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The Philosophy in Schools leaf of PhilPapers focuses on academic publications and research content that centres on philosophy as a practice in, for and about schools.  Philosophy for/ with Children (P4/wC) as a theory, method, and approach are in the main the preoccupation of such focus.  Emanating out of the seminal work of Matthew Lipman and Anne Margaret Sharpe at Montclaire University, United States, Philosophy for/with Children over a scan of plus four decades has come to include a body of scholarship from across the world that has traversed in several noted directions.  This body of scholarship particularly homes in on the contributions, complexities and contradictions explored and tested on P4/wC as a tool for engaging thoughtfully in and for schooling both explicitly and implicitly.  The Philosophy in Schools category includes papers on work with/by teachers in- and pre-service and in school learners.  Aspects of research and practice collectively and singularly around the use of P4/wC in teacher education and training that involves philosophy in schools as theoretical or conceptual frameworks, methodological and empirical practice and or reviewed in literature are welcome.  This leaf should avoid papers on Philosophy of Education which has its own category on this website.   Papers on Philosophy in Schools that focus on the theory, practice, curriculum implementation and research endeavours of authors are herein found.

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186 found
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  1. What Philosophers Say About Philosophy.Ulrich De Balbian - manuscript
    Hundreds of short, one sentence descriptions of what famous philosophers say philosophy is or is about. Useful for children, pupils, interested in philosophy.
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  2. A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...)
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  3. Afterword to Relational Odyssey.Don Michael Hudson - unknown - Afterword to Relational Odyssey:171.
    "Everything is a pretext for a good dinner.".
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  4. Living by Story.Don Michael Hudson - unknown - Foundations A New Series:36-37.
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  5. "And What of Beauty?" Compassionate Lifestyle.Don Michael Hudson - unknown - Sojourners (NA):42-46.
    We lose something central to our humanity when we divide our world into neat little packages of sacred and secular.
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  6. The Virtues of Ethics Bowl: Do Pre-College Philosophy Programs Prepare Students for Democratic Citizenship?Michael Vazquez & Michael Prinzing - forthcoming - Journal of Philosophy in Schools.
    This paper discusses the rationale for, and efforts to quantify the success of, philosophy outreach efforts at the University of North Carolina at Chapel Hill. We focus on the National High School Ethics Bowl (NHSEB) since the uniformity and structure of this program supports rigorous assessment. We begin by articulating the democratic foundations of Ethics Bowl and reflect on the civic and intellectual virtues that this activity might promote. We then describe our efforts to empirically assess the impact of NHSEB (...)
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  7. Rethinking Teacher Preparation for Teaching Controversial Topics in a Community of Inquiry.Simone Thornton, Gilbert Burgh, Jennifer Bleazby & Mary Graham - 2023 - In Arie Kizel (ed.), Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking. Abingdon; New York: Routledge.
    Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...)
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  8. Responding to Climate Change ‘Controversy’ in Schools: Philosophy for Children, Place-Responsive Pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2022 - Educational Philosophy and Theory 55.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  9. Beyond Philosophy, by Nancy Tuana and Charles E. Scott.Douglas Giles - 2022 - Teaching Philosophy 45 (1):108-111.
    A critical review of the book, "Beyond Philosophy," assessing the authors' argument with an eye toward the book's usefulness for educators in art theory and intersectional philosophy courses.
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  10. What About Place? Education, Identity and Ecological Justice.Mary Graham, Simone Thornton & Gilbert Burgh - 2022 - Educators Learning Through Communities of Philosophical Enquiry [Special Issue]. BERA Blog (21 September).
    Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.
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  11. Trade-Off Between Schooling and Labor for Children: Understanding the Determinative Factors Among Rural Households in Bangladesh.Rafiqul Islam & Md Mahmudul Hoque - 2022 - Frontiers in Sociology 7 (7):839231.
    This research is concerned with understanding the factors behind the trade-off between child labor and child schooling, given the well-documented links between the two. It examines parents' behavior in their decision-making on their children's schooling or practicing child labor. Depending on qualitative research methods including 28 semi-structured interviews and two focus group discussions conducted in the rural areas of Bangladesh in 2020, this study reveals the following: subsistence needs compel households, particularly the ultra-poor and the female-headed, to trade off child (...)
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  12. The Philosothon: Philosophy as Performance.Simon Kidd - 2022 - Journal of Philosophy in Schools 9 (2):41-77.
    This paper addresses the question of the place for competition in philosophy by considering the example of the Philosothon, a popular school-based philosophy competition originating in Western Australia. Criticisms of this competition typically focus either on specific procedural problems, or else on the claim that the competitive spirit is inimical to collaborative philosophical inquiry. The former type of criticism is extrinsic to competitive philosophy per se, while the latter is intrinsic to it. Defenders of the Philosothon dismiss both types of (...)
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  13. Daring a Childlike Writing: Children for Philosophy, Moral End, and the Childhood of Conceptions.Walter Kohan & Magda Costa Carvalho - 2022 - In Dina Mendonça & Florian Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Metzler. pp. 57-78.
    A child arrives as a new world because in her and with her we feel that the whole world can start over. But that is not the only reason. A child also arrives as a new world because her arrival tells us what, being so simple, we had almost forgotten: that the world is not just old and unquestionable. The child doesn’t let us be indif-ferent; she breaks with conformity and arrives as hope, reeking of the unpredictable. Of questions. A (...)
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  14. Filosofia da Educação.Carmen Silva da Fonseca Kummer Liblik - 2022 - Curitiba, Brazil: Telesapiens.
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  15. O ensino de Filosofia na Escola Estadual de Educação Profissional: uma Relação entre Educação e Sociedade.Iseuda Ferreira Lima - 2022 - Dissertation, Universidade Federal Do Ceará
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  16. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
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  17. The Case for Philosophy for Children in Kenyan Schools.Eliud Shani Ominde, Atieno Kili K'odhiambo & Samsom Okuro Gunga - 2022 - Childhood and Philosophy 18:01-17.
    The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in (...)
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  18. Cooperation and Competition in the Philosothon.Alan Tapper & Matthew Wills - 2022 - Journal of Philosophy in Schools 9 (2):78-89.
    Philosothons are events in which students practise Community of Philosophical Inquiry, usually with awards being made using three criteria: critical thinking, creative thinking and collaboration. This seems to generate a tension. On the one hand it recognises collaboration as a valued trait; on the other hand, the element of competition may seem antithetical to collaboration. There are various possible considerations relevant to this apparent problem. We can pose them as seven questions. One, do the awards really recognise the best performers? (...)
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  19. Metodologias para o Ensino de Lógica em Libras: Notas sobre o desenvolvimento de uma aula de Lógica para o projeto IFSP FILOLIBRAS.Rafael Testa, Lucimar Bizio & João Antonio de Moraes - 2022 - CLE E-Prints 20 (3).
    Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...)
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  20. Why We Are in Need of Tales, Part III.Maria daVenza Tillmanns - 2022 - Toronto, ON, Canada: Iguana Books.
    In Why We Are in Need of Tails, we learn how we all used to have tails that helped us connect to each other and the world around us. When we lost our tails, we also lost our most nuanced way of communicating, so the story goes. Best friends Huk and Tuk explore ways we can compensate for this loss. They discover that by telling stories — tales — and by discussing the intriguing questions they raise, we're able to create (...)
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  21. The Possibility of Analytic Philosophy in United Kingdom Madrasas.Abbas Ahsan - 2021 - Journal of Islamic and Muslim Studies 6 (1):56-83.
    In the course of this article, I address the following question: why does analytic philosophy, which predominates throughout higher education in the United Kingdom, not feature prominently in UK madrasas (Islamic schools)? I provide two responses to this question. The first focuses on a possible intellectual conflict between the types of philosophy that are practiced in madrasas and in mainstream institutions of higher education. The second response focuses on the kind of philosophy that various organizations promote and practice in communities (...)
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  22. Re-Envisioning the Philosophy Classroom Through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
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  23. The Narrow-Sense and Wide-Sense Community of Inquiry: What It Means for Teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, that (...)
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  24. Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning.Gilbert Burgh & Simone Thornton - 2021 - Abingdon, UK: Routledge.
    The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...)
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  25. Sebastian Luft: Philosophie lehren - ein Buch zur philosophischen Hoschuldidaktik. [REVIEW]Moritz Cordes & Victoria Oertel - 2021 - Zeitschrift für Philosophische Forschung 75:171-175.
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  26. Effectiveness of Problem-Based Learning on Secondary Students’ Achievement in Science: A Meta-Analysis.Aaron Funa & Maricar Prudente - 2021 - International Journal of Instruction 14 (4):69-84.
    Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has (...)
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  27. The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
    In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned (...)
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  28. Philosophy for Children and Logic-Based Therapy.Christos Georgakakis - 2021 - Journal of Philosophy in Schools 8 (1):53-70.
    This article aims to shed light on the interconnectedness between two important projects in applied philosophy: (a) Philosophy for Children (P4C), a movement for the introduction of philosophy in schools, and (b) Logic-based Therapy and Consultation (LBTC), a widely developed form of philosophical counselling. More specifically, it attempts to show how Michael Hand’s (2018) argument in favour of P4C can fruitfully be enhanced by the endorsement of fundamental theoretical assumptions of Elliot Cohen’s (2005, 2019) LBTC. Hand argues that philosophy should (...)
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  29. 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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  30. Sie sind Fake News! Ein analytischer Zugang für die Politische Bildung.Manuel S. Hubacher - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen. Wiesbaden, Deutschland: Springer. pp. 153-173.
    Dieser Beitrag greift das Phänomen Fake News auf und plädiert für einen analytischen Zugang zur Thematik. Zunächst grenzt er den Begriff der Fake News von anderen Phänomenen ab. Er zeigt auf, dass der Begriff nicht nur keinen analytischen Mehrwert bietet, sondern dass er die eigentlichen Probleme verschleiert und als Propagandabegriff u.a. Verwendung findet, um Zensur zu rechtfertigen und die Gegenseite zu delegitimieren. Trotzdem sollte die Politische Bildung nicht vollkommen auf den Begriff verzichten. Versteht man Fake News als einen fließenden Signifikant (...)
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  31. 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 free themselves from (...)
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  32. Wie sollten Lehrende mit Fake News und Verschwörungstheorien im Unterricht umgehen?David Lanius - 2021 - In Johannes Drerup, Miguel Zulaica Y. Mugica & Douglas Yacek (eds.), Dürfen Lehrer ihre Meinung sagen? Demokratische Bildung und die Kontroverse über Kontroversitätsgebote. Stuttgart, Deutschland: pp. 188-208.
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  33. Philosophy Camps for Youth: Everything You Wanted to Know About Starting, Organizing, and Running a Philosophy Camp. Edited by Claire Elise Katz. [REVIEW]Russell Marcus - 2021 - Teaching Philosophy 44 (4):561-564.
    Review of Philosophy Camps for Youth: Everything You Wanted to Know about Starting, Organizing, and Running a Philosophy Camp. Edited by Claire Elise Katz.
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  34. Education System Transformation of the Indonesia Defense University in Supporting Scientific Literacy.Halkis Mhd - 2021 - Library Philosophy and Practice (E-Journal) 1 (1):1-14.
    Abstract -/- Aim: The present study aims of this study is to evaluate the Defense University's education policy by examining how the use of libraries in supporting scientific literacy. -/- Methodology: This research method is qualitative by using phenomenology approach. It means that in understanding something has an objective and subjective side, unlike the positivism of separating between the two (subject-object), for science to be objective. -/- Result: Apparently there is a process of transformation of values and symbolism of the (...)
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  35. 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 as a 21st century (...)
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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' Eva 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 as a 21st century (...)
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  37. PESQUISA INTERVENTIVA NOS MESTRADOS PROFISSIONAIS EM EDUCAÇÃO: FUNDAMENTOS E POSSIBILIDADE PRÁXICA.Antonio Pereira - 2021 - Revista Estudos Aplicados Em Educação 6 (2):37-52.
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  38. Sobre os sentidos e os lugares interdisciplinares da Filosofia.G. D. Secco & Priscilla Tesch Spinelli - 2021 - Anais Do I Encontro de Filosofia E Ensino Do Rio Grande Do Sul.
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  39. Transaction or Transformation: Why Do Philosophy in Prisons?Mog Stapleton & Dave Ward - 2021 - Journal of Prison Education and Reentry 7 (2):214-226.
    Why do public philosophy in prisons? When we think about the value and aims of public philosophy there is a well-entrenched tendency to think in transactional terms. The academy has something of value that it aims to pass on or transmit to its clients. Usually, this transaction takes place within the confines of the university, in the form of transmission of valuable skills or knowledge passed from faculty to students. Public philosophy, construed within this transactional mindset, then consists in passing (...)
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  40. Does Developing Moral Thinking Skills Lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions (...)
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  41. Student and Teacher Outcomes From Participating in a Philosophy for Children Program: Volunteer Ethics Teachers’ Perspectives.Gianni Zappalà & Ciara Smyth - 2021 - Journal of Philosophy in Schools 8 (1):104-128.
    Despite the growth of philosophy for/with children over the last five decades, its legitimacy remains contested. Key themes within the P4C literature are the potential learning outcomes for children as well as possible personal and professional development benefits for those that teach it. The literature on the former, while extensive, presents a mixed picture and highlights the challenges inherent in determining the impact of P4C on learning outcomes. The literature on the latter, while little explored, may provide valuable insights for (...)
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  42. Mit Philosophie die Welt verändern. In Bildung und Öffentlichkeit.Georg Brun & Claus Beisbart (eds.) - 2020 - Basle: Schwabe.
    Philosophie kann dazu beitragen, dass wir vernünftiger mit den Problemen umgehen, die unsere Gesellschaft und ihr Selbstverständnis herausfordern. Dazu muss die Philosophie sich aber öffentlich einmischen und verstärkt in die Bildung Einzug halten – diese Position vertritt vorliegender Band. Die Beiträge von Anne Burkard, Rainer Hegselmann, Romy Jaster und Markus Wild zeigen einerseits auf, welche Rolle die Philosophie in öffentlichen Debatten spielen kann und soll. Andererseits analysieren sie, welchen Beitrag Philosophie zur schulischen und universitären Bildung liefert.
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  43. Durch philosophische Bildung die Welt verbessern?Anne Burkard - 2020 - In Georg Brun & Claus Beisbart (eds.), Mit Philosophie die Welt verändern. Schwabe. pp. 59-100.
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  44. Desafios e Perspectivas da Filosofia em Angola.Filipe Cahungo - 2020 - Revista Abatirá.
    In the following interview, conducted by email between June 21 and July 2, 2020, Filipe Cahungo talks about his academic trajectory, Angolan philosophy and the relations – including tectonic ones – between Brazil and Angola. I hope that our dialogue can strengthen (on the intellectual and emotional levels) a relationship that already exists (on the historical and geological levels). I also hope that readers are not bothered by the fact that I use the Brazilian Portuguese spelling and he the Angolan (...)
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  45. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. The second (...)
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  46. The Broad Nature and Importance of Public Philosophy.Brian J. Collins - 2020 - Precollege Philosophy and Public Practice 2:72-87.
    Many professional philosophers are hesitant about “public philosophy”—unsure about what it is and how it’s done, and downright pessimistic about whether it is an important and valuable philosophical practice. In response to this hesitancy and in support of public philosophy, I argue that most of these philosophers already find at least one form of public philosophy important and valuable for the discipline and profession: teaching. I offer and defend a broad conception of public philosophy in order support this controversial claim. (...)
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  47. 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 are meaningful (...)
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  48. 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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  49. Philosophy in Education and Cognitive Development (Filosofia na Educação e o Desenvolvimento Cognitivo).L. Felipe Garcia Lucas - 2020 - Dissertation, Uninter
    First, it’s very important to rule out that the entire text below, especially topic 4, shows an evolutionary process of man, in topic number 1, we present thinkers Jean Piaget and Erik Erikson, both psychoanalysts, and focused on cognitive development, but with works that show a development of different angles, complementing each other, in the first we can see the influence of the external formation of the child according to the internal formation, whereas the second presents us the inverse, the (...)
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  50. Youth Philosophy Conferences and the Development of Adolescent Social Skills.Jane Gatley, Elliott Woodhouse & Joshua Forstenzer - 2020 - Precollege Philosophy and Public Practice 1 (2):107-125.
    In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) sessions in primary schools. (...)
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