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  1. New Materialism: Interviews and Cartographies.Rick Dolphijn & Iris van der Tuin - 2012 - Open Humanities Press.
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  • Philosophy and childhood: critical perspectives and affirmative practices.Walter Omar Kohan - 2014 - New York: Palgrave-Macmillan.
    Some biographical remarks and philosophical questions within philosophy for children -- Celebrating thirty years of philosophy for children -- Good-bye to Matthew Lipman (and Ann Margaret Sharp) -- The politics of formation : a critique of philosophy for children -- Philosophy at public schools of Brasilia, DF -- (Some) reasons for doing philosophy with children -- Philosophizing with children at a philosophy camp -- Does philosophy fit in Caxias? A Latin American project -- Philosophy as spiritual and political exercise in (...)
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  • (1 other version)Book Review: Staying with the Trouble: Making Kin in the Chthulucene. [REVIEW]Ingrid M. Hoofd - unknown
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  • 9 Troubling Time/s and Ecologies of Nothingness: Re-turning, Re-membering, and Facing the Incalculable.Karen Barad - 2018 - In Matthias Fritsch, Philippe Lynes & David Wood (eds.), Eco-Deconstruction: Derrida and Environmental Philosophy. New York: Fordham University Press. pp. 206-248.
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  • Thinking as a community: Reasonableness and Emotions.Dina Mendonça & Magda Costa Carvalho - 2016 - In Maughn Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. London, UK: Routledge. pp. 127-134.
    Reasonableness is a core normative concept in Philosophy for Children (P4C), an inquiry model of education that bridges reasoning, feeling and acting within a community. The concept of reasonableness dates back to Aristotle’s ethical notion of phronesis (1141b), and extends to logical (Gewirth 1983), social and political concerns of major contemporary thinkers (Rawls 2001; Rorty 2001). The development of the concept of reasonableness in P4C was part of the reconceptualization of rationality toward the end of the twentieth century, since Lipman (...)
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  • A Theoretical Framework for the Critical Posthumanities.Rosi Braidotti - 2019 - Theory, Culture and Society 36 (6):31-61.
    What are the parameters that define a posthuman knowing subject, her scientific credibility and ethical accountability? Taking the posthumanities as an emergent field of enquiry based on the convergence of posthumanism and post-anthropocentrism, I argue that posthuman knowledge claims go beyond the critiques of the universalist image of ‘Man’ and of human exceptionalism. The conceptual foundation I envisage for the critical posthumanities is a neo-Spinozist monistic ontology that assumes radical immanence, i.e. the primacy of intelligent and self-organizing matter. This implies (...)
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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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  • Meeting the universe halfway: quantum physics and the entanglement of matter and meaning.Karen Michelle Barad - 2007 - Durham: Duke University Press.
    A theoretical physicist and feminist theorist, Karen Barad elaborates her theory of agential realism, a schema that is at once a new epistemology, ontology, and ethics.
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  • (1 other version)Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
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