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.

Si le politique s'est imposé comme objet philosophique de pensée c'est sans doute que cet adjectif neutre signifiait commodément un écart avec le substantif de la politique, dans son sens ordinaire de lutte des partis pour le pouvoir. Parler du politique et non de la politique, c'est indiquer que l'on parle des principes de la loi, du pouvoir et de la communauté et non de la cuisine gouvernementale. Le politique est la rencontre de deux processus hétérogènes. Le premier est celui (...) du gouvernement. Il consiste à organiser le rassemblement des hommes en communauté et leur consentement et repose sur la distribution hiérarchique des places et des fonctions. Je donnerai à ce processus le nom de police. Le second est celui de l'égalité. Il consiste dans le jeu des pratiques guidées par la présupposition de l'égalité de n'importe qui et par le souci de vérifier. Le nom le plus propre à désigner ce jeu est celui d'émancipation. (shrink)

Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...

Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...) how adults should do philosophy; and that further research is urgently needed. (shrink)

In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.