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Offers both theoretical and practical insights into the dialogue between adults and children as a democratic model for schooling.Childhood, Philosophy, and Dialogical Educationn explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives-of childhood, of subjectivity (psychohistory), and of education-the author offers the possibility of a form of schooling that fosters democratic sensibilities and teaches direct democracy through actual practice.

One of the challenges that educational systems are facing worldwide is enabling the voices of children from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed—even if implicitly—by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. Arie Kizel analyzes both how discourse about multiple identities and narratives can enrich the theoretical foundations of philosophy for/with children, as opposed to the sterile banking and normalizing education, and the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within philosophy for and with children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.

This is an easy-to-use, theme-based resource book for Philosophy for Children (P4C) practitioners in primary school settings. It covers ten popular themes which include many current affair issues and enduring curriculum themes such as artificial intelligence, biodiversity, resilience, and waste.Each theme provides planning for every subject and links to the relevant English national curriculum expectations. Offering ideas for a year's worth of work, it can be dipped into for inspiration or used for step-by-step sessions. There are links to video clips, websites, and stories that teachers and practitioners can use to base their concept exploration and enquires on.Presenting a range of philosophical ideas, activities, and resources, this book is essential for all primary P4C facilitators excited by embedding and exploring philosophy across the curriculum.

Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children's experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt's notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

Since its inception in the 1970s, the Philosophy for Children movement (P4C) has affirmed children's literature as important philosophical work. Theory, meanwhile, has invested in children's classics, especially Lewis Carroll's Alice books, and has also developed a literature for beginners that resembles children's literature in significant ways. Offering a novel take on this phenomenon, Theory for Beginners explores how philosophy and theory draw on children's literature and have even come to resemble it in their strategies for cultivating the child and/or the beginner. Examining everything from the rise of French Theory in the United States to the crucial pedagogies offered in children's picture books, from Alison Bechdel's graphic memoir Are You My Mother? and Lemony Snicket's A Series of Unfortunate Events to studies of queer childhood, Kenneth B. Kidd deftly reveals the way in which children may learn from philosophy and vice versa.

Michel Sasseville défend la pratique de la philosophie avec les enfants depuis plus de 30 ans, au Canada. Johanna Hawken a suivi ses pas depuis une dizaine d'années, en France, et tente de trouver de nouveaux moyens de démocratiser cette pratique. Pourquoi? Parce que tous les enfants du monde méritent de philosopher, d'explorer le monde des idées et d'apprendre à penser par et pour eux-mêmes! Or, pour rendre la philosophie accessible aux générations futures, il est nécessaire de convaincre et d'équiper tous les acteurs éducatifs, afin qu'ils s'emparent d'elle. C'est pourquoi, ensemble, Michel et Johanna proposent un entretien amical, sous la forme d'un abécédaire. Vingt-six lettres pour se promener dans la philosophie pour enfants : 26 concepts, 26 idées pour comprendre les enjeux de cette activité révolutionnaire! Une véritable boîte à outils pour les animateurs philosophes en herbe.

Verhalen vertellen en vragen stellen Verhalen vertellen en vragen stellen biedt een vakdidactiek om levensbeschouwing en Geestelijke Stromingen te geven op de basisschool, vanuit een eigentijdse visie op leren. Deze didactiek verbindt lesgeven over Geestelijke Stromingen aan de levensvragen van leerlingen. Als leerlingen hun eigen levensbeschouwelijke identiteit ontwikkelen en leren om op een constructieve manier met anderen hierover in gesprek te gaan, kunnen ze beter omgaan met (levensbeschouwelijke) verschillen in de klas en in de samenleving. Deze didactiek gaat ervan uit dat: − levensbeschouwing breder is dan godsdienst en religie; − levensbeschouwelijk leren daarom van belang is op alle scholen, ongeacht de levensbeschouwelijke identiteit van de school; − levensbeschouwelijk leren bijdraagt aan de brede persoonsvorming van kinderen. Dit boek bereidt studenten voor op het begeleiden van levensbeschouwelijk leren en lesgeven over Geestelijke Stromingen op zowel openbare als bijzondere scholen. Geestelijke Stromingen is immers op alle basisscholen een verplicht vak. Dit boek biedt tevens materiaal om de professionele levensbeschouwelijke ontwikkeling van studenten zelf te stimuleren. Het boek bestaat uit twee delen: − Deel I: Vakdidactiek Levensbeschouwing en Geestelijke Stromingen Dit deel bevat theorie en praktische handreikingen voor het begeleiden van levensbeschouwelijk leren van leerlingen. − Deel II: Verhalen vertellen en vragen stellen In dit deel staan 68 verhalen uit de Geestelijke Stromingen, aangevuld met vragen voor studenten en leerlingen. De verhalen gaan over de negen belangrijkste levensvragen: Hoe kom ik tot een oordeel? Wat kom ik hier doen? Wie ligt mij na aan het hart? Hoe kan ik goed (samen)leven? Is er meer tussen hemel en aarde? Waar is alles (om) begonnen? Hoe kan ik omgaan met verlies? Wat is (er na) de dood? Waar vind ik inspiratie? Het boek is toegankelijk gemaakt met illustraties van striptekenaar Margreet de Heer. Tamar Kopmels is werkzaam als educatief expert op het gebied van levensbeschouwelij k leren in het basisonderwijs.

Se narran algunas aventuras de la simpática Juanita, que en esta ocasión viaja por el mundo y trae distintos cuentos populares, como recuerdos, en su mochila. Estas historias le inspiran muchas preguntas y las comparte con nosotros para que, junto con ella, juguemos a pensar. El libro es un viaje reflexivo que invita a los niños a pensar mientras se divierten con Juanita y sus interrogantes.. Al final se incluye un apartado dirigido a los adultos donde se proponen actividades y reflexiones para tratar algunas cuestiones planteadas en el cuento. Además, se dispone de una guía educativa (Jugar a pensar con niños y niñas de 4 a 5 años) que plantea más actividades y amplía lo que se propone en estas páginas.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

Fully updated edition with five brand new sessions and bonus features.Fully updated with new developments in the theory and practice of teaching philosophy, this new edition of the bestselling book, The If Machine, presents 30 clear, ready-to-use plans to teach philosophy in the classroom with children aged five to 13. Each tried-and-tested session offers an imaginary situation, followed by a series of questions to encourage children to challenge key philosophical ideas such as values and ethics, gender and identity, and existence and beauty. With a star system indicating the level of difficulty, this practical book by Peter Worley, founder of The Philosophy Foundation, outlines Peter's philosophical enquiry method, which he has developed over 20 years of teaching.This fantastic resource also includes a new hints and tips section, as well as a troubleshooting table with guidance and links to further resources about how to deal with common problems such as unanimity. Accompanied by a companion website featuring an introduction to the philosophy that inspired the ideas, The If Machine is a must-have resource for all classrooms.

Combining contributions from international academics and practitioners, this new text develops students'ability to philosophise as well as learn about philosophy and education. It considers issues concerned with the interface between education and wider society but goes beyond this to explore education and philosophy at a micro level: the teacher–learner relationship. It challenges and empowers students to use philosophy as a tool within education, as a set of theories to understand education and as a potential means to develop solutions to problems as they occur within practice.Assuming no pre-existing philosophical background, Philosophy and the Study of Education explores complex topics including: encouraging young people to criticise and challenge all authority; the limits of a religious-based education; the desire for ‘alternative facts'or ‘truths'; the second-class status of vocational pursuits; the inherent struggle in the teacher–student relationship; the relationship between emotion, morality and autonomy in teaching. Including discussion questions and further recommended reading, this thought-providing book will support and inspire all those on Education Studies, Childhood Studies and Youth Studies courses in developing a critical perspective and understanding the true value of philosophy within education.

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement'would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.

This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy

een vakdidactiek om levensbeschouwing en Geestelij ke Stromingen te geven op de basisschool, vanuit een eigentij dse visie op leren. Deze didactiek verbindt lesgeven over Geestelij ke Stromingen aan de levensvragen van leerlingen. Als leerlingen hun eigen levensbeschouwelij ke identiteit ontwikkelen, en leren om op een constructieve manier met anderen hierover in gesprek te gaan, kunnen ze beter omgaan met (levensbeschouwelij ke) verschillen in de klas en in de samenleving. Deze didactiek gaat er vanuit dat: − levensbeschouwing breder is dangodsdienst en religie − levensbeschouwelij k leren daarom van belang is op álle scholen, ongeacht de levensbeschouwelij ke identiteit van de school − levensbeschouwelij k leren bij draagt aan de brede persoonsvorming van kinderen Dit boek bereidt studenten voor op het begeleiden van levensbeschouwelij k leren en lesgeven over Geestelij ke Stromingen op zowel openbare als bij zondere scholen. Geestelij ke Stromingen is immers op álle basisscholen een verplicht vak. Dit boek biedt tevens materiaal om de professionele levensbeschouwelij ke ontwikkeling van studenten zelf te stimuleren. Het boek bestaat uit twee delen: − Deel A: Vakdidactiek Levensbeschouwing en Geestelij ke Stromingen Theorie en praktische handreikingen voor het begeleiden van levensbeschouwelij k leren van leerlingen. − Deel B: Verhalen vertellen en vragen stellen 60 verhalen uit de Geestelij ke Stromingen over de negen belangrij kste levensvragen, met vragen voor studenten en leerlingen. Het boek is toegankelij k gemaakt met illustraties van striptekenaar Margreet de Heer. Tamar Kopmels is werkzaam als educatief expert op het gebied van levensbeschouwelij k leren in het basisonderwij s.

Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.

This is the type of book many teachers will keep on their desk and use the exercises very regularly; for me it is up there with Geoff Petty's'Evidence-Based Teaching'and Paul Ginnis's'The Teacher's Toolkit'as an essential resource. Worley is an excellent clear writer, who communicates very complex ideas very well.” Francis Gilbert [http://www.francisgilbert.co.uk/], teacher, teacher trainer and author of'I'm a Teacher, Get Me Out of Here'Inspire your class to think more deeply about curriculum subjects and get them actively taking part in exciting philosophy experiments today!This new book by bestselling author and founder of The Philosophy Foundation Peter Worley is a collection of practical lesson and activity plans to use in the primary classroom to get children thinking philosophically and creatively around different curriculum areas. The sessions - called thought adventures - use thought experiments, stories and poems to get children discussing and understanding topics more deeply. Each session is explained step-by-step, with everything you need to'do'and'say'spelled out, and all the equipment you need listed with instructions on how to set up each session. You can implement the sessions in the classroom either as a complete lesson or as an activity within another lesson. All the sessions are tried and tested by Peter and his colleagues at The Philosophy Foundation who work with primary schools on a regular basis.

This book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education.Divided into two parts, the book introduces innovative ideas through philosophical argument and discussion, challenging existing understandings of what it means to teach or to form a child, and putting into question the idea of education as a process of formation. The first part of the book consists of a dialogue with a number of interlocutors in order to develop an original conception of education. The second part presents the idea of a childlike education, beginning with a discussion of the relationships between childhood and philosophy, and followed by a critique of the place of philosophical experience in a childhood of education. Instead of asking how philosophy might educate childhood, this book raises the question of how childhood might educate philosophy. It will be of key value to researchers, educators and postgraduate students in the fields of education and the human sciences.

Voltado para educadores, pesquisadores e filósofos, este livro narra, com base em obras de diversos estudiosos, a trajetória do projeto de filosofia'Em Caxias, a filosofia en-caixa? A escola pública aposta no pensamento', desenvolvido no município de Duque de Caxias, no estado do Rio de Janeiro. A experiência compartilhada pelos autores deste livro os levou a viajar a outras terras para contá-la e recebeu viajantes curiosos por conhecê-la ou que chegaram para contar suas próprias histórias. Em sete textos e duas entrevistas, esta obra oferece reflexões e impressões sobre essa prática e revela a riqueza da experiência desse trabalho.

Kohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education.

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work. With examples ranging from five year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops: the skills of reasoning, critical and creative thinking concept formation and judgment the virtues of intellectual honesty and bravery. Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals and community workers.

A guide for parents and educators to sharing the enduring ideas of the biggest minds throughout the centuries—from Plato to Jane Addams—with the'littlest'minds.Children are no strangers to cruelty and courage, to love and to loss, and in this unique book teacher and educational consultant Marietta McCarty reveals that they are, in fact, natural philosophers. Drawing on a program she has honed in schools around the country over the last fifteen years, Little Big Minds guides parents and educators in introducing philosophy to K-8 children in order to develop their critical thinking, deepen their appreciation for others, and brace them for the philosophical quandaries that lurk in all of our lives, young or old.Arranged according to themes-including prejudice, compassion, and death-and featuring the work of philosophers from Plato and Socrates to the Dalai Lama and Martin Luther King Jr., this step-by-step guide to teaching kids how to think philosophically is full of excellent discussion questions, teaching tips, and group exercises.