childhood & philosophy  

walter omar kohan,victor rojas,david kennedy

At the nineteenth Congress, proposals were presented for papers, for workshops and for posters. The present Dossier contains 19 of the 136 accepted papers. They were initially approved by two reviewers in order to be presented at the Conference, then subm... see more

peter paul ejera elicor

In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as... see more

gilbert burgh,simone thornton

According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democ... see more

laurance joseph splitter

Populism and tribalism are increasingly prevalent characteristics of so-called democratic societies. In this paper, I shall explore some of the reasons for this trend, including conceptual confusions about the nature of identity and the collectivist/indiv... see more

kei nishiyama

In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract... see more

rhiannon love

Influenced by Sachs’ (2001) ‘activist identity’ I propose that pre-service teacher education or initial teacher education (ITE), as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’  This teacher-agen... see more

kerstin heike michalik

We investigated teachers' and children's experiences of philosophy with children by analysing the content of interviews with primary school teachers and discussions with groups of primary school pupils. The results show that regular philosophy sessions wi... see more

magda costa-carvalho,dina mendonça

This paper argues that the various approaches within P4C (Philosophy for Children) should purposefully integrate the exploration of questioning instead of only presenting children with prepared questions as starting points for inquiry. This is particularl... see more

johanna hawken

Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true d... see more

marina santi

Starting from the Italian results of the PISA 2015 surveys as regards the competence of young students in collaborative problem-solving, in this paper we conduct a critical analysis of the concept of competence, as seen through the lens of the Capability ... see more

rose-anne reynolds

In this paper I attempt to trace an entanglement of an event documented in my PhD research which contests dominant modes of enquiry. It is experimental research which resists the human subject as the most important aspect of research, the only one with ag... see more

katrin saskia alt

Children develop language and communication skills through interaction with adults and other children. This study therefore focuses on two interdependent issues: the effect of philosophizing with children on children’s language development and the speech ... see more

paula alexandra vieira

The intersubjective paradigm advocated by Habermas laid the foundation for a new way of reaching rationally predicated consensus. His work indicates that what keeps people in an attitude of communicative action is rational basis and motivation. Upon analy... see more

adriana gusmão antunes,jair miranda paiva

This article discusses a philosophical experience that occurred through observing and writing an account of a philosophy class with this question in mind: What can a literary work/reading evoke as an experience of thought in a philosophy class? We attempt... see more

daniel gaivota contage

In opposition to the most traditionally asked question in educational studies – what is revealed in school? – this research finds more obscure ways to think the potencies present in school times and spaces by asking, instead, what is hidden in school? Fro... see more

esther charabati

Philosophy and literature are linked by strong ties that are evident in both disciplines: there are numerous literary and philosophical works in which reciprocal influences can be traced. This philosophical experience with children started from a classic ... see more

sonia rosario barraza flores,homero lópez moreno

This research was carried out in a classroom of the center of comprehensive family development (desarrollo integral de la familia, DIF) in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 te... see more

juan carlos sarmiento

This article is a n exercise of critical and proactive reflection around on some of the foundations, interests, assumptions and developing practices of the philosophy for/with children program (P4wC). The critiques and proposals suggested here are the res... see more

carmina shapiro

For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the... see more

josé barrientos-rastrojo

The benefits of implementing the methodology of Philosophy for/with Children are clear. Nevertheless, an excessive emphasis on critical thinking skills weakness its application in groups at risk of social exclusion. These groups require a profound transfo... see more

arie kizel

Teacher-student dialogue plays a central role in facilitating the ongoing growth of those engaged in education, particularly dialogue that invites student reflection on the instruction being given and the teacher herself. Dialogue should aid students in a... see more

susan t. gardner,alex newby

When Mathew Lipman first introduced Philosophy for Children (P4C) to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom ... see more

emma worley,peter worley

Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispos... see more

maria papathanasiou

Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enha... see more

ben kilby

This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its... see more

mark leonard weinstein,dan fisherman

Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of a... see more

pawel walczak

TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews (1929-2011). Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing amon... see more

darian soheil rahnamaye rabbani,julio groppa aquino

This article analyzes the theme of childhood in the films of Abbas Kiarostami in the context of the 1979 Iranian Revolution, which toppled the secular, modernizing regime of Shah Reza Pahlavi and ended in the establishment of Islamic Republic of Iran unde... see more

carla patrícia silva

Starting from the birthplace of childhood, this text elucidates, using Giorgio Agamben (2005), Heraclitus (fragment B52), and Paulo Freire (1982, 1986, 2001, 2015), the coexistence of childhood and time. These authors contribute to the idea that childhood... see more

mara salgado

This paper discusses the status of about childhood in Theodor Adorno’s critical theory, focusing on his reflections on the body, on technique and on play that mark childhood as another form of reason. Childhood is portrayed by Adorno as a place of the “fi... see more

dagmar de mello silva,larissa príncipe

This paper is the result of encounters with cinema in a course entitled Cultural Activities, a required class in the undergraduate education program of the School of Education at Brazil’s Fluminense Federal University. The goal was to produce aesthetic ex... see more

mariana alvarado

A feminist premise encourages the (un)naming of “Where is here?” It is about the possibilities of “saying” that can radically disrupt the creation of a school, the journey of a research project, or the paths of militancy. This article demonstrates th... see more

gonzalo santiago rodriguez

In recent decades, studies of the history of private life have posited infancy as a social and historical construct in which different cultural, economic, and philosophical elements intervene. Based on an interpretation of “The Pied Pieper of Hamelin... see more

sandra regina richter,dulcimarta lemos lino

This paper brings studies around the poetic dimension of language to approach the relationship between teaching in preschool education and the experience of being open and listening as an aesthesic way of coexisting in the world. The approximation of phil... see more

rosimeri de oliveira dias

The purpose of this work is to think about the thematics of the inventive formation of teachers crossed by the aesthetic activity of self writing. Therefore, we echo the question made by Maurice Blanchot when we confront the language of research in educat... see more

laíra assunção braga,jésio zamboni,alexsandro rodrigues

The text is part of a masters research presented to the Postgraduate Program in Institutional Psychology of the Federal University of Espírito Santo, presented in 2019 and that proposed to work with the children, the relations and negotiations made with t... see more

steferson zanoni roseiro,nahum thiaghor lippaus pires gonçalves,alexsandro rodrigues

This essay presents the oblique listening as a usual problem in schools, it aims to discuss the ways students’ speeches, manifestations and discourses are tuned to the point of losing their immanent strength. Affirming that there is some insistence on tun... see more

felix garcia moriyon

Rreview of Maughn Rollins Gregory and Megan Jane Laverty, eds.. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education.  Routledge, 2018, Pp. 264.

cristina rebuffo

This contribution aims to present the Italian edition of Matthew Lipman’s autobiography, published by Mimesis (Milano-Udine, Italy) in the summer of 2018. So, this is a critical contribution with the goal of presenting the American philosopher’s life and ... see more

david kennedy,walter kohan

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