Studies in Philosophy and Education 35 (1):63-78 (2016)
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Abstract |
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 and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs by David Weisner and Voices in the Park by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ rather than ‘teacher proof’ texts
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Keywords | Philosophy for children Philosophy with picturebooks Teaching philosophy Philosophical novels Pedagogy of exposure |
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DOI | 10.1007/s11217-015-9466-3 |
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References found in this work BETA
Love's Knowledge: Essays on Philosophy and Literature.Martha Craven Nussbaum - 1990 - Oxford University Press.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
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Citations of this work BETA
Philosophy Goes to School in Australia: A History 1982-2016.Gilbert Burgh & Simone Thornton - 2016 - Journal of Philosophy in Schools 3 (1):59-83.
‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
Why Am I Here? The Challenges of Exploring Children's Existential Questions in the Community of Inquiry.Luca Zanetti - 2020 - Childhood and Philosophy 16 (36):01-26.
Filosofía Y Niños: ¿Para O Con?Vania Alarcon Castillo - 2020 - Childhood and Philosophy 16 (36):01-29.
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