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  1. Metaphors we live by.George Lakoff & Mark Johnson - 1980 - Chicago: University of Chicago Press. Edited by Mark Johnson.
    The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them. In (...)
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  • Upheavals of Thought: The Intelligence of Emotions.Martha C. Nussbaum - 2001 - Cambridge University Press.
    Emotions shape the landscape of our mental and social lives. Like geological upheavals in a landscape, they mark our lives as uneven, uncertain and prone to reversal. Are they simply, as some have claimed, animal energies or impulses with no connection to our thoughts? Or are they rather suffused with intelligence and discernment, and thus a source of deep awareness and understanding? In this compelling book, Martha C. Nussbaum presents a powerful argument for treating emotions not as alien forces but (...)
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  • Metaphors We Live By.George Lakoff & Mark Johnson - 1980 - Ethics 93 (3):619-621.
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  • (2 other versions)Sein und Zeit.Martin Heidegger - 1927 - Annalen der Philosophie Und Philosophischen Kritik 7:161-161.
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  • Back to the Rough Ground: “Phronesis” and “Techne” in Modern Philosophy and in Aristotle by Joseph Dunne.Albert R. Jonsen - 2019 - Common Knowledge 25 (1-3):422-422.
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  • What is Called Thinking?M. Heidegger - unknown
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  • (1 other version)Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
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  • Philosophy in the classroom.Matthew Lipman - 1980 - Philadelphia: Temple University Press. Edited by Ann Margaret Sharp & Frederick S. Oscanyan.
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  • Philosophy goes to school.Matthew Lipman - 1988 - Philadelphia: Temple University Press.
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  • Back to the rough ground: practical judgment and the lure of technique.Joseph Dunne - 1993 - Notre Dame, Ind.: University of Notre Dame Press.
    Back to the Rough Ground is a philosophical investigation of practical knowledge, with major import for professional practice and the ethical life in modern society. Its purpose is to clarify the kind of knowledge that informs good practice in a range of disciplines such as education, psychotherapy, medicine, management, and law. Through reflection on key modern thinkers who have revived cardinal insights of Aristotle, and a sustained engagement with the Philosopher himself, it presents a radical challenge to the scientistic assumptions (...)
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  • Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
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  • Emotions as judgments of value and importance.Martha Nussbaum - 2004 - In Robert C. Solomon, Thinking About Feeling: Contemporary Philosophers on Emotions. New York: Oxford University Press USA.
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  • Gesamtausgabe Abt. 1 Veröffentlichte Schriften Bd. 2. Sein und Zeit.: Mit den Randbemerkungen aus dem Handexemplar des Autors im Anhang.Martin Heidegger (ed.) - 1977 - Halle a.: Walter de Gruyter.
    »Selten hat in den neueren Jahrhunderten ein philosophischer Erstling so durchgeschlagen und einen so unverrückbaren Platz unter den >großenHans Georg Gadamer in DIE ZEIT Nr. 47 vom 19.11.1982.
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  • The Philosophy of Childhood.Gareth B. Matthews - 1997 - Philosophical Quarterly 47 (186):125-127.
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  • Philosophy and the young child.Gareth B. Matthews - 1980 - Cambridge: Harvard University Press.
    In a series of exquisite examples that could only have been gathered by a professional philosopher with an extraordinary respect for young minds, Gareth...
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  • (1 other version)Children as philosophers: learning through enquiry and dialogue in the primary classroom.Joanna Haynes - 2008 - New York, NY: Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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  • (3 other versions)Teaching thinking: philosophical enquiry in the classroom.Robert Fisher - 2008 - New York: Continuum.
    Ahighly successful guide to encourage classroomdiscussion fordeveloping children's thinking, learning and literacy skills containsmaterial on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This sourcebook of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.
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  • The Philosopher as Teacher Philosophy and the Young Child.Gareth B. Matthews - 1979 - Metaphilosophy 10 (3-4):354-368.
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  • The Other Side of Language: A Philosophy of Listening.Gemma Corradi Fiumara - 1990 - New York: Routledge.
    First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
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  • 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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  • Socratic Perplexity: And the Nature of Philosophy.Gareth B. Matthews - 1999 - New York: Oxford University Press UK.
    Gareth Matthews suggests that we can better understand the nature of philosophical inquiry if we recognize the central role played by perplexity. The seminal representation of philosophical perplexity is in Plato's dialogues; Matthews invites us to view this as a response to something inherently problematic in the basic notions that philosophy deals with. He examines the intriguing shifts in Plato's attitude to perplexity and suggests that this development may be seen as an archetypal pattern that philosophers follow even today. So (...)
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  • Thomas Reid and philosophy with children.Fiachra Long - 2005 - Journal of Philosophy of Education 39 (4):599–614.
    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the (...)
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  • Reconstructing Childhood.David Kennedy - 1998 - Thinking: The Journal of Philosophy for Children 14 (1):29-37.
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  • Teaching thinking, and the sanctity of content.Michael Bonnett - 1995 - Journal of Philosophy of Education 29 (3):295–309.
    There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that (...)
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  • The ‘Wrong Message.Joanna Haynes & Karin Murris - 2008 - Thinking: The Journal of Philosophy for Children 19 (1):2-11.
    This paper has arisen directly from the authors’ experiences of leading professional development for teachers in Philosophy with Children (P4C), a well-established approach to teaching that seeks to foster philosophical questioning, critical thinking, reasoning and dialogue. The paper expresses deep concern about the anxiety shown by many teachers regarding discussion of controversial issues in the classroom, and some teachers’ avoidance of open-ended dialogue about works of children’s literature that might touch on taboo subjects. The authors suggest that this is indicative (...)
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  • Learning to Dialogue in Kindergarden, A Case Study.Marie-France Daniel - 2006 - Analytic Teaching and Philosophical Praxis 25 (3):23-52.
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  • Deep Dualism.Patricia Shipley - 1992 - International Journal of Applied Philosophy 7 (2):33-44.
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  • The Metaphoric Process: Connections Between Language and Life.Gemma Corradi Fiumara - 1995 - New York: Routledge.
    Metaphor is much more than just a linguistic phenomena, argues Gemma Corradi Fiumara, it is in fact the key process by which we construct and develop our ability to understand the world and the people we share it with. Rationality as understood by philosophers has led to a disembodied view of ourselves in which interaction between life and language has been downplayed. By looking at the metaphoric process - in an interpersonal rather than a formal way - its importance in (...)
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  • Concepts, Communities and the Tools of Good Thinking.Laurance J. Splitter - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):11-26.
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  • (Germany)" Can Animals Think?"—The Five Most Important Methods of Philosophizing with Children.Ekkehard Martens - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber, Children Philosophize Worldwide: Theoretical and Practical Concepts. Frankfurt, Germany: Peter Lang GmbH. pp. 9--497.
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  • The Philosophy of Childhood.Rudoif Arnheim - 1997 - Journal of Aesthetics and Art Criticism 55 (3):330-331.
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  • Philosophy and Freedom.Philip Cam - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):10-13.
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  • Education, Philosophy And Childhood.Walter Kohan - 2002 - Thinking: The Journal of Philosophy for Children 16 (1):4-11.
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  • What Can Philosophy and Children Offer Each Other?Walter Kohan - 1999 - Thinking: The Journal of Philosophy for Children 14 (4):2-8.
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  • Philosophy with Preliterate Children.Karin Murris - 1999 - Thinking: The Journal of Philosophy for Children 14 (4):23-33.
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  • The Origin, Nature and Aim of Philosophy in Relation to Philosophy for Children.Walter O. Kohan - 1995 - Thinking: The Journal of Philosophy for Children 12 (2):25-30.
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  • The Metaphoric Process. Connections between Language and Life.Gemma Corradi Fiumara - 1995 - Tijdschrift Voor Filosofie 59 (3):587-587.
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  • Can Animals Think?Ekkehard Martens & Hope Hague - 2008 - Thinking: The Journal of Philosophy for Children 18 (4):32-35.
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