Results for 'Philosophy with Children, Socio-Philosophic Sensitivity'

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  1. Philosophy with Children, the Poverty Line, and Socio-philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked (...)
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  2. “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 (...)
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  3. the present and the future of doing philosophy with children.Georgios Petropoulos - 2023 - Childhood and Philosophy 19:1-13.
    This paper is an introduction to the dossier on “the present and the future of doing philosophy with children”, which itself drew inspiration from a conference on the same topic that was held in University College Dublin on the 24th of June 2022. While the conference aimed at building a case for the importance of engaging pre-college students in philosophical thinking, it also aspired to function as a forum where the participants can critically reflect on the practice of (...)
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  4. How Parrhesia in Doing Philosophy with Children Develops Their Touchstones of Reality, Russian translation.Maria daVenza Tillmanns - 2022 - Социум И Власть 94 (4):58-66.
    Translation into Russian by Dr. Sergey Borisov -/- Аннотация Понятие «парресия» впервые появляется в греческой литературе в V в. до н. э. Парресия — это возможность говорить свободно и открыто, не считаясь с авторитетами, говорить то, что без этого права может привести к наказанию или смерти. Парресия позволяла говорить правду властям, принося пользу тому, кто властвует, кому зачастую не хватает понимания сути реального положения дел. -/- Перевод статьи выполнен С. В. Борисовым по изданию: Tillmanns, Maria daVenza (2022). “How Parrhesia in (...)
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  5. (1 other version)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 (...)
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  6. The Application of Proprioception to doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what (...)
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  7. ’you talk and try to think, together’ – a case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues.Viktor Gardelli, Ylva Backman, Anders Franklin & Åsa Gardelli - 2023 - Childhood and Philosophy 19:1-28.
    We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years (...)
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  8. Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with Children.Peter Paul Ejera Elicor - 2019 - Childhood and Philosophy 15:1-22.
    In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of (...)
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  9. Philosophizing with children as a playful activity: Purposiveness without purpose.Stylianos Gadris - 2022 - Journal of Philosophy in Schools 1 (9):68 - 83.
    While trying to preserve the autonomy of their playful activity consisting in a game of ‘questioning and answering’, the Gymnosophists defy Alexander the Great and, more importantly, go against their own chances of survival (since giving a wrong answer to the king’s question amounts to losing their life). Thankfully, we do not need to face such dilemmas when philosophising with children. Nevertheless, the Gymnosophists’ example helps construct a notion of philosophy for/with children as an autonomous playful activity (...)
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  10. (1 other version)Resisting the 'View from Nowhere': Positionality in Philosophy for/with Children Research.Peter Paul Elicor - 2020 - Philosophia International Journal of Philosophy (Philippines) 1 (21):10-33.
    While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that (...)
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  11. Philosophy for children in Australia: Then, now, and where to from here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational (...)
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  12. A Seminar on Philosophy for/with Children as a Dialogical Space between Jews and Arabs at the University of Haifa.Arie Kizel - 2021 - In International Association for Teachers of Philosophy at Schools and Universities Yearbook. Zürich: pp. 176-184.
    In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national (...)
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  13. Philosophy for/with Children, Religious Education and Education for Spirituality. Steps Toward a Review of the Literature.Maughn Rollins Gregory & Stefano Oliverio - 2017 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children. Anaya. pp. 279-296.
    The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and (...)
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  14. Discourses of Educational Rights in Philosophy for Children: On the Theoretical and Practical Merits of Philosophical Education for Children.Aireen Grace Andal - 2019 - AVANT. Trends in Interdisciplinary Studies 11 (2).
    This article aims to put into dialogue Philosophy for Children (P4C) and education rights. Whereas rights have robust conceptualizations and have been the topic of many scholarly discussions, scholarship on P4C still has a lot to unpack for a more expansive understanding, especially when scaled up to the level of rights. This work asks whether or not the rhetoric of “rights” can be used to discuss if P4C has a rightful place to be a mandatory part of school curriculum. (...)
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  15.  60
    Environmental philosophy in Asia: Between eco-orientalism and ecological nationalisms.Laÿna Droz, Martin F. Fricke, Nakul Heroor, Romaric Jannel, Orika Komatsubara, Concordia Marie A. Lagasca-Hiloma, Paul Mart Jeyand J. Matangcas & Hesron H. Sihombing - forthcoming - Environmental Values.
    Environmental philosophy – broadly conceived as using philosophical tools to develop ideas related to environmental issues – is conducted and practised in highly diverse ways in different contexts and traditions in Asia. ‘Asian environmental philosophy’ can be understood to include Asian traditions of thought as well as grassroots perspectives on environmental issues in Asia. Environmental issues have sensitive political facets tied to who has the legitimacy to decide about how natural resources are used. Because of this, the works, (...)
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  16. Communication Discourse and Cyberspace: Challenges to Philosophy for Children.Arie Kizel - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):40 – 44.
    This article addresses the principal challenges the philosophy for children (P4C) educator/practitioner faces today, particularly in light of the multi-channel communication environment that threatens to undermine the philosophical enterprise as a whole and P4C in particular. It seeks to answer the following questions: a) What status does P4C hold as promoting a community of inquiry in an era in which the school discourse finds itself in growing competition with a communication discourse driven by traditional media tools?; b) What (...)
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  17. 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 (...)
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  18. Fink’s Notion of Play in the Context of Philosophical Inquiry with Children.Georgios Petropoulos - 2021 - Childhood and Philosophy:1-24.
    Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice (...)
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  19. Evolution of socio-philosophical approaches to mercy in the context of social development.Yuriy Khodanych - 2018 - EUREKA: Social and Humanities 3:33-38.
    The article is devoted to the study of the evolution of socio-philosophical approaches to charity in the context of social development. The author analyzes the phenomenon of mercy through the prism of various philosophical traditions and views: Confucianism and the period of Antiquity, the Middle Ages, German classical philosophy, Russian religious philosophy, Western philosophical thought of the twentieth century, neo-Marxism and post-Marxism. The author comes to the conclusion that at different periods of the socio-philosophical thought development, (...)
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  20. Philosophy for Children: A Model Curriculum for Model Schools.Tony W. Johnson - 1989 - Analytic Teaching and Philosophical Praxis 10 (1):77-86.
    As many as you know, the title of this article was also the title of an international philosophy for children symposium held at the Menger Hotel in downtown San Antonio on April 12-14, 1989. The symposium was the culminating event of a year-long project in which third, fourth, and fifth grade teachers from four area schools implemented the philosophy for children program in their schools. In addition to a brief history of this project and a summary of the (...)
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  21. CHALLENGES IN FRONT OF'PHILOSOPHY FOR CHILDREN'.Khosrow Bagheri & Ehsaneh Bagheri - 2008 - JOURNAL OF CURRICULUM STUDIES (J.C.S.) 2 (7):7-24.
    Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy (...)
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  22. (1 other version)REFRAMING AND PRACTICING COMMUNITY INCLUSION: THE RELEVANCE OF PHILOSOPHY FOR CHILDREN.Roberto Franzini Tibaldeo - 2014 - Childhood and Philosophy 10 (20):401-420.
    I wish to carry out a philosophical inquiry into contemporary intercultural public spheres. The thesis I will support is that the achievement of inclusive public spheres (namely, with respect to our European and Western experience, the accomplishment of democracy) largely depends on one’s willingness and capacity to foster an “appreciation of diversities” by first, enhancing policies and forms of cooperation between the citizens’ emotional and motivational resources, and then enhancing their cognitive competences. More specifically, my proposal is to understand (...)
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  23. Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
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  24. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find (...)
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  25. Funking up the Cyborgs.Alistair Welchman - 1997 - Theory, Culture and Society 14 (4):155-162.
    Theoretical response to technical development tends to come in two overall forms: that technology is either transparent or opaque to society. The transparency thesis lays its cards directly on the table: technology is essentially neutral and has merely instrumental relation to the social. The opacity thesis suggests that technology is not essentially neutral, but has effects of its own on social life. This thesis itself subdivides clearly into two: those who denigrate and those who celebrate the effects of technology. The (...)
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  26. Are Filipino Children Too Young to Do Philosophy?Peter Paul Elicor - 2024 - Kritike 18 (1):66-87.
    Children from various countries have been acknowledged and studied for their ability to philosophize, while, unfortunately, Filipino children have not received similar recognition. In this paper, I make a rather unpopular claim that Filipino children can and already are doing philosophy in their efforts to make sense of their existential conditions. “Doing philosophy” here refers to the act of being perplexed by one's own or other people's experiences and making an effort to comprehend them. Filipino children, are a (...)
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  27. Can Philosophy with Children be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
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  28. Filosofická praxe v České republice (Philosophical Practice in the Czech Republic).Lukáš Mareš, Václav Peltan & Eliška Havlová - 2021 - Filosofie Dnes 12 (2):41-61.
    Pojem filosofie nabyl v průběhu historie řadu podob a významů. Kromě tradičního teoretického zaměření se lze setkat s přístupem, který vyzdvihuje praktický dopad filosofování na život člověka. Příspěvek představuje koncept filosofické praxe a reflektuje její současný stav na území České republiky. Autoři vymezují filosofickou praxi jako disciplínu filosofie, a načrtávají její možné dělení na dílčí oblasti. Nastíněny jsou její historické kořeny, které autoři identifikují v antickém Řecku. Dále se věnují systematickému představení doposud sepsaných materiálů k filosofické praxi a přehledu její (...)
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  29. 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 15:01-34.
    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). (...) with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes that just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone. (shrink)
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  30. Thin, fine and with sensitivity: a metamethodology of intuitions.James Andow - 2015 - Review of Philosophy and Psychology (1):1-21.
    Do philosophers use intuitions? Should philosophers use intuitions? Can philosophical methods (where intuitions are concerned) be improved upon? In order to answer these questions we need to have some idea of how we should go about answering them. I defend a way of going about methodology of intuitions: a metamethodology. I claim the following: (i) we should approach methodological questions about intuitions with a thin conception of intuitions in mind; (ii) we should carve intuitions finely; and, (iii) we should (...)
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  31. 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 (...)
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  32. (1 other version)Kizel, A. (2016). “Pedagogy out of Fear of Philosophy as a Way of Pathologizing Children”. Journal of Unschooling and Alternative Learning, Vol. 10, No. 20, pp. 28 – 47.Kizel Arie - 2016 - Journal of Unschooling and Alternative Learning 10 (20):28 – 47.
    The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of (...)
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  33.  95
    African philosophy and philosophical counselling: Insights from African hermeneutics and conversational philosophy.Jaco Louw - manuscript
    At the heart of philosophical counselling, an emerging field of practical philosophy, is a modest claim, that the lay public can benefit from all that philosophy has to offer. If accepted, this claim suggests that different philosophical traditions should be incorporated into the philosophical counselling discourse. Even though various philosophical traditions have slowly been incorporated, there are sparse mentions of African philosophy in the philosophical counselling literature. However, Ubuntu philosophy has recently garnered some attention. Nonetheless, in (...)
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  34. Synthetic Socio-Technical Systems: Poiêsis as Meaning Making.Piercosma Bisconti, Andrew McIntyre & Federica Russo - 2024 - Philosophy and Technology 37 (3):1-19.
    With the recent renewed interest in AI, the field has made substantial advancements, particularly in generative systems. Increased computational power and the availability of very large datasets has enabled systems such as ChatGPT to effectively replicate aspects of human social interactions, such as verbal communication, thus bringing about profound changes in society. In this paper, we explain that the arrival of generative AI systems marks a shift from ‘interacting through’ to ‘interacting with’ technologies and calls for a reconceptualization (...)
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  35. Creative Explorations for a Sustainable Future: Philosophy-Based Creative Drama Workshop Proposal for Children.Güliz Şahin - 2023 - Journal of Human and Social Sciences 6 (Special Issue):616-640.
    “The Sustainable Development Goals (SDGs)”, are a universal call for action, covering targets to be fulfilled by the end of 2030. Many global problems such as global climate change and drought, environmental pollution, depletion of natural resources and biodiversity, inclusive education have evolved into the greatest collective problem of all humanity. It is recognized that teachers, are also responsible for ensuring a sustainable life for future generations and contributing to its sustainability. At this point, there is a need for educational (...)
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  36. Towards Education for 21st Century Democratic Citizenry — Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique.Desiree' Moodley - 2021 - Analytic Teaching and Philosophical Praxis 41 (2):92 - 105.
    Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement (...)
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  37. Introduction: Justice and Disadvantages during Childhood: What Does the Capability Approach Have to Offer?Gottfried Schweiger, Gunter Graf & Mar Cabezas - 2016 - Ethical Perspectives 23 (1):73 - 99.
    Justice for children and during childhood and the particular political, social and moral status of children has long been a neglected issue in ethics, and in social and political philosophy. The application of general, adult-oriented theories of justice to children can be regarded as particularly problematic. Philosophers have only recently begun to explore what it means to consider children as equals, what goods are especially valuable to them, and what are the obligations of justice different agents have toward children. (...)
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  38. Examples of Aporia Questions Using Picture Books.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be (...)
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  39. Rethinking consensus in the community of philosophical inquiry: A research agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by (...)
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  40. Philosophy with Children and the Proprioception of Thinking.Maria daVenza Tillmanns - 2019 - Blog of the Apa.
    Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...)
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  41. (1 other version)Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Magda Costa Carvalho & Walter Omar Kohan - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children (P4C), the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry (CPI) as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to (...)
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  42. (Philosophizing about) Gender-Open Children.Saray Ayala-López - 2020 - Feminism and Philosophy Newsletter, American Philosophical Association.
    I’m at the playground with my baby, and a smiling adult inquires, “Is it a boy or a girl?” Scientific studies show that if I say X, they will see my baby as doing A, being A, feeling A—versus if I say Y.1 They’ll likely make different assumptions about whether my baby is able to climb up the playground structures and sit without support, and they’ll encourage my baby to engage in different activities.2 And of course, they’ll respond to (...)
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  43. Teaching Philosophy through Paintings: A Museum Workshop.Savvas Ioannou, Kypros Georgiou & Ourania Maria Ventista - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):62-83.
    There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic and epistemological issues with primary school children through a temporary art exhibition in a museum in Cyprus. Certainly, paintings have been used successfully to connect philosophical topics with the experiences of the children. We suggest, though, that this is not (...)
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  44. The facilitator as self-liberator and enabler: ethical responsibility in communities of philosophical inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should (...)
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  45. Children's Vulnerability and Legitimate Authority Over Children.Anca Gheaus - 2018 - Journal of Applied Philosophy:60-75.
    Children's vulnerability gives rise to duties of justice towards children and determines when authority over them is legitimately exercised. I argue for two claims. First, children's general vulnerability to objectionable dependency on their caregivers entails that they have a right not to be subject to monopolies of care, and therefore determines the structure of legitimate authority over them. Second, children's vulnerability to the loss of some special goods of childhood determines the content of legitimate authority over them. My interest is (...)
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  46. 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 (...)
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  47. Bounded Mirroring. Joint action and group membership in political theory and cognitive neuroscience.Machiel Keestra - 2012 - In Frank Vandervalk (ed.), Thinking about the Body Politic: Essays on Neuroscience and Political Theory. Routledge. pp. 222--249.
    A crucial socio-political challenge for our age is how to rede!ne or extend group membership in such a way that it adequately responds to phenomena related to globalization like the prevalence of migration, the transformation of family and social networks, and changes in the position of the nation state. Two centuries ago Immanuel Kant assumed that international connectedness between humans would inevitably lead to the realization of world citizen rights. Nonetheless, globalization does not just foster cosmopolitanism but simultaneously yields (...)
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  48. Badiouian Philosophy, Critical Pedagogy, and the K12: Suturing the Educational with the Political.Regletto Aldrich Imbong - 2015 - Phavisminda Journal 14:35-48.
    This paper addresses specific concerns that emerge as a consequence to the current educational reforms in the Philippines. These concerns are philosophical and pedagogical. The philosophical concern underscores the importance to situate philosophical thought within concrete historical conditions. In this way, philosophy does not only become a pure abstract enterprise, but an intellectual struggle at the service of historical novelties. I propose a philosophical paradigm that values collective practice at the service of truth. As new situations demand new interpretations (...)
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  49. From laboratory to praxis: communities of philosophical inquiry as a model of (and for) social activism.Arie Kizel - 2016 - Childhood and Philosophy 12 (25):497 – 517.
    This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...)
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  50. PHILOSOPHY AND VALUES IN SCHOOL EDUCATION OF INDIA.Desh Raj Sirswal - 2010 - Suvidya Journal of Philosophy and Religion 4 (02):00.
    In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education (...)
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