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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.

Das vorliegende Open-Access-Buch zeigt, wie Kinder im Grundschulalter auf philosophische Gedanken reagieren. Diese werden den Kindern in Form von Kürzesttexten dargeboten. Auf Veranschaulichungen wird bewusst verzichtet. Dieser Zugang zum Philosophieren erscheint ungewöhnlich, wird doch in der Regel beim Philosophieren mit Kindern auf anschauliche Zugänge zurückgegriffen. Es zeigt sich jedoch, dass Kinder auf diese ungewöhnliche Einladung auf ebenso ungewöhnliche, eigenwillige und kreative Weise reagieren. Die vorliegende empirische Studie kommt mithin zu dem Ergebnis: Der Einsatz von Kürzesttexten erweist sich als lohnend.

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.

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.

Winner of the 2022 Book Award of the Philosophy of Education Society of Australasia, Gareth B. Matthews, The Child's Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children's literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews'pioneering efforts and his legacy. Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews'scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews'scholarship, showing where he broke new ground and identifying developments and debates in the fields he helped to initiate. They take up pressing challenges, including biased idealizations of childhood in children's literature; the tensions between teaching philosophy to, and doing philosophy with young people; the merits of theorizing childhood without theorizing children; and how professional philosophy at once desires and resists a return to childhood.This second volume in the Philosophy for Children Founders series is an important resource for philosophers, educators, and anyone interested in children's philosophical thinking, developmental psychology, what it means to philosophize with children, the nature of childhood, and how children's literature goes philosophical. It will guide and inspire those who share Matthews'conviction that the impulse to philosophize begins in early childhood.Contributors (in addition to Gareth B. Matthews): Stephanie Burdick-Shepherd, Cristina Cammarano, Claire Cassidy, Stanley Cavell, Maughn Rollins Gregory, Jennifer Glaser, Walter Omar Kohan, Megan Jane Laverty, Jana Mohr Lone, Karin Murris, Peter Shea, Susan M. Turner, Susannah Sheffer.

An NPR Best Book of 2022 • One of Christian Science Monitor's 10 best books of May“This amazing new book... takes us on a journey through classic and contemporary philosophy powered by questions like ‘What do we have the right to do? When is it okay to do this or that?'They explore punishment and authority and sex and gender and race and the nature of truth and knowledge and the existence of God and the meaning of life and Scott just does an incredible job.” —Ryan Holiday, The Daily Stoic Some of the best philosophers in the world gather in surprising places—preschools and playgrounds. They debate questions about metaphysics and morality, even though they've never heard those words and can't tie their shoes. They're kids. And as University of Michigan professor of philosophy and law Scott Hershovitz shows, they can help grown-ups solve some of life's greatest mysteries.Hershovitz has two young sons, Rex and Hank. From the time they could talk, he noticed that they raised philosophical questions and tried to answer them. They re-created ancient arguments and advanced entirely new ones. That's not unusual, Hershovitz says. Every kid is a philosopher.Powered by questions like: Does Hank have the right to drink soda? Is it ever okay to swear? and, Does the number six exist? the Hershovitzes take us on a fun romp through classic and contemporary philosophy. If we join kids on philosophical adventures, Hershovitz argues, we can become sharper thinkers and recapture their wonder at the world.

Jouir d'un jugement adéquat au long de la vie grâce à une véritable éducation de la pensée, si possible dès l'enfance et, par conséquent, pouvoir décider de façon efficace, représente le but essentiel de l'auteur. Cela est particulièrement important pour préserver la démocratie par la compétence d'une citoyenneté lucide et responsable. Mais c'est par une histoire à la fois réaliste et merveilleuse, suite directe de Pixie, que Lipman nous plonge dans les questions les plus actuelles　: une éducation appropriée à l'action, des relations positives avec la nature et les animaux, la solidarité dans les épreuves, la reconnaissance de l'autre, le dialogue des générations, la préservation de l'imagination et de la créativité, etc. Notre avenir humain en dépend. Il faut donc s'y appliquer car «　l'éducation morale bien menée est tout, sauf facile.　»

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.

La première partie de ce livre donne l'occasion de comprendre différents aspects de la pratique de la philosophie avec les enfants. Alliant des considérations historiques touchant la naissance de cette discipline à celles, plus philosophiques, permettant de saisir les liens entre la prévention de la violence, la recherche éthique, l'éducation du citoyen et la pratique de la philosophie à l'école, ces différents sujets permettent de voir que la pratique de la philosophie avec les enfants est une activité aux multiples contours contribuant, notamment, à l'enrichissement de l'expérience à l'école. La seconde partie permet de découvrir une série d'éléments – actes de la pensée, habiletés cognitives, conduites sociales, conduites pédagogiques – susceptibles d'être entrevus au moment d'observer des personnes engagées dans la création d'une communauté de recherche philosophique. La connaissance de ces éléments permettra au lecteur d'examiner des pratiques philosophiques d'un groupe d'enfants, et de se munir sur le plan réflexif des divers outils qui composent la pensée humaine. Ce livre est utile à tous ceux et celles qui font ou désirent faire de la philosophie avec les enfants. Il donne la possibilité d'enrichir sa compréhension des différents aspects concrets entourant cette activité, que celle-ci se réalise en classe, à la maison, au camp de vacances ou en tout autre endroit accueillant la création d'une communauté de recherche philosophique.

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.

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.

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.

La philosophie a longtemps été une simple matière d'un programme sanctionnant la fin des études secondaires. Comment se connaître pour agir avec les autres et apprendre à jouer son rôle de futur adulte au sein de notre société, tel est l'enjeu de la philosophie d'aujourd'hui. L'auteure témoigne qu'en organisant des débats à visée philosophique dès l'école primaire, l'enfant trouve matière à mieux s'ouvrir au monde. Et par là même, à être mieux armé pour déjouer les pièges des influences médiatiques et des réseaux sociaux. Cet ouvrage montre que de tels débats sont des outils d'épanouissement de l'enfant et du groupe, à la condition qu'ils soient menés par de véritables professionnels de l'éducation. La philosophie mise en pratique dès le plus jeune âge retrouve sa vocation première : apprendre à mieux réfléchir pour vivre mieux.

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.

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.

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.

A presença obrigatória da Filosofia no ensino médio é uma reivindicação muito recorrente entre os professores de filosofia. Entre eles, há um pressuposto poucas vezes problematizado: pressupõe-se, habitualmente, que a filosofia fará uma diferença significativa, para melhor, na qualidade do processo educativo; na maioria dos casos, associa-se essa presença a uma “formação democrática, crítica ou cidadã”. A filosofia é vista como redentora, fonte fundamental de transformações para a educação.Essa presunção deve ser levada a sério e pensada cuidadosamente. Só a partir de uma percepção de si própria que deixe de lado os autoelogios e os preconceitos, a filosofia pode pensar de forma mais interessante sua projeção e relação com outros saberes e instituições, como a escola e a universidade. Pensar as relações entre filosofia e educação requer um questionamento sobre a própria filosofia, seus “quês?”, “comos?”, “por quês?”, “para quês?”.Esta coleção pretende contribuir para essa tarefa. Um elemento comum aos livros que a compõem é o interesse pela problematização filosófica da filosofia, da educação e das relações entre uma e outra. Mas os acordos param aí. As temáticas, os estilos e as referências são diversos. Além dos antigos, o leitor encontra menções a filósofos modernos como Descartes, Hegel, Hume, Kant, Locke, Montaigne, Rousseau, Schiller e Spinoza, e contemporâneos tão diversos como Adorno, Agamben, Althusser, Arendt, Benjamin, Bergson, Deleuze, Derrida, Dewey, Foucault, Gramsci, Guattari, Horkheimer, Marx, Merleau-Ponty, Negri, Nietzsche, Rancière, Taylor, Virilio, Wittgenstein. Também há referências literárias: Barros, Borges, Cervantes, Conan Doyle, Kafka, Poe, Orwell, Ramos, Sábato...

Depuis 2014, je rédige régulièrement des billets (180 jusqu'à présent) sur le blogue du site de Philosophie pour enfants de l'Université Laval (philoenfant.org). Ce livre réunit une trentaine de billets publiés sur ce site. Si les chapitres que contient ce livre n'ont rien de vraiment nouveau, ils permettent néanmoins une restructuration de différents billets conduisant à entrevoir une cohérence entre ces derniers et à centrer, du même coup, l'attention du lecteur sur trois aspects qui caractérisent bon nombre des publications sur le site : 1) la pratique de la philosophie en communauté de recherche ; 2) la philosophie pour enfants ; 3) des rapports entre la pratique de la philosophie pour enfants et celle des arts libéraux. Par le choix des billets retenus et leur organisation selon ces trois axes, ce livre devrait permettre au lecteur de saisir que la pratique de la philosophie en communauté de recherche, entre rupture et continuité, vise un équilibre réflexif dans le monde de l'éducation. En s'appuyant sur la pratique du dialogue en communauté de recherche, l'éducation devient principalement collaborative et la pratique de la philosophie (re)devient un geste social offrant des outils à chaque personne qui souhaite apprendre ou approfondir l'acte consistant à penser par et pour soi-même, avec les autres.

El Programa Filosofía para Niños, creado en 1969 por Matthew Lipman, es ampliamente reconocido en el mundo por su significativo impacto en la excelencia académica de niños y adolescentes, al fomentar el pensamiento crítico y creativo mediante el desarrollo de la comprensión lectora, el razonamiento lógico y matemático, la dedicación al trabajo y la motivación por el saber. Tiene un notable efecto en el desarrollo de la autoestima y favorece el respeto y la tolerancia. Las narraciones que presentamos en esta serie tocan temas de la filosofía de todos los tiempos y estimulan las preguntas y la reflexión de los niños y jóvenes lectores para invitarlos a un diálogo filosófico y, mediante la guía activa del profesor, se convierten en una herramienta atractiva y extraordinariamente eficaz para conducirlos a un nivel de comprensión cada vez mayor sobre sí mismos, sus compañeros, la sociedad y el mundo que los rodea. Kio está pasando el verano en la granja de sus abuelos y conoce a Gus, que vive en la granja vecina, y se hacen amigos. Gus es ciega y Kio trata de explicarle cómo se ven las cosas y los colores, pero Gus termina maravillándole a él con la riqueza y precisión que sus otros sentidos le aportan a su aprehensión de la realidad. Estos amigos nos invitan a reflexionar sobre la percepción, y de la mano de analogías, metáforas y símiles, vamos entendiendo a la naturaleza, los animales y la ecología desde la perspectiva de los niños.

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

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 and the broader educational issues this raises, for example: historical perspectives on the field democratic participation and epistemic, pedagogical and political relationships philosophy as a subject and philosophy as a practice philosophical teaching across the curriculum embodied enquiry, emotions and space knowledge, truth and philosophical progress resources and texts for philosophical inquiry ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy.

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.

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.

Although philosophy of childhood has always played some part in philosophical discourse, its emergence as a field of postmodern theory follows the rise, in the late nineteenth century, of psychoanalysis, for which childhood is a key signifier. Then in the mid-twentiethcentury Philipe Aries's seminal Centuries of Childhood introduced the master-concept of childhood as a social and cultural invention, thereby weakening the strong grip of biological metaphors on imagining childhood. Today, while philosophy of childhood per se is a relatively boundaryless field of inquiry, it is one that has clear distinctions from history, anthropology, sociology, and even psychology of childhood. This volume of essays, which represents the work of a diverse, international set of scholars, explores the shapes and boundaries of the emergent field, and the possibilities for mediating encounters between its multiple sectors, including history of philosophy, philosophy of education, pedagogy, literature and film, psychoanalysis, family studies, developmental theory, ethics, history of subjectivity, history of culture, and evolutionary theory. The resultis an engaging introduction to philosophy of childhood for those unfamiliar with this area of scholarship, and a timely compendium and resource for those for whom it is a new disciplinary articulation.

Kinder entwickeln schon früh ein Bewusstsein für Ungerechtigkeiten – sowohl gegenüber sich selbst als auch gegenüber anderen. Um dieses Bewusstsein zu schulen und gemeinsame Rechte trotz bestehender Unterschiede auszuhandeln, braucht es beides: ein umfassendes Mitgefühl sowie die Fähigkeit, intersubjektive'Wahrheiten'im demokratischen Dialog zu generieren. Was aber bedeutet diese Einsicht für die Kultivierung eines Menschenrechtsbewusstseins in Kindern? Ist es möglich, rationale Dialogfähigkeit und Mitgefühl parallel zu kultivieren, bzw. bedingen diese sich unter Umständen sogar gegenseitig? Ziel dieses Buches ist es, eine'dialogische Blickwinkelpädagogik'zu entwerfen, welche die Kultivierung von individueller bzw. kultureller Identität nicht gegen, sondern mit und durch Andere versteht.'Identitätsbildung'ist Teil der politischen Kultur und umfasst den generalisierten Perspektivenwechsel ebenso wie die Sensitivierung für Ähnlichkeit und Andersheit durch Mitgefühl und Sprache. Bildungstheoretisch wird hierfür John Dewey als Ausgangspunkt gewählt, um die gesellschaftspolitische Aufgabe der Philosophie als Demokratiebildung neu zu bestimmen. Aus diesem theoretischen Ansatz wird das'Philosophieren mit Kindern'als Mittel zur Förderung von Demokratie und Dialogkompetenz abgeleitet.

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.

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.

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.

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.

Das Philosophieren mit Kindern wurde bereits nach dem Ersten Weltkrieg in Deutschland praktiziert, wobei es pädagogische Kontroversen in der Durchführung gab. Der Pädagoge und Philosoph Hermann Nohl, der in den Zwanzigerjahren im Landschulheim Holzminden mit Kindern philosophierte, schrieb über die philosophischen Potenziale des Kindes: ‘Langsam gehen dem kleinen Menschen, der viel metaphysischer denkt, als der Erwachsene meist ahnt, Dinge auf wie der Sternencharakter der Erde, daß es im Weltraum kein Oben und kein Unten gibt, das Geheimnis der Unendlichkeit, das Wunder des Lebens, die merkwürdige Tatsache des Gesetzes, die Macht der Zahl, dann aber auch Fragen wie das Theodiceeproblem, das schon Vierjährige lange beschäftigen kann, die sittliche Frage der Freiheit usw…'In diesem Buch wird verdeutlicht, welche Anforderungen an das Philosophieren der Kinder gestellt werden. Das Philosophieren mit Kindern beinhaltet viele Potenziale, um die Entwicklung des Kindes zu fördern. Damit diese bestmöglich ausgeschöpft werden können, werden methodische Hinweise für das Philosophieren mit Kindern in der Grundschule thematisiert.

Inspiring, intelligent and practical, this user-friendly guide provides a wonderful introduction to using P4C (Philosophy for Children) in primary schools. This extremely accessible book provides an introduction to philosophy for children. It explains how you can encourage children to ask the right questions, reason effectively, think for themselves, and begin to understand more about themselves and the world around them. Inspiring and intelligent, with clearly presented, practice-based examples, it is full of fun and engaging activities that work right across the curriculum.

Personne ne mettrait en doute le fait que les enfants pensent naturellement. Mais, de là à affirmer qu'ils peuvent faire une différence sur l'avenir, le leur et celui de nos sociétés, par le développement de leur pensée, il est évidemment permis d'en douter. Le présent ouvrage répond précisément à ce doute. D'abord, en mettant en évidence des habiletés de penser chez l'enfant. Ensuite, en faisant connaître ce que l'approche de philosophie pour enfantsde Matthew Lipman, utilisée dans plusieurs dizaines de pays, a proposé et ce qu'il en est résulté. Finalement, en présentant l'application qui a été faite de cette approche dans un programme de prévention de la violence et des résultats qui en ont découlé. C'est un voyage dans l'univers des enfants qui pensent que vous propose ce livre. Sans faire de nos enfants de petits rois, il semble bien qu'ils aient des choses importantes à nous dire sur le futur qui les attend. Des enseignants en ont d'ailleurs fait l'expérience.

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.

El autor se ha propuesto demostrar que los niños pueden tomar de una manera natural los problemas filosóficos e incluso con orden y claridad. Lo prueba por medio de ejemplos tomados directamente de los niños. Acude, inclusive, a formalismos científicos para apoyar ciertos supuestos de la capacidad de abstracción infantil, de la que muchos adultos carecen.

On one level, Philosophy for Children (P4C) exists, takes place, and is understood, as a set of relatively theory-neutral practices: we share a story or other kind of stimulus that is both meaningful and philosophically problematic; we raise questions about it that will help us inquire into what is problematic; we inquire together as a ‘community of philosophical inquiry,'mostly through a process of dialogue; we explore ways to experiment with these dialogical judgments in writing, in works of art, in action, and in life; and we self-assess our own thinking and our work as a community of inquiry in order to collectively self-correct.On another level, P4C exists, takes place and is understood as a set of theory-laden and agenda-laden practices that are undertaken as means to certain kinds of desired outcomes. These are the program's aims and objectives, and they come from three places: the core practices inherent in P4C; those that have become obvious to practitioners or have developed out of extensive practice; and those that have developed out of philosophical and empirical research in philosophy and education, including epistemology, learning theory, argumentation theory, and the politics of discourse and political theory. This last kind of work presents the challenge to P4C to find out if there is such a thing as a core theory that justifies the core practices, and if so, whether the integrity offered by such a theory is either shored up or compromised by being pulled in any of these other directions.The diversity of curriculum materials, pedagogical protocols, and grounding theories P4C has spawned signifies not merely different approaches to, but different conceptions of what it means to teach philosophy to children or to engage children in philosophical practices.The chapters in Philosophy For, With, and Of Children present a broad range of directions for P4C and illustrate the considerable diversity of agendas that can be brought to it, as well as the ways in which these agendas sometimes complement and sometimes undermine one another.

Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child

Are children natural philosophers? They are curious about questions such as the meaning and purpose of being alive and whether we can know anything at all. Pre-college philosophy takes as a starting point young people's inherent interest in large questions about the human condition. Philosophy and Education: Introducing Philosophy to Young People seeks to illuminate the ways in which philosophy can strengthen and deepen pre-college education.The book examines various issues involved in teaching philosophy to young people at different grade levels, including assessing what teachers need in order to teach philosophy and describing several models for introducing philosophy into schools. Ways to explore specific branches of philosophy – ethics, epistemology, metaphysics, aesthetics, and logic – through literature, thought experiments, and games and activities, as well as traditional philosophy texts, are described. The book's final section considers student assessment and program evaluation, and analyzes the contributions pre-college philosophy can make to education in general.Teachers and educators – and parents – all want young people to grow up with the skills they need to pursue their own goals and become productive and successful adults. Thinking independently and reasoning clearly are central to these objectives. Philosophy helps students develop some of the analytic skills they need to engage in thoughtful decision-making throughout their lives, and the richness of the questions involved can help young people maintain their awareness of the world as marvelous and mysterious.

With this book, any teacher can start teaching philosophy to children today!Co-written by a professor of philosophy and a practising primary school teacher, Philosophy for Young Children is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries - enough for a year's work - that have all been successfully tried, tested and enjoyed with young children from the age of three upwards.The enquiries explore a range of stimulating philosophical questions about fairness, the environment, friendship, inclusion, sharing, right and wrong, manners, beauty, pictures, the emotions, dreaming and reality. All the stories, drawings and photographs that you'll need to carry out the enquiries are provided and can be used with your children directly from the book. Each step-by step enquiry includes: The philosophical topic and the aim of the enquiry The stimuli you'll need Questions to ask the children Possible answers to help move the discussion forward Ideas to help you summarise and extend the enquiry. If you are an Early Years or primary school teacher, this complete resource will enable you to introduce philosophy to your children quickly and with confidence.

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 written by a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students'thinking. The book includes: • guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable • troubleshooting advice for the teacher-turned-facilitator • a companion website containing useful links, downloadable resources and material to display on your interactive whiteboard. Edited and collated by the UK's leading P4C organisation, this book introduces a rationale for using and adapting P4C in the secondary curriculum.

Each session in this practical book 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. All the enquiries have been tried and tested, and a handy star system is included to indicate the difficulty level of each one. With a comprehensive introduction and key sections on the philosophy behind the experiments, this book also includes an online teacher's resource to guide practitioners through using the sessions to best effect in the classroom.

“Philosophical Dialogue with Children” is a collection of essays that explores our common presuppositions about childhood and children's thinking, and challenges adults to re-examine their notions about children's capacity to engage in philosophical dialogue in group settings like the classroom.

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.

Revisiter le territoire de l'enfance Au fil de discussions entre un père et sa fille, Éric Hamraoui invite le lecteur à se remémorer les questions qu'il se posait durant l'enfance, avec les impressions et sentiments qu'il éprouvait alors. Les dialogues qui inaugurent les chapitres de l'ouvrage portent la marque des réflexions et questionnements d'une enfant âgée de six ans ayant trait aux événements constituant la trame de son existence quotidienne : interrogations portant sur ses parents, sa naissance, ses camarades, la vie, le temps, la mort, le travail, l'amour... Chaque dialogue est mis en correspondance avec des textes philosophiques ou littéraires commentés permettant d'en apprécier la portée et les intuitions. Au terme de ce voyage en pays d'enfance, l'adulte que nous sommes devenus comprend la nécessité de ne pas en déserter le sol pour créer, penser et cheminer vers la sagesse.