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Making Peace Education Everyone’s Business

In Ching-Ching Lin & Levina Sequeira (eds.), Inclusion, Diversity and Intercultural Dialogue in Young People's Philosophical Inquiry. Rotterdam: pp. 55-65 (2017)

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  1. Unhoming Practices of Enquiry: Seriously Playful and Playfully Serious.Joanna Haynes - 2021 - Araucaria 23 (48).
    This paper is concerned with unhoming secure ideas and practices of knowledge creation, through non-hierarchical, boundary-crossing forms of pedagogy, in order to attend to how processes of enquiry matter, whenever we engage in the struggle to address injustice, and not only for humans. Entrenched assumptions related to age, phase, or education setting, are brought into question, to blur distinctions such as for/with; child/adult; playful/serious and learning/teaching/research and to explore further possibilities for creative enquiry. Practices of enquiry are theorised through the (...)
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  • Disruptive Philosophies: Eco-Rational Education and the Epistemology of Place ​​​​​​​.Simone Gralton Thornton - 2019 - Dissertation, The University of Queensland
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  • Collaborative Philosophical Inquiry as Peace Pedagogy.Somayeh Khatibi Moghadam - 2019 - Dissertation, The University of Queensland
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  • The Educational Cost of Philosophical Suicide: What It Means to Be Lucid.Simone Thornton - 2019 - Educational Philosophy and Theory 51 (6):608-618.
    The struggle to become lucid is at the heart of The Myth of Sisyphus. To understand the absurd is to understand that the fit between our conception of the world and the world itself is fraught with uncertainty; lucidity is the elucidation of the absurd. To be lucid is to revolt against the type of certainty that leads to suffering; to revolt against philosophical suicide. Camus teaches us the intellectual humility that stays hands; there is no reasoning that justifies suffering. (...)
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