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Philosophy for Children: Some Assumptions and Implications

In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--23 (2009)

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  1. 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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  • Introducing a philosophical discussion in your classroom: an example of a community of enquiry in a greek primary school.Ourania Maria Ventista & Marita Paparoussi - 2016 - Childhood and Philosophy 12 (25):611-629.
    Philosophy for Children is implemented in different countries, but there are not many studies which examine P4C in Greek primary schools. This research examines a P4C intervention in a primary school in northern Greece. This study can be used as a guide for educators who are interested in starting implementing P4C, because it describes the structure of the initial P4C session in an untrained classroom and it provides an analysis of easily implemented formative assessment practices. The research questions are similar (...)
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  • Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging.Margaret MacDonald, Warren Bowen & Cher Hill - 2017 - Journal of Philosophy in Schools 4 (1):50-73.
    This research paper shares findings related to our use of Engaged Philosophical Inquiry with a group of young children as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions related to environmental sustainability. The study was conducted in a forested area adjoining a ‘living building’ childcare centre. Here researchers, along with a core group of 9-13 children, their teachers, and a Philosopher-in-Residence visited the forest environment on (...)
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  • 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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  • The story circle as a practice of democratic, critical inquiry.Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea & Ariel Sykes - 2021 - Childhood and Philosophy 17:01-42.
    The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in (...)
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  • Child, philosophy and education:discussing the intellectual sources of Philosophy for Children.Hannu Juuso - unknown
    The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...)
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  • Collaborative philosophical inquiry as peace pedagogy.Somayeh Khatibi Moghadam - 2019 - Dissertation, The University of Queensland
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  • An Evaluation of the ‘Philosophy for Children’ programme: The impact on Cognitive and Non-Cognitive Skills.Ourania Ventista - 2019 - Dissertation, Durham University
    Philosophy for Children is a school-based intervention currently implemented in more than 60 countries. This thesis examines the evidence regarding the effectiveness of Philosophy for Children for developing pupils’ cognitive and non-cognitive skills. Three different approaches were used. A systematic literature review was conducted of the evidence published in the last 40 years. A new comparative evaluation study was conducted with Year 5 pupils in 17 primary schools in England. The intervention lasted for an academic year, and a pre-test and (...)
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