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  1. Die Überkinder: Nietzsche and Greta Thunberg, children and philosophy.Charles C. Verharen - 2021 - Journal of Philosophy of Education 55 (4-5):878-892.
    Journal of Philosophy of Education, EarlyView.
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  • Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2012 - Studies in Philosophy and Education 32 (4):361-377.
    In this paper, I argue that Dewey’s pragmatist aesthetics, and in particular, his concept of consummatory experience, should be engaged anew to rethink the merits of the Philosophy for Children programme, which arose in the 1970s in the US as an innovative educational programme that aims to use philosophy to help school children improve their ability to become more conscious of and make judgments about the aspects of their experience that have ethical, aesthetic, political, logical, or even metaphysical meaning. Although (...)
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  • Exploring the connections between Philosophy for Children and character education: Some implications for moral education?Andrew Peterson & Brendan Bentley - 2015 - Journal of Philosophy in Schools 2 (2):48-70.
    In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further (...)
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  • The Nature of Philosophy for Children and Its Role in Teaching and Learning.Yahya Gaedi - 2015 - Philosophy Study 5 (6).
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  • Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...)
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  • Empathy as resistance in an age of protest: Turning the other cheek.Yolanda Dreyer - 2018 - HTS Theological Studies 74 (4):9.
    In today’s ‘age of protest’, people have the right to publically resist what they perceive to be unjust and abusive. Sometimes, public protest is non-violent, but often it becomes destructive. People get hurt and property is damaged. Those who have the least are often affected most. This article explores the potential of the centuries old ethics of the Jesus tradition coupled with recent insights from psychology on empathy, for effective and necessary resistance against injustice and power abuse, but without the (...)
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  • The Role of a Facilitator in a Community of Philosophical Inquiry.David Kennedy - 2004 - Metaphilosophy 35 (5):744-765.
    Community of philosophical inquiry (CPI) is a way of practicing philosophy in a group that is characterized by conversation; that creates its discussion agenda from questions posed by the conversants as a response to some stimulus (whether text or some other media); and that includes discussion of specific philosophers or philosophical traditions, if at all, only in order to develop its own ideas about the concepts under discussion. The epistemological conviction of community of philosophical inquiry is that communal dialogue, facilitated (...)
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  • The Dialogical Path to Wisdom Education.Maya J. Levanon - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):64-69.
    In the following pages, I make an argument on behalf of “wisdom education,” i.e., an approach to education that emphasizes the development of better thinking skills as well as socialization and the development of students’ sense-of-self. Wisdom education can best be facilitated through dialogical interactions that encourage critical reflection and modification of one’s presuppositions. This account presupposes that wisdom is given to dialectical forces. While the paper is primarily theoretical, it touches upon my work as a teachers’ educator, which almost (...)
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