time, the author pays attention to the characterization of thinking as a process in the practice of philosophizing with children, justifying the effectiveness of this practice, which forms the awareness of actions and develops emotional intelligence. The author contrasts static abstract thinking (...)
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  6. Review of the book: E.D. Bakulina, A.V. Yablokov. Magical bracelet. Moscow, Detskaya Literatura, 1971. [REVIEW]Andrej Poleev - 2019 - Enzymes 17.
    Рецензия на книгу: Э.Д. Бакулина, А.В. Яблоков. Волшебный браслет. Москва, Детская литература, 1971 г.
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  7. A Skill-Based Framework for Teaching Morality and Religion.Jason D. Swartwood - 2019 - Teaching Ethics 18 (1):39-62.
    One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for (...)
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  8. Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
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  9. “Life Goes on Even If There’s a Gravestone”: Philosophy with Children and Adolescents on Virtual Memorial Sites.Arie Kizel - 2014 - Childhood and Philosophy 10 (20):421-443.
    All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...)
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  10. Cultivating Creativity and Self-Reflective Thinking Through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...)
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  11. The Atheist and the Agnostic.Brent Silby - manuscript
    This Socratic dialogue pitched at introductory philosophy students examines the question of God's existence from atheist and agnostic perspectives.
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