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Karin Murris [34]Karin Saskia Murris [2]
  1. Picturebooks, pedagogy, and philosophy.Joanna Haynes & Karin Murris - 2012 - New York: Routledge. Edited by Karin Murris.
    A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...)
  2. The Epistemic Challenge of Hearing Child’s Voice.Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):245-259.
    Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child and adult. Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as (...)
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  3.  11
    The posthuman child: educational transformation through philosophy with picturebooks.Karin Murris - 2016 - New York, NY: Routledge, Taylor & Francis Group.
    The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. (...)
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  4.  95
    Philosophy with children, the stingray and the educative value of disequilibrium.Karin Saskia Murris - 2008 - Journal of Philosophy of Education 42 (3-4):667-685.
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...)
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  5. Can children do philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  6. The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2015 - Studies in Philosophy and Education 35 (1):63-78.
    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 (...)
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  7.  61
    Diffracting diffractive readings of texts as methodology: Some propositions.Karin Murris & Vivienne Bozalek - 2019 - Educational Philosophy and Theory 51 (14):1504-1517.
    Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions re...
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  8. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2016 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
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  9.  55
    Listening-as-Usual: A Response to Michael Hand.Karin Murris - 2015 - Studies in Philosophy and Education 34 (3):331-335.
    In her book Epistemic Injustice: Power and the Ethics of Knowing , Miranda Fricker introduces the helpful notion of “identity prejudice” as “a label for prejudices against people qua social type” . She focuses on race, class and gender, and Michael Hand in his article What Do Kids Know? A response to Karin Murris is indeed correct when he states that I have applied her arguments to age as a category of epistemic exclusion.I argue that among the usual contenders of (...)
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  10.  33
    right under our noses: the postponement of children's political equality and the NOW.Joanna Haynes & Karin Murris - 2021 - Childhood and Philosophy 17:01-21.
    Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works (...)
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  11.  39
    Intra-generational education: Imagining a post-age pedagogy.Joanna Haynes & Karin Murris - 2017 - Educational Philosophy and Theory 49 (10).
    This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are (...)
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  12.  23
    Learning as ‘worlding’: De-centring Gert biesta’s ‘non-egological’ education.Karin Murris - 2017 - Childhood and Philosophy 13 (28).
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  13.  48
    ‘Seeing’ with/in the world: Becoming-little.Theresa Magdalen Giorza & Karin Murris - 2021 - Childhood and Philosophy 17:01-23.
    Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant (...)
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  14. Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene: Posthuman Child and the Family (Tree).Karin Murris & Rose-Anne Reynolds - 2018 - Journal of Childhood Studies 43 (1):15-29.
    In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to “make kin” (...)
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  15.  33
    The ‘Wrong Message.Joanna Haynes & Karin Murris - 2008 - Thinking: The Journal of Philosophy for Children 19 (1):2-11.
    This paper has arisen directly from the authors’ experiences of leading professional development for teachers in Philosophy with Children (P4C), a well-established approach to teaching that seeks to foster philosophical questioning, critical thinking, reasoning and dialogue. The paper expresses deep concern about the anxiety shown by many teachers regarding discussion of controversial issues in the classroom, and some teachers’ avoidance of open-ended dialogue about works of children’s literature that might touch on taboo subjects. The authors suggest that this is indicative (...)
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  16.  49
    The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children.Joanna Haynes & Karin Murris - 2011 - Journal of Philosophy of Education 45 (2):285-303.
    Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, present.
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  17.  38
    Student teachers investigating the morality of corporal punishment in South Africa.Karin Murris - 2012 - Ethics and Education 7 (1):45 - 58.
    Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use of this particular approach to moral education ? despite its (...)
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  18.  26
    Not now, Socrates, Part II.Karin Murris - 1994 - Cogito 8 (1):80-86.
  19.  34
    Fifth International Conference on Philosophy in Practice.Gerd Achenbach, Eulalia Bosch, Eite Veening, Emmy Van Deurzen, Richard Smith, Ida Jongsma, Joanna Haynes, Dorine Baudin & Karin Murris - 1999 - History and Philosophy of Logic 20:77.
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  20. (1 other version)Chapter night sky : temporal diffraction : a constellation *** of 'new' electrifying insights in Conversation with Karen Barad.Vivienne Bozalek & Karin Murris - 2023 - In Karin Murris & Vivienne Bozalek (eds.), In conversation with Karen Barad: doings of agential realism. New York: Routledge, Taylor & Francis Group.
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  21. Chapter black blood matters : moving human and nonhuman bodies from 'question & answer' to a 'pedagogy of questioning'.Walter Kohan, Rose-Anne Reynolds & Karin Murris (eds.) - 2023
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  22. Chapter black blood matters : moving human and nonhuman bodies from 'question & answer' to a 'pedagogy of questioning'.Walter Kohan, Rose-Anne Reynolds & Karin Murris - 2023 - In Karin Murris & Vivienne Bozalek (eds.), In conversation with Karen Barad: doings of agential realism. New York: Routledge, Taylor & Francis Group.
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  23.  17
    In conversation with Karen Barad: doings of agential realism.Karin Murris & Vivienne Bozalek (eds.) - 2023 - New York: Routledge, Taylor & Francis Group.
    In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad's agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduates, and researchers at a research event held in 2017 at Cape Town, South Africa.
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  24. (1 other version)Introduction: Glimpsing the colours on the palette : ° ' " Slowing down together/apart.Karin Murris & Vivienne Bozalek - 2023 - In Karin Murris & Vivienne Bozalek (eds.), In conversation with Karen Barad: doings of agential realism. New York: Routledge, Taylor & Francis Group.
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  25.  18
    Keeping the question ‘what comes after postmodernism?’ open.Karin Murris - 2018 - Educational Philosophy and Theory 50 (14):1600-1601.
  26.  37
    Not Now, Socrates..., Part 1.Karin Murris - 1993 - Cogito 7 (3):236-243.
  27. P4C and picturebooks.Karin Saskia Murris - 2017 - In Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives. New York: Routledge.
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  28. A Philosophical Approach To Emotions: Understanding Love’s Knowledge Through A Frog In Love.Karin Murris - 2009 - Childhood and Philosophy 5 (9):5-30.
    In this paper I offer a philosophical approach to the emotion ‘love’, as a response to more psychological approaches presupposed in ‘emotional intelligence’, ‘emotional literacy’ programmes, or how some Philosophy for Children practitioners interpret ‘caring thinking’. Martha Nussbaum’s philosophy of emotions expressed in her book Love’s Knowledge, and the complex arguments contained within it have been given a narrative context: the picturebook Frog in Love by Max Velthuijs. The narrative contextualisation shows how literature can be used to explore the meaning (...)
     
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  29. Child as Educator: Introduction to the Special Issue. [REVIEW]Joanna Haynes & Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):217-227.