Childhood, Misc

Edited by Walter Kohan (Rio de Janeiro State University)
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  1. Gareth B. Matthews, The Child's Philosopher.Maughn Gregory & Megan Laverty (eds.) - 2021 - London, New York: Routledge.
    Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those (...)
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  2. Forced Labour and Access to Education of Rohingya Refugee Children in Bangladesh: Beyond a Humanitarian Crisis.Md Mahmudul Hoque - 2021 - Journal of Modern Slavery 6 (3):19-33.
    Rohingya refugee children in Bangladesh are forced into labour both inside and outside the camps for a wide range of reasons. This article examines this situation in relation to the access to education for those children living in the camps in Cox’s Bazar. Being informed by several perspectives concerning child labour and access to schooling in developing country contexts, this research work has adopted a qualitative approach to study various factors working behind this pressing issue. After collecting data by means (...)
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  3. Filosofía Y Niños: ¿Para O Con?Vania Alarcon Castillo - 2020 - Childhood and Philosophy 16 (36):01-29.
    In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children, mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children, which is actually a set of “second generation” proposals –as described by Vansieleghem and Kennedy, based on Reed and Johnson –, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins (...)
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  4. Speaking Bodies – Silenced Voices: Child Protection and the Knowledge Culture of ‘Evidencing’.Zlatana Knezevic - 2020 - Global Studies of Childhood - Online.
    Using the metaphors body and voice and drawing on critical contributions on biopolitics, this article interrogates children’s participation rights in a knowledge culture of ‘evidencing’. With child welfare and protection practice as an empirical example, I analyse written assessment reports from a Swedish child welfare agency, all exemplifying how social workers evidence needs for protection and reasons for removing children from the home. I discuss how ‘evidencing’ equals a knowledge culture of seeing-believing and predicting-believing and the search for visibly damaged (...)
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  5. Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education.Walter Omar Kohan & Barbara Weber (eds.) - 2020 - Lexington Books.
    This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education. Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that constitutes a significant part of being human as well as the dimension of the world itself.
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  6. Pensamento, Experiência E o Tempo Do Ócio Na Educação Infantil.Gabriela Venturini & Betina Schuler - 2020 - Childhood and Philosophy 16 (36):01-27.
    This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, (...)
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  7. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  8. A Conversation with Children About Children ….Walter Omar Kohan - 2018 - Journal of Philosophy in Schools 5 (2).
    In this paper, I present an experience of philosophical dialogue with small children in a public school in Bari, Italy in the context of the Philosophia Ludens for Children project. I present the experience, including the transcripts of six conversations with several groups of children, and then draw some inferences concerning the importance of the relationship between Universities and schools; the philosophical strength of both children’s commitment and philosophical ideas and their positive understanding of childhood.
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  9. Feral Children: Settler Colonialism, Progress, and the Figure of the Child.Toby Rollo - 2018 - Settler Colonial Studies 8 (1):60-79.
    Settler colonialism is structured in part according to the principle of civilizational progress yet the roots of this doctrine are not well understood. Disparate ideas of progress and practices related to colonial dispossession and domination can be traced back to the Enlightenment, and as far back as ancient Greece, but there remain unexplored logics and continuities. I argue that civilizational progress and settler colonialism are structured according to the opposition between politics governed by reason or faith and the figure of (...)
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  10. The Color of Childhood: The Role of the Child/Human Binary in the Production of Anti-Black Racism.Toby Rollo - 2018 - Journal of Black Studies 49 (4):307-329.
    The binary between the figure of the child and the fully human being is invoked with regularity in analyses of race, yet its centrality to the conception of race has never been fully explored. For most commentators, the figure of the child operates as a metaphoric or rhetorical trope, a non-essential strategic tool in the perpetuation of White supremacy. As I show in the following, the child/human binary does not present a contingent or merely rhetorical construction but, rather, a central (...)
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  11. Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
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  12. Are Children Capable of Collective Intentionality?Laura Wildemann Kane - 2017 - Childhood and Philosophy 13 (27):291-302.
    The family presents an interesting challenge to many conceptions of collective activity and the makeup of social groups. Social philosophers define social groups as being comprised of individuals who knowingly consent to their group membership or voluntarily act to continue their group membership. This notion of voluntarism that is built into the concept of a social group rests upon a narrow conception of agency that is difficult to extend beyond able-minded autonomous adults. Families, however, are often comprised of members who (...)
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  13. Amoral, Im/Moral and Dis/Loyal: Children’s Moral Status in Child Welfare.Zlatana Knezevic - 2017 - Childhood 4 (24):470-484.
    This article is a discursive examination of children’s status as knowledgeable moral agents within the Swedish child welfare system and in the widely used assessment framework BBIC. Departing from Fricker’s concept of epistemic injustice, three discursive positions of children’s moral status are identified: amoral, im/moral and dis/loyal. The findings show the undoubtedly moral child as largely missing and children’s agency as diminished, deviant or rendered ambiguous. Epistemic injustice applies particularly to disadvantaged children with difficult experiences who run the risk of (...)
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  14. Nothing but a Game of Cards: Experience, Archive, Childhood.Julio Groppa Aquino - 2016 - Childhood and Philosophy 12 (23).
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  15. Childhood, Growth, and Dependency in Liberal Political Philosophy.Laura Wildemann Kane - 2016 - Hypatia 31 (1):156-170.
    Political philosophy presents a static conception of childhood as a state of lack, a condition where intellectual, physical, and moral capacities are undeveloped. This view, referred to by David Kennedy as the deficit view of childhood, is problematic because it systematically disparages certain universal features of humanity—dependency and growth—and incorrectly characterizes them as features of childhood only. Thus there is a strict separation between childhood and adulthood because adults are characterized as fully autonomous agents who have reached the end of (...)
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  16. Thinking with Beauvoir on the Freedom of the Child.Lior Levy - 2016 - Hypatia 31 (1):140-155.
    Among philosophers, Simone de Beauvoir is unique in treating childhood as a philosophical phenomenon. In both The Ethics of Ambiguity and The Second Sex, she examines the relationship between childhood and human freedom and considers its role in the development of subjectivity. Despite this, few sustained analyses of her treatment of the phenomenon exist. I argue that Beauvoir's conception of childhood is not uniform, but changes from The Ethics of Ambiguity to The Second Sex. Whereas the former presents children as (...)
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  17. The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  18. Another Language: A Childish Telling.Carla Patrícia Silva & Walter Matias Lima - 2016 - Childhood and Philosophy 12 (25):585-609.
    This work rescues a " childish telling" presented in the last section of the master's research, conducted between 2014 and 2016 in the Graduate Program in Education of the Universidade Federal de Alagoas, whose theme brings “OS ENIGMAS DE INFÂNCIA E EXPERIÊNCIAS EM UMA ESCOLA PÚBLICA DA CIDADE DE MACEIÓ/AL: o que revelam?” Thus, this research is an inaugural desire to think childhood in the state of Alagoas. We seek, in this research, to know the daily life of children in (...)
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  19. Merleau-Ponty on Children and Childhood.Brock A. Bahler - 2015 - Childhood and Philosophy 11 (22):203-221.
    Maurice Merleau-Ponty not only published in the fields of phenomenology, aesthetics, politics, and linguistics, but he also lectured as professor of child psychology, which resulted in several texts specifically devoted to the child. Most notably are the works “The Child’s Relations to Others,” Consciousness and the Acquisition of Language, and Child Psychology and Pedagogy: The Sorbonne Lectures, 1949–1952. And yet the question of the child occurs throughout his entire corpus. Thus, it is quite difficult to limit Merleau-Ponty’s philosophy of childhood (...)
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  20. Dasein, The Early Years: Heideggerian Reflections on Childhood.Lawrence J. Hatab - 2014 - International Philosophical Quarterly 54 (4):379-391.
    Like most philosophers, Heidegger gave little attention to childhood, but his philosophical emphasis on pre-reflective practice and understanding seems uniquely qualified to help make sense of a child’s experience and development. Moreover, it seems to me that many central Heideggerian concepts are best defended, exemplified, and articulated by bringing child development into the discussion. A Heideggerain emphasis on pre-theoretical world-involvement opens up a rich array of phenomena for studying child development, which can improve upon standard theories that have over-emphasized exclusive (...)
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  21. The Epistemic Challenge of Hearing Child’s Voice.Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):245-259.
    Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults (...)
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  22. Fragments of a Discourse on Childhood.Julio Groppa Aquino - 2012 - Childhood and Philosophy 8 (15):33-65.
    Setting forth from some of Foucault's theoretical and methodological premises, this paper aims at problematizing the contemporary discursive automatisms imposed on childhood, which endow it with an aura of bliss and consecrate it with the role of sowing all things, while, at the same time, they apply to it the taint of incontinence, corruption and subservience, thus attempting against its errancy, originality and therefore its generativity. The procedure adopted is an unlikely interweaving of multiple vocalizations about childhood. In a Barthesian (...)
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  23. Philosophy for Children in Transition: Problems and Prospects.Nancy Vansieleghem & David Kennedy (eds.) - 2011 - Wiley-Blackwell.
  24. Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom.Joanna Haynes - 2008 - 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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  25. Awake, Asleep, Adult, Child: An a-Humanist Account of Persons.Nick Lee - 2008 - Body and Society 14 (4):57-74.
    s Sleeping persons do not seem to be agents, to express identity or to give voice. On one view this means that social research on sleep would do best to focus on the social context of sleep rather than sleep `itself'. If the only analytic vocabulary at our disposal consists of abstractions that assume the existence of self-conscious, self-present individuals, this conclusion is probably correct. This article, however, builds on the work of some contemporary childhood researchers to offer an account (...)
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  26. Plato On Children and Childhood.Walter Kohan - 2005 - Childhood and Philosophy 1 (1):11-32.
    In this paper, we present a compendium of excerpts of Plato´s dialogues on childhood. We have collected the major references to children and childhood through Plato’s opus, and divided them between those categorizations of children which can be as small as phrases which use “child” as an example of a certain kind of disposition or character; and those passages which deal with the education of children. Of course the two books in which Plato speaks most of children and childhood—Laws and (...)
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  27. The Child and Postmodern Subjectivity.David Kennedy - 2002 - Educational Theory 52 (2):155-167.
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  28. Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261-279.
    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 (...)
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  29. The Poetics of Childhood and Politics of Resistance in Tuareg Society: Some Thoughts on Studying "The Other" and Adult-Child Relationships.Susan J. Rasmussen - 1994 - Ethos: Journal of the Society for Psychological Anthropology 22 (3):343-372.
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  30. Conceiving Childhood: "Child Animism".Gareth B. Matthews - 1982 - Noûs 16 (1):29-37.
  31. Remarks on Topicalization in Child Language.J. K. Chambers - 1973 - Foundations of Language 9 (3):442-446.
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  32. Child Psychology. [REVIEW]Alice R. Walker - 1939 - Australasian Journal of Philosophy 17 (1):67.
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  33. Discussion and Reports. Social Consciousness in Children.W. S. Monroe - 1898 - Psychological Review 5 (1):68-70.
  34. The Child and Childhood in Folk-Thought.Livingston Farrand - 1896 - Psychological Review 3 (5):559-560.
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  35. Psychology of Childhood.F. Tracy - 1895 - Philosophical Review 4:686.
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  36. The Psychology of Childhood.F. Tracy & G. Stanley Hall - 1894 - Philosophical Review 3 (3):377-377.
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  37. Childhood.A. Bronson Alcott - 1882 - Journal of Speculative Philosophy 16 (1):95 -.
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