Results for 'Philosophy for Children'

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  1.  37
    Philosophy for Children in Transition: Problems and Prospects.Nancy Vansieleghem & David Kennedy (eds.) - 2011 - Wiley-Blackwell.
  2. Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  3. The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - 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 (...)
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  4. Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by (...)
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  5.  3
    The Case for Philosophy for Children in Kenyan Schools.Eliud Shani Ominde, Atieno Kili K'odhiambo & Samsom Okuro Gunga - 2022 - Childhood and Philosophy 18:01-17.
    The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions (...)
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  6.  70
    Philosophy for Children as the Wind of Thinking.Nancy Vansieleghem - 2005 - Journal of Philosophy of Education 39 (1):19–35.
    In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children's emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of course to subscribe to the basic assumptions of Philosophy for Children, we seem to become tied, as it (...)
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  7.  51
    Internal Goods of Teaching in Philosophy for Children: The Role of the Teacher and the Nature of Teaching in Pfc.Riku Välitalo - 2017 - Childhood and Philosophy 13 (27):271-290.
    Philosophy for Children promotes a pedagogy that builds on a collective process of truth-seeking and meaning-making. In contrast to seeing teachers as sources of knowledge, they are often described as facilitators in this communal process. PFC is part of the larger movement in education that has aimed to put the child at the center of the teaching and learning process. Yet, PFC, similar to other child-centered pedagogies, brings new challenges to understanding the role of the teacher. This article (...)
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  8.  87
    Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Journal of Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question (...)
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  9. Philosophy for Children in Australia: Then, Now, and Where to From Here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on (...)
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  10. Philosophy for Children and Children’s Philosophical Thinking.Maughn Gregory - 2021 - In Anna Pagès (ed.), A History of Western Philosophy of Education in the Contemporary Landscape. Bloomsbury. pp. 153-177.
    Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews (...)
     
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  11.  25
    Philosophy for Children Through the Secondary Curriculum.Lizzy Lewis & Nick Chandley (eds.) - 2012 - Continuum.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is (...)
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  12. What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman?Nancy Vansieleghem & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):171-182.
    Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of (...)
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  13.  37
    Can ‘Philosophy for Children’ Improve Primary School Attainment?Stephen Gorard, Nadia Siddiqui & Beng Huat See - 2017 - Journal of Philosophy of Education 51 (1):5-22.
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘ (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)
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  14. Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical (...)
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  15.  11
    Can ‘Philosophy for Children’ Improve Primary School Attainment?Stephen Gorard, Nadia Siddiqui & Beng Huat See - 2016 - Journal of Philosophy of Education 50 (4).
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘ (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)
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  16.  72
    Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1-9.
    How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I (...)
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  17. Philosophy For Children.Matthew Lipman - 1980 - Analytic Teaching and Philosophical Praxis 1 (1).
    Word of the inauguration of a newsletter on the program in Analytical Thinking that is based in the School of Education at Texas Wesleyan College is indeed welcome. Knowing the energy and expertise of the two administrators of the program, Dean Joe Mitchell and Professor Ronald Reed, I have no doubt that the newsletter will be a success, and I shall look forward to receiving every issue.
     
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  18.  19
    Can ‘Philosophy for Children’ Improve Primary School Attainment?Gorard Stephen, Siddiqui Nadia & S. E. E. Beng Huat - 2017 - Journal of Philosophy of Education 51 (1):5-22.
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘ (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)
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  19.  10
    Evaluating Philosophy for Children.Felix García-Moriyón, Irene Rebollo & Roberto Colom - 2005 - Thinking: The Journal of Philosophy for Children 17 (4):14-22.
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  20.  12
    Philosophy for Children.Matthew Lipman - 1976
  21. Philosophy for Children.Matthew Lipman - 1976 - Metaphilosophy 7 (1):17–33.
  22. Philosophy for Children: Some Assumptions and Implications.Matthew Lipman - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--23.
  23. Philosophy for Children.Arie Kizel - 2020 - In SAGE Encyclopedia of Children and Childhood Studies.
    Entry in The SAGE Encyclopedia of Children and Childhood Studies.
     
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  24.  50
    Philosophy for Children.Matthew Lipman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):35-44.
  25.  90
    Philosophy for Children in China:: A Late Preliminary Anti-Report.David Kennedy & Walter Kohan - 2002 - Analytic Teaching and Philosophical Praxis 22 (1):37-49.
    At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway (...)
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  26.  23
    Philosophy for Children: Towards Pedagogical Transformation.R. Scholl, K. Nichols & G. Burgh - 2009 - In Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA). Bathurst, Australia: Australian Teacher Education Association. pp. 1-15.
    Philosophical inquiry has the capacity to push boundaries in teaching and learning interactions with students and improve teacher’s pedagogical experiences. This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the (...)
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  27.  46
    Philosophy for Children and the Reconstruction of Philosophy.David Kennedy - 1999 - Metaphilosophy 30 (4):338-359.
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  28. 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 (...)
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  29.  96
    Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry.Darren Chetty - 2018 - Ethics and Education 13 (1):39-54.
    In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness (...)
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  30. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary (...)
     
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  31.  23
    Philosophy for Children with Learners of English as a Foreign Language.Shiauping Tian & Pei-Fen Liao - 2016 - Journal of Philosophy in Schools 3 (1):40-58.
    The present study intends to provide empirical evidence on the effect of Philosophy for Children integrated with English picture storybook instruction on adolescent learners of English as a foreign language. Previous studies have documented the instructional benefits of P4C in various fields; very little evidence, however, can be found in ESL or EFL contexts. The present study was therefore carried out to explore the beneficial effects of P4C applied in EFL instruction with picture storybooks as instructional materials. A (...)
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  32.  87
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational (...)
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  33.  48
    Philosophy for Children and Critical Thinking.Matthew Lipman - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):40-42.
  34.  23
    Philosophy for Children.Michael Pritchard - 2008 - Proceedings of the Heraclitean Society.
  35. Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment.Maria Miraglia - 2013 - Childhood and Philosophy 9 (18):381-400.
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of (...)
     
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  36.  25
    Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness.Marzena Parzych - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:71-79.
    Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness. This paper will examine the importance of the Critical Thinking Movement and the Philosophy for Children Programme in a larger, more inclusive, and innovative perspective. The paper will explain why the CriticalThinking Movement appeared in our time and then offer a new interpretation of the importance of the Philosophy for Children Program – with both seen in a novel historical perspective (...)
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  37. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues (...)
     
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  38. Philosophy for Children in Transition: Problems and Prospects.Nancy Vansieleghem & David Kennedy (eds.) - 2011 - Wiley.
    Philosophy for Children in Transition presents a diversecollection of perspectives on the worldwide educational movement ofphilosophy for children. Educators and philosophers establish therelationship between philosophy and the child, and clarify thesignificance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problemsand tentative prospects concerning the theory and practice ofPhilosophy for Children today The collection familiarises an actual educational practice thatis steadily gaining importance in the field of academicphilosophy Opens (...)
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  39. Philosophy for Children: The Continuation of Dewey's Democratic Project.Marie-France Daniel, Michael Schleifer & Pierre Lebouis - 1992 - Analytic Teaching and Philosophical Praxis 13 (1).
    Matthew Lipman is an American philosopher who conceived, in the 1970s, a method to help children think in an autonomous, critical and reasonable way. This method is a global approach which aims to develop the personal as well as the intellectual, the moral and the social aspects of the person; it is an educative project in the broad sense of the term. This holistic project takes the form of a program of philosophy for students from five to fifteen (...)
     
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  40. Philosophy for Children Adapted to Mathematics:: A Study of its Impact on the Evolution of Affective Factors.Louis Lafortune, Marie-France Daniel, Pierre Mongeau & Richard Pallascio - 2003 - Analytic Teaching and Philosophical Praxis 23 (1):10-25.
     
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  41.  54
    Philosophy for Children in Turkey.Nuran Direk - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.
    In this essay, I shall both inquire into the relationship between democracy and education in general and concentr ate on education in philosophy for children in the Turkish cultural context. I argue that education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided (...)
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  42.  20
    Philosophy for Children and the Extrinsic Value of Academic Philosophy.Jane Gatley - 2020 - Metaphilosophy 51 (4):548-563.
    External pressure on Higher Education Institutes in the United Kingdom has brought the question of the extrinsic value of academic philosophy into focus. One line of research into questions about the extrinsic value of philosophy comes from the Philosophy for Children (P4C) movement. There is a large body of literature about the benefits of P4C. This paper argues that the distinctive nature of the P4C pedagogy limits the claims made by the P4C literature about the extrinsic (...)
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  43. Philosophy for Children Workshop: Overview, Participant Evaluation and Predicted Outcome.Rita Witkowski, Judith Freund, Anthony Graybosch, Mary Fleming, George Ek & Anita Jenson - 1983 - Analytic Teaching and Philosophical Praxis 4 (1).
    A workshop in Philosophy for Children was offered this summer at Viterbo College with generous support from the Wisconsin Humanities Committee. Dr. Ronald Reed and the author conducted the week long workshop. The workshop was promoted primarily by distribution of brochures to regional schools. Four questions were addressed in the brochure: What is Philosophy for Children?, How will Philosophy for Children work in your classroom?, Why teach Philosophy for Children?, and Who should (...)
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  44.  29
    Philosophy for Children, Learnification, Intelligent Adaptive Systems and Racism – a Response to Gert Biesta.Darren Chetty - 2017 - Childhood and Philosophy 13 (28).
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  45.  10
    Can Philosophy for Children Contribute to Decolonization?Amy Reed-Sandoval - 2019 - Precollege Philosophy and Public Practice 1:27-41.
    In this paper, I explore how Philosophy for Children classes can contribute to decolonization efforts. I begin by describing what I mean by both “coloniality” and “decolonization.” Second, I provide a sketch of what P4C classes frequently entail and motivate the case for P4C as a “decolonizing methodology.” Third, I engage a series of decolonial critiques of P4C classes. Finally, I explore ways in which P4C can contribute to decolonization efforts if reformed in response to these critiques. Throughout (...)
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  46.  31
    Applying Philosophy for Children to Workshop-Style Environmental Education.Mitsuyo Toyoda - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:101-109.
    This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents (...)
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  47.  36
    Philosophy for Children: A Note on Lipman's Lisa.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (3):39-40.
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  48.  39
    Philosophy for Children: A Model Curriculum for Model Schools.Tony W. Johnson - 1989 - Analytic Teaching and Philosophical Praxis 10 (1):77-86.
    As many as you know, the title of this article was also the title of an international philosophy for children symposium held at the Menger Hotel in downtown San Antonio on April 12-14, 1989. The symposium was the culminating event of a year-long project in which third, fourth, and fifth grade teachers from four area schools implemented the philosophy for children program in their schools. In addition to a brief history of this project and a summary (...)
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  49.  54
    Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  50. Extending Philosophy for Children Into the Standard Curriculum.Mark Weinstein - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    For those of us who have experienced Philosophy for Children in the schools, it has become increasingly clear that the program meets the educational needs of school children viewed as autonomous and thoughtful rational agents. As expressed by Matthew Lipman, philosophy is concerned with "the improvement of reasoning proficiencies, clarification of concepts, analysis of meanings, and fostering of attitudes that dispose us to wonder, inquire, and seek meaning and truth." These traditional philosophical goals, as implemented through (...)
     
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