Results for 'Childhood and cyberculture'

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  1. Between the Chant and the silence of mermaids: About the children’s place at the culture.Rita Ribes Pereira - 2014 - Childhood and Philosophy 10 (19):129-154.
    The present text has as a main goal to discuss the relations between childhood and contemporary culture. More so, that the social space the children occupy in the cyberculture became a very contradictory one: for in one hand we see such children with a natural inborne expertise; and on the other hand, we see them as unprotected and fragile beings. The line of reasoning we intend to partake with the reader, begins initially with the data research of the (...)
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  2.  11
    Early childhood and neuroscience: theory, research and implications for practice.Mine Conkbayir - 2017 - New York, NY: Bloomsbury Academic.
    Early Childhood and Neuroscience is a practical guide to understanding the complex and challenging subject of neuroscience and its use (and misapplication) in early childhood policy and practice. The 2nd edition has been updated throughout and includes three new chapters on: - the effects of childhood trauma - school readiness - neurodiversity It also includes a new Foreword by Laura Jana (Penn State University, USA). The book provides a balanced overview of the debates by weaving discussion on (...)
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  3.  25
    Childhood and education in Jean-François Lyotard’s philosophy.Emine Sarikartal - 2019 - Educational Philosophy and Theory 52 (1):88-97.
    The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as (...)
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  4.  8
    Language, Childhood, and Fire: How We Learned to Love Sharing Stories.Gerhard Lauer - 2022 - Frontiers in Psychology 12.
    Stories do not fossilize. Thus, exploring tales shared during prehistory, the longest part of human history inevitably becomes speculative. Nevertheless, various attempts have been made to find a more scientifically valid way into our deep human past of storytelling. Following the social brain hypothesis, we suggest including into the theory of human storytelling more fine-grained and evidence-based findings about the manifold exaptation and adaptation, genetic changes, and phenotypic plasticity in the deep human past, which all shaped the emergence of storytelling (...)
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  5.  17
    Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education.Walter Omar Kohan & Barbara Weber (eds.) - 2020 - Lanham: 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 (forgotten) dimension of the world itself.
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  6.  36
    Infants, childhood and language in Agamben and Cavell: education as transformation.Stefan Ramaekers & Joris Vlieghe - 2014 - Ethics and Education 9 (3):292-304.
    In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...)
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  7.  58
    Middle Childhood and Modern Human Origins.Jennifer L. Thompson & Andrew J. Nelson - 2011 - Human Nature 22 (3):249-280.
    The evolution of modern human life history has involved substantial changes in the overall length of the subadult period, the introduction of a novel early childhood stage, and many changes in the initiation, termination, and character of the other stages. The fossil record is explored for evidence of this evolutionary process, with a special emphasis on middle childhood, which many argue is equivalent to the juvenile stage of African apes. Although the “juvenile” and “middle childhood” stages appear (...)
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  8. Childhood and Autonomy.Sarah Hannan - 2018 - In Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.), The Routledge Handbook of the Philosophy of Childhood and Children. New York: Routledge. pp. 112-122.
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  9.  82
    Childhood and Society.The Human Group.Erik H. Erikson & George C. Homans - 1951 - Philosophy and Phenomenological Research 12 (2):301-302.
  10. Childhood and Personhood.Tamar Schapiro - 2003 - Arizona Law Review 575 45:575-594.
  11.  15
    Introduction: Childhood and Disability.Erica K. Salter - 2017 - HEC Forum 29 (3):191-196.
    From growth attenuation therapy for severely developmentally disabled children to the post-natal management of infants with trisomy 13 and 18, pediatric treatment decisions regularly involve assessments of the probability and severity of a child’s disability. Because these decisions are almost always made by surrogate decision-makers and because these decision-makers must often make decisions based on both prognostic guesses and potentially biased quality of life judgments, they are among the most ethically complex in pediatric care. As the introduction to HEC Forum’s (...)
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  12.  25
    Childhood and the philosophy of education: an anti-Aristotelian perspective.Andrew Stables (ed.) - 2008 - New York: Continuum International.
    This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes.
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  13.  12
    I. childhood and early youth, 1466-88.Johan Huizinga - 1957 - In Erasmus and the Age of Reformation. Princeton University Press. pp. 1-9.
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  14.  20
    Philosophy of Childhood and children's Political Participation: Poli(s)Phonic Challenges.Susana Brissos Matos & Paula Alexandra Vieira - 2023 - Childhood and Philosophy 19:01-23.
    What challenges does the political participation of children pose to the Philosophy of Childhood? What challenges does the Philosophy of Childhood pose to children's political participation? This text is inspired by the idea that “research is not about enumerating situations, but making researchers lose their sleep”. It is divided into two distinct parts. In the first, we introduce the theoretical framework that orients our research group and our work with children in the philosophical research community. We posit a (...)
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  15.  17
    Conceptions of Childhood and Moral Education in Philosophy for Children.Dina Mendonça & Florian Franken Figueiredo (eds.) - 2022 - Berlin: Springer Nature.
    Philosophy for Children has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in (...)
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  16.  23
    Temperamental fearfulness in childhood and the serotonin transporter promoter region polymorphism: a multimethod association study.E. P. Hayden, L. R. Dougherty, B. Maloney, C. Emily Durbin, T. M. Olino, J. I. Nurnberger Jr, D. K. Lahiri & D. N. Klein - 2007 - Psychiatr Genet 17:135-42.
    OBJECTIVES: Early-emerging, temperamental differences in fear-related traits may be a heritable vulnerability factor for anxiety disorders. Previous research indicates that the serotonin transporter promoter region polymorphism is a candidate gene for such traits. METHODS: Associations between 5-HTTLPR genotype and indices of fearful child temperament, derived from maternal report and standardized laboratory observations, were examined in a community sample of 95 preschool-aged children. RESULTS: Children with one or more long alleles of the 5-HTTLPR gene were rated as significantly more nervous during (...)
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  17. Childhood and Race.Albert Atkin - 2018 - In Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.), The Routledge Handbook of the Philosophy of Childhood and Children. New York: Routledge. pp. 249-259.
    Amongst the many social factors that impact upon children, race is arguably one of the largest. Race is an ever-present social category that governs many elements of a child’s interaction with others, and especially for racial minority children it exerts a deep influence on their understanding of themselves. In this chapter, we shall begin by examining what the concept of race really amounts to, emphasizing its status as a socially constructed concept, before examining in the following section how children first (...)
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  18. The 'intrinsic goods of childhood' and the just society.Anca Gheaus - 2014 - In Alexander Bagattini & Colin Macleod (eds.), The Nature of Children's Well-being: Theory and Practice. Springer.
    I distinguish between three different ideas that have been recently discussed under the heading of 'the intrinsic goods of childhood': that childhood is itself intrinsically valuable, that certain goods are valuable only for children, and that children are being owed other goods than adults. I then briefly defend the claim the childhood is intrinsically good. Most of the chapter is dedicated to the analysis, and rejection, of the claim that certain goods are valuable only for children. This (...)
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  19.  28
    Childhood and advances in human tool use.Mark Nielsen - 2012 - Behavioral and Brain Sciences 35 (4):232-233.
    Human life history incorporates childhood, a lengthy post-weaning period of dependency. This species-specific period provides an opportunity for extensive learning and for sophisticated cultural behaviors to develop, including crucial tool use skills. Although I agree that no individual cognitive trait singularly differentiates humans from other animals, I suggest here that without childhood, the traits that are key to human tool use would not emerge.
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  20.  12
    Childhood and the evolution of higher-effort teaching.Mark Nielsen & Ceri Shipton - 2015 - Behavioral and Brain Sciences 38.
    Kline presents an excellent synthesis of teaching theory and research, with cogent arguments regarding its prevalence. In this, she claims that “active teaching” is human specific, and presents tangible reasons why. But in doing so, she overlooks a critical aspect of the human condition that may have arisen only recently in our evolutionary history: Childhood as a life stage.
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  21.  23
    Childhood and the evolution of the human life course.John Bock & Daniel W. Sellen - 2002 - Human Nature 13 (2):153-159.
  22.  18
    Childhood and Postcolonization: Power, Education, and Contemporary Practice.Gaile Sloan Cannella & Radhika Viruru - 2004 - Routledge.
    This book opens the door to the effects of intellectual, educational, and economic colonization of young children throughout the world. Using a postcolonial lens on current educational practices, the authors hope to lift those practices out of reproducing traditional power structures and push our thinking beyond the adult/child dichotomy into new possibilities for the lives that are created with children.
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  23.  27
    Theoretical Childhood and Adulthood: Plato’s Account of Human Intellectual Development.Susanna Saracco - 2016 - Philosophia 44 (3):845-863.
    The Platonic description of the cognitive development of the human being is a crucial part of his philosophy. This account emphasizes not only the existence of phases of rational growth but also the need that the cognitive progress of the individuals is investigated further. I will reconstruct what rational growth is for Plato in light of the deliberate choice of the philosopher to leave incomplete his schematization of human intellectual development. I will argue that this is a means chosen by (...)
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  24.  31
    Philosophy, Childhood, and Subjectivity.Rosana Aparecida, Fernandes de Oliveira & Walter Omar Kohan - 2001 - Questions: Philosophy for Young People 1:4-6.
    Functions and objectives serve as an incentive for children living in Brazil to question their role as a child in society.
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  25.  11
    Childhood and Sexuality: A Radical Christian Approach.John L. Randall - 1992 - Dorrance Publishing Company.
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  26.  8
    Your whole life: beyond childhood and adulthood.James Bernard Murphy - 2020 - Philadelphia: University of Pennsylvania Press.
    In this book, the author defends the substantial unity of a human person whose life endures through time. Because a human being is an irreducible whole (including biological, psychological, and narrative powers), our lives can have personal coherence over time. The whole temporal expanse of a life is prior to any of its stages, just as a whole human person is prior to any of her organs or powers. We can tell stories about our past, present, and future only because (...)
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  27. Rousseau, childhood, and the ego : a (post-)Jungian reading of Emile.Terence Dawson - 2008 - In Raya A. Jones (ed.), Education and imagination: post-Jungian perspectives. New York: Routledge. pp. 52.
  28.  7
    Childhood and the politics of memory in Argentina.Ines Dussel - 2001 - In Kenneth Hultqvist & Gunilla Dahlberg (eds.), Governing the Child in the New Millennium. Routledge. pp. 193--220.
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  29.  6
    Childhood and After: Some Essays and Clinical Studies.Susan Sutherland Fairhurst Isaacs - 1999 - Routledge.
    First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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  30. Children, Childhood and English Society 1880-1990. By Harry Hendrick.R. B. Bottigheimer - 1998 - The European Legacy 3:129-129.
  31.  2
    Childhood and Community: On the Experience of Young Japanese Americans in Chicago.Mark J. Gehrie - 1976 - Ethos: Journal of the Society for Psychological Anthropology 4 (3):353-383.
  32. Animal Abuse in Childhood and Later Support for Interpersonal Violence in Families.Clifton P. Flynn - 1999 - Society and Animals 7 (2):161-172.
    A survey of university students tested whether committing animal abuse during childhood was related to approval of interpersonal violence against children and women in families. Respondents who had abused an animal as children or adolescents were significantly more likely to support corporal punishment, even after controlling for frequency of childhood spanking, race, biblical literalism, and gender. Those who had perpetrated animal abuse were also more likely to approve of a husband slapping his wife. Engaging in childhood violence (...)
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  33.  39
    Editorial: Anxiety Disorders in Childhood and Adolescence: Psychopathology, Assessment, and Treatment.Francisco J. Méndez, Mireia Orgilés, José P. Espada, José M. García-Fernández & Cecilia A. Essau - 2022 - Frontiers in Psychology 13.
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  34. Childhood and adolescence: Developmental assets.Peter L. Benson & Nancy Leffert - 2001 - In Neil J. Smelser & Paul B. Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. Elsevier. pp. 1690--1697.
     
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  35.  29
    Uniqueness of human childhood and adolescence?E. Weisfeld Glenn - 2006 - Behavioral and Brain Sciences 29 (3):298-299.
    Locke & Bogin (L&B) propose that humans are unique in possessing stages of childhood and adolescence. Arguments to the contrary include evidence for a similar and adaptive juvenile period in simians of slow growth, intense play and learning, and provisioning with solid food by adults. Likewise, simians as well as humans undergo a compensatory growth spurt during puberty.
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  36.  38
    Mood congruence in childhood and recent autobiographical memory.Regina Miranda & John Kihlstrom - 2005 - Cognition and Emotion 19 (7):981-998.
    To improve upon previous methodology, participants in musically induced happy, sad, or neutral moods were asked to recall childhood and recent autobiographical memories in response to pleasant, unpleasant, and neutral word cues. Symmetrical mood-congruent memory effects were observed when events were rated from the perspective of when they actually occurred (i.e., then), because memories rated as being unpleasant then tended to be rated as more pleasant now. Finally, pleasant and unpleasant cue words facilitated retrieval of childhood memories more (...)
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  37.  6
    A suffering body, hidden away from others: The experience of being long‐term bedridden with severe myalgic encephalomyelitis/chronic fatigue syndrome in childhood and adolescence.Silje Helen Krabbe, Wenche Schrøder Bjorbækmo, Anne Marit Mengshoel, Unni Sveen & Karen Synne Groven - forthcoming - Nursing Inquiry:e12625.
    In this article, we present findings from a qualitative study examining how young women experience being long‐term bedridden with myalgic encephalomyelitis (ME), also known as chronic fatigue syndrome (CFS), during childhood and adolescence. The aim is to explore how young women who fell ill with ME/CFS during childhood and adolescence look back on their lived experience of being long‐term bedridden from the vantage point of being fully or partially recovered. Informed by a phenomenological theoretical perspective, the researchers applied (...)
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  38.  12
    Childhood and Eternity: On Unamuno's Tragic Pedagogy.José María Ariso - 2015 - Annales Umcs. Sectio I 39 (2):7-15.
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  39. Conceptions of Childhood and Moral Education in Philosophy for Children.Dina Mendonça & F. Franken Figueiredo (eds.) - 2022 - Metzler.
     
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  40.  12
    Economic Circumstances in Childhood and Subsequent Substance Use in Adolescence – A Latent Class Analysis: The youth@hordaland Study.Jens Christoffer Skogen, Børge Sivertsen, Mari Hysing, Ove Heradstveit & Tormod Bøe - 2019 - Frontiers in Psychology 10.
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  41.  30
    Religious Discrimination in Childhood and Adolescence.Nastasya van der Straten Waillet Roskam & Isabelle - 2012 - Archive for the Psychology of Religion 34 (2):215-242.
    The aim of this study was to assess the links between religious discrimination and developmental and contextual variables. Based on the assumption that discrimination results from the interplay of prejudice and moral thinking, discriminatory behaviour was hypothesised to be linked to age, school environment, minority or majority group membership, and parental religious socialisation practices. The results indicate that discrimination is more frequent during childhood than during pre-adolescence or adolescence, more common in homogeneous schools than in heterogeneous schools, and more (...)
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  42. John Dewey On Children, Childhood, And Education.David Kennedy - 2006 - Childhood and Philosophy 2 (4):211-229.
    It is difficult to find just one place to look for children and childhood in the American philosopher John Dewey’s work. This is not because he uses the terms so often, but because the concept of childhood pervades his opus in and through another set of terms—development, growth, experience, plasticity, habit, impulse, and education. In Dewey’s language, none of these terms mean quite what they mean in other thinkers’ language, and especially not in the language of the human (...)
     
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  43.  11
    Longitudinal Influences of DRD4 Polymorphism and Early Maternal Caregiving on Personality Development and Problem Behavior in Middle Childhood and Adolescence.Peter Zimmermann & Gottfried Spangler - 2022 - Frontiers in Human Neuroscience 16.
    Most studies examining gene-environment effects on self-regulation focus on outcomes early childhood or adulthood. However, only a few studies investigate longitudinal effects during middle childhood and adolescence and compare two domains of early caregiving. In a longitudinal follow-up with a sample of N = 87, we studied the effects of differences in the DRD4 tandem repeat polymorphisms and two domains of early maternal caregiving quality on children’s personality development using Block’s California Child Q-Set at age six and age (...)
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  44.  8
    Teaching the Arts : Early Childhood and Primary Education.David Roy, William Baker & Amy Hamilton - 2019 - Cambridge University Press.
    Foregrounds the importance of arts education to children's development and learning.
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  45. The Routledge Handbook of the Philosophy of Childhood and Children.Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.) - 2018 - New York: Routledge.
    Childhood looms large in our understanding of human life as it is a phase through which all adults have passed. Childhood is foundational to the development of selfhood, the formation of interests, values and skills and to the lifespan as a whole. Understanding what it is like to be a child, and what differences childhood makes, are essential for any broader understanding of the human condition. The Routledge Handbook of the Philosophy of Childhood and Children is (...)
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  46.  15
    Character in childhood and early adolescence: models and measurement.Jun Wang, Lacey J. Hilliard, Rachel M. Hershberg, Edmond P. Bowers, Paul A. Chase, Robey B. Champine, Mary H. Buckingham, Dylan A. Braun, Erin S. Gelgoot & Richard M. Lerner - 2015 - Journal of Moral Education 44 (2):165-197.
    In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents, among 906 Scouts and 775 non-Scout boys and girls. We identified an (...)
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  47.  26
    Harm Avoidance and Mobility During Middle Childhood and Adolescence among Hadza Foragers.Alyssa N. Crittenden, Alan Farahani, Kristen N. Herlosky, Trevor R. Pollom, Ibrahim A. Mabulla, Ian T. Ruginski & Elizabeth Cashdan - 2021 - Human Nature 32 (1):150-176.
    Cross-cultural sex differences in mobility and harm avoidance have been widely reported, often emphasizing fitness benefits of long-distance travel for males and high costs for females. Data emerging from adults in small-scale societies, however, are challenging the assumption that female mobility is restricted during reproduction. Such findings warrant further exploration of the ontogeny of mobility. Here, using a combination of machine-learning, mixed-effects linear regression, and GIS mapping, we analyze range size, daily distance traveled, and harm avoidance among Hadza foragers during (...)
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  48. Childhood after COVID: Children’s Interests in a Flourishing Childhood and a More Communal Childrearing.Anca Gheaus - 2022 - Philosophical Inquiry in Education 29 (1):65–71.
    This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help them learn. I refer to (...)
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  49.  3
    Childhood and Cultural Despairs: A Theme and Variations in Seventeenth-Century Literature by Leah Sinanoglou Marcus. [REVIEW]Gareth B. Matthews - 1983 - Thinking: The Journal of Philosophy for Children 4 (3-4):81-81.
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  50.  3
    Childhood and After. [REVIEW]Margaret Mackie - 1949 - Australasian Journal of Philosophy 27:134.
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