Rethinking Philosophy for Children

"By utilizing the philosophy of Giorgio Agamben, the authors propose a radical reconceptualization of the practice known as Philosophy for Children (P4C) that focuses on the experience of one's potentiality to speak rather than the ...

Rethinking Philosophy for Children

"By utilizing the philosophy of Giorgio Agamben, the authors propose a radical reconceptualization of the practice known as Philosophy for Children (P4C) that focuses on the experience of one's potentiality to speak rather than the development of specific skills or types of speaking. 'Philosophy for Infancy' (P4I) emerges as a non-instrumental educational practice that does not dictate what to say or how to say it but rather focuses on the potentiality to say something. In the process of developing P4I, the authors address a long-standing question concerning the politics of education. Instead of education as a means to a pre-defined political end (citizenship education, for example) or education as an end in itself (divorced from political concerns), the authors argue that the non-instrumental approach to potentiality is the embodiment of an equally non-instrumental political community that is itself always in potential. P4I is intended to work within the procedural framework offered by the P4C-program and recognizes a latent potentiality in the practice that allows for a common use of language. Throughout the theoretical discussion, the authors offer practical applications and excerpts of children's dialogue to provide anchoring points for classroom teachers"--

The Routledge International Handbook of Philosophy for Children

It raises questions about the 'essence' of P4C, what needs to be present for it to 'count' as P4C and how many 'alterations' can be made, ... For them, the teaching of philosophy does not require a rethinking of what philosophy means.

The Routledge International Handbook of Philosophy for Children

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.

Rethinking Philosophy with Borges Zambrano Paz and Plato

Poetry prepared the children of citizens for festivals and other public and private events (Griffith 85). As Gentili says, “Children and adolescents in schools all sang and moved to the rhythm of music and poetry” (156).

Rethinking Philosophy with Borges  Zambrano  Paz  and Plato

In Rethinking Philosophy with Borges, Zambrano, Paz, and Plato, Hugo Moreno argues that in Ficciones, Claros del bosque, and El mono gramático, Jorge Luis Borges, María Zambrano, and Octavio Paz practice a literary way of philosophizing--a way of seeking and communicating knowledge of reality that takes up analogical procedures. They deploy analogy as an indispensable and irreplaceable heuristic tool and literary device to convey their insight and perplexities on the nature of existence. Borges' ironic approach involves reading and writing philosophy as fiction. Zambrano's poetic reason is a mode of writing and thinking based on an imaginative sort of recollection that is ultimately a visionary's poetizing technique. Paz's poetic thinking relies on analogy to correlate and harmonize an array of worldviews, ideas, and discourses. In the appendix, Moreno shows that Plato's Republic is a forerunner of this way of philosophizing in literature. Moreno suggests that in the Republic, Plato reconciles philosophy and poetry and creates a rational prose poetry that fuses argumentation and narration, dialectical and analogical reasoning, and abstract concepts and poetic images.

Philosophy in Children s Literature

Children and the Ethics of Place.” In Bruce V. Foltz and Robert Frodeman, eds, Rethinking Nature: Essays in Environmental Philosophy. Bloomington, IN: Indiana University Press, 2004. Warren, Karen, ed. Ecological Feminist Philosophies.

Philosophy in Children s Literature

This book allows philosophers, literary theorists, and education specialists to come together to offer a series of readings on works of children’s literature. Each of their readings is focused on pairing a particular, popular picture book or a chapter book with philosophical texts or themes. The book has three sections—the first, on picturebooks; the second, on chapter books; and the third, on two sets of paired readings of two very popular picturebooks. By means of its three sections, the book sets forth as its goal to show how philosophy can be helpful in reappraising books aimed at children from early childhood on. Particularly in the third section, the book emphasizes how philosophy can help to multiply the type of interpretative stances that are possible when readers listen again to what they thought they knew so well. The kinds of questions this book raises are the following: How are children’s books already anticipating or articulating philosophical problems and discussions? How does children’s literature work by means of philosophical puzzles or language games? What do children’s books reveal about the existential situation the child reader faces? In posing and answering these kinds of questions, the readings within the book thus intersect with recent, developing scholarship in children’s literature studies as well as in the psychology and philosophy of childhood.

Achievement Emotions in University Teaching and Learning Students Stress and Well being

Philosophy in the Classroom. Philadelphia, PA: Temple University Press. Lukey, B. (2004). Rethinking dialogue: reflections on P4C with autistic children. Think. J. Philos. Children 17, 24–29. doi: 10.5840/thinking2004171/214 Makaiau, ...

Achievement Emotions in University Teaching and Learning  Students    Stress and Well being


The Routledge Handbook of the Philosophy of Childhood and Children

“Who Should Bear the Costs of Children?,” Public Affairs Quarterly 1: 1–42. George, R. 1993. “On the External Benefits of Children,” in D. T. Mejerset al. (eds.), Kindred Matters: Rethinking the Philosophy of the Family.

The Routledge Handbook of the Philosophy of Childhood and Children

Childhood looms large in our understanding of human life, as a phase through which all adults have passed. Childhood is foundational to the development of selfhood, the formation of interests, values and skills and to the lifespan as a whole. Understanding what it is like to be a child, and what differences childhood makes, are thus essential for any broader understanding of the human condition. The Routledge Handbook of the Philosophy of Childhood and Children is an outstanding reference source for the key topics, problems and debates in this crucial and exciting field and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five parts: · Being a child · Childhood and moral status · Parents and children · Children in society · Children and the state. Questions covered include: What is a child? Is childhood a uniquely valuable state, and if so why? Can we generalize about the goods of childhood? What rights do children have, and are they different from adults’ rights? What (if anything) gives people a right to parent? What role, if any, ought biology to play in determining who has the right to parent a particular child? What kind of rights can parents legitimately exercise over their children? What roles do relationships with siblings and friends play in the shaping of childhoods? How should we think about sexuality and disability in childhood, and about racialised children? How should society manage the education of children? How are children’s lives affected by being taken into social care? The Routledge Handbook of the Philosophy of Childhood and Children is essential reading for students and researchers in philosophy of childhood, political philosophy and ethics as well as those in related disciplines such as education, psychology, sociology, social policy, law, social work, youth work, neuroscience and anthropology.

Care Based Methodologies

Also Available from Bloomsbury Children's Transitions in Everyday Life and Institutions, edited by Mariane Hedegaard and Marilyn ... by Rosie Flewitt and Lynn Ang Rethinking Philosophy for Children: Agamben and Education as Pure Means, ...

Care Based Methodologies

Care-Based Methodologies reimagines relationships between researchers and youth participants in school-based research. The book calls attention to care-based methodologies as essential to qualitative and ethnographic research in schools, particularly when participants are youth from nondominant communities. While researchers come to schools seeking to understand youths' lived experiences and become implicated in the quotidian rhythms of their lives, it is rare that they receive training on how to navigate the complex interpersonal dynamics and relationships that take shape during long-term school research. How can researchers ensure that they care for the wellbeing of youth, not just the stories and data collected from them? How do researchers maneuver the various roles they may come to play in youth's lives over the course of, and beyond, a study with care? What happens when scholars transgress the traditional power dynamics of researcher-participant relationships to walk with youth in their research? This book illustrates the possibilities for conducting rigorous and responsible research that simultaneously improves our understanding of youth's lives, cares for their wellbeing, and works toward dismantling the systems that oppress them. The editors of the volume offer an opening chapter that articulates how researchers can practice care-based methodologies with youth by centering transparency, reflexivity, reciprocity, curiosity, consent, and self-care. The chapters that follow draw from a range of qualitative and ethnographic studies to highlight how care mediates and informs the research process and offer concrete guidance for employing care-based methodologies in school-based studies with youth.

Pedagogical Leadership in Early Childhood Education

... Mona Sakr and Jayne Osgood Children's Transitions in Everyday Life and Institutions, edited by Mariane Hedegaard ... Research Methods for Early Childhood Education, by Rosie Flewitt and Lynn Ang Rethinking Philosophy for Children: ...

Pedagogical Leadership in Early Childhood Education

Pedagogical leadership views leadership as something separate from formal authority or qualifications, seeing educators' understanding, interpretation and passion as the key lever for continuous improvement in early childhood education (ECE). This book shows how effective pedagogical leadership can create the right conditions for quality ECE provision, to increase motivation and engagement among staff, and impact positively on staff recruitment and retention. Written by a team of international experts based in Australia, Azerbaijan, Estonia, Greece, Finland, Norway, Sweden, the UK and the USA, this book explores pedagogical leadership in ECE in-depth and through an international lens. The chapters address questions including: what is pedagogic leadership?; what does it look like?; what impact can pedagogic leadership have on the everyday work of nurseries and other ECE providers? The contributors cover a range of topics including trauma-responsive pedagogy, child-initiated pedagogies, conflict management, change management theory and social leadership theory.

Rethinking Philosophy and Theology with Deleuze

... fulfillment—the Pauline revelation of the glorious liberty of the children of God, the coming of the Beloved Community (Josiah Royce). ... This is a huge irony, since the Rethinking Philosophy and Theology with Deleuze 100.

Rethinking Philosophy and Theology with Deleuze

The debate between faith and reason has been a dominant feature of Western thought for more than two millennia. This book takes up the problem of the relation between philosophy and theology and proposes that this relation can be reconceived if both philosophy and theology are seen as different ways of organising affects. Brent Adkins and Paul R. Hinlicky break new ground in this timely debate in two ways. Firstly, they lay bare the contemporary dependence on Kant and propose that our Kantian inheritance leaves us with an insuperable dualism. Secondly, the authors argue that the philosophy of Gilles Deleuze provides a way of resolving the debate between faith and reason that does justice to philosophy and theology by reconceiving of both as assemblages. Deleuze's philosophy differentiates domains of thought in terms of what they create. This seems like a particularly fruitful way to pursue the problem of the relations among philosophy and theology because it allows their distinction without at the same time placing them in opposition to one another.

Rethinking Children and Research

Rethinking Children and Research considers the way people approach research into childhood and children's lives and examines the debates concerning the forms and goals of such research.

Rethinking Children and Research

Rethinking Children and Research considers the way people approach research into childhood and children's lives and examines the debates concerning the forms and goals of such research. Theoretical and practice-based perspectives are discussed in the context of recent key developments in research theory and philosophy of children. Mary Kellett promotes the idea that researchers should listen to the voices and perspectives of children as experts on their own lives, and offers insights and guidance on approaches to research design, implementation and presentation. Recent debates and developments are considered, including ethics, approaching research with children from a child-rights framework, and rethinking the power dynamic within research relationships with children. Rethinking Children and Research is essential for studying childhood and undergraduate or postgraduate level, and will be of interest to all involved with research into childhood and children's lives in the areas of education, health and social services. >

Philosophical Foundations of Children s and Family Law

in E Brake (ed), After Marriage: Rethinking Marital Relationships (OUP 2016) Brake E and Millum J, 'Parenthood and Procreation', The Stanford Encyclopedia of Philosophy (October 2013) <http://plato.stanford.edu/entries/parenthood/> ...

Philosophical Foundations of Children s and Family Law

This volume brings together new essays in law and philosophy on a broad range of topics in children's and family law. It is the first volume to bring together essays by legal scholars and philosophers for an integrated, critical analysis of key issues in this area, marking the 'coming of age' of a comparatively new field of family law. Debates in children's and family law are at once theoretical and empirical in nature. Not only does children's and family law have significant consequences for individuals' intimate lives, the field's impact on lived experience highlights the socially constructed nature of law. Approaching this area of law often involves exploring a legal concept familiar from daily life, such as the very notion of 'marriage' or 'family', and examining it within its social, economic, and historical context. The normative basis for law regulating intimate personal and family life extends beyond any narrow legal philosophy or social context to its broader foundations in theories of morality or justice. The chapters included bring together a representative and broad range of pieces that engage with long-standing and contemporary debates. A wide range of perspectives is represented on topics such as same-sex marriage, polygamy and polyamory, alimony, unmarried cohabitation, gestational surrogacy and assisted reproductive technologies, child support, parental rights and responsibilities, children's rights, family immigration, religious freedom, and the rights of paid caregivers. There is also philosophical discussion of concepts such as care, intimacy, and the nature of family and family law itself.

Pedagogies of Taking Care

... Costa and Rille Raaper Wim Wender's Road Movie Philosophy, René V. Arcilla Critical Pedagogy for Healing, edited by Tricia M. Kress, Christopher Emdin and Robert Lake Wonder, Vlad P. Glaveanu Rethinking Philosophy for Children, ...

Pedagogies of Taking Care

This book traces the notion of care and civic values in education that are largely devalued today by neoliberal economic concerns. Through a discussion of educators and philosophers including Arendt, Foucault, Guattari, Patocka, Simondon, Stengers and Whitehead, Atkinson explores the 'gift of otherness' in relation to an ethico-politics of pedagogic practice and learning, including art education. He argues for pedagogical practices that facilitate and support each learner's pathways through what is called a pedagogy of taking care. This involves paying due attention, with empathy, to each learner's pathway of learning and to the difference and divergence of such pathways. It also requires the teacher to take care, to be vigilant towards their own pedagogical frameworks that inform pedagogical work, particularly when a student or child produces work that does not accord with such frameworks. Atkinson not only critiques current educational policy but advocates possible futures of being, not dominated by the neoliberal tools of force and power. Pedagogies of taking care allow us to think differently about education and art education, and revaluate it's meaning within research, classrooms, non-formal contexts of education and cultural institutions.

Rethinking the Education Improvement Agenda

Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice.

Rethinking the Education Improvement Agenda

Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice. Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include: • The Ethic of Improvement • Teacher Education • Leadership and Management • Lifelong Learning • The Rhetoric of Numbers • The Governance of Childhood • The State of Education Research An essential text for all looking at how we think and talk about education and improvement.

Children

Rethinking the Philosophy of the Family, Ithaca, NY, Cornell University Press, 1994, pp. 209-17. Discussion of the possibly objectionable role that the family can play in the transmission of ideas of injustice can be found in S. M. Okin ...

Children

Whether children have rights is a debate that in recent years has spilled over into all areas of public life. It has never been more topical than now as the assumed rights of parents over their children is challenged on an almost daily basis. David Archard offers the first serious and sustained philosophical examination of children and their rights. Archard reviews arguments for and against according children rights. He concludes that every child has at least the right to the best possible upbringing. Denying that parents have any significant rights over their children, he is able to challenge current thinking about the proper roles of state and family in rearing children. Crucially, he considers the problem of how to define and understand `child abuse'.

Rethinking Ethical Political Education

The main character is the depressed philosopher Greg Boatwright, father of four: three adopted children – from Liberia, Vietnam and Colombia – and a biological daughter, who calls herself “the boring white chick in the family”.

Rethinking Ethical Political Education

This book offers a variety of outlooks and perspectives on the constitutive values and formative norms of a society, reflected by discourses on ethical-political education. It also discusses conceptual and critical philosophical works combined with empirical studies. The book is divided into three parts: the first part describes contemporary youth’s tangible experience of and reflections on ethical-political issues, while the second part explores the potential powers and pitfalls of educational philosophies, old and new. The third part highlights cutting edge issues within the humanities and social sciences, and examines the prospects of a fruitful rethinking of ethical-political education in response to today’s pressing issues. By addressing current dilemmas with diligence and insight, the authors offer solid arguments for new theoretical and practical directions to promote philosophical clarification and advance research. Intended for students, teachers and researchers, the book provides fresh perspectives on the many facets of ethical-political education, and as such is a valuable contribution to educational research and debate.

Rethinking Gifted Education

Thus, revisiting some of the fundamental issues that are the heart and pulse of contemporary conceptions of giftedness and speak to the philosophical issues of meaning, purpose, and direction, I will examine children's perceptions of ...

Rethinking Gifted Education

Gifted education is in a period of transition unlike any it has experienced in this generation. Thinkers within the field and without are questioning the practice of gifted education, the theoretical foundations on which this practice rests, and even the value and legitimacy of the concept of giftedness. This fresh and provocative volume contains essays by leading thinkers on gifted education and by writers outside the field who have examined it critically. Each author examines, reconsiders, and challenges the assumptions and beliefs underlying the theory and practice of gifted education, providing a "roadmap" to guide both current considerations of and future planning for gifted education programs.

Rethinking Orphanages for the 21st Century

all the homes end up practicing the same type of child care philosophy with little room for innovation and positive experimentation. (p. 263) Maxwell concludes that not taking public funding can provide homes for children with more ...

Rethinking Orphanages for the 21st Century

This volume reviews the policy reforms necessary in the United States for children's homes to become reliable solutions for many of the nation's disadvantaged and abused children. The contributors explore a variety of topics including: judicial issues; child maltreatment; the history of children's homes; regulation and funding; and solutions for reform.

Education Philosophy and Well being

(2001) (with P. White) 'Analytic philosophy of education and children's rights', in F. Heyting, D. Lenzen and J. White (eds), Methods in Philosophy in Education. ... Rethinking the School Curriculum: Values, Aims and Purposes.

Education  Philosophy and Well being

John White is one of the leading philosophers of education currently working in the Anglophone world. Since first joining the London Institute of Education in 1965, he has made significant contributions to the landscape of the discipline through his teaching, research and numerous publications. His academic work encompasses a broad range of rich philosophical issues, ranging from questions surrounding the child’s mind, through the moral and pedagogical obligations of teachers and schools, to local and national questions of educational policy. In this volume, international contributors address key issues in the philosophy of education, touching on significant contemporary concerns and demonstrating the breadth and influence of John White’s work. Each chapter critically examines, builds on, and pays tribute to John White’s unique contribution, considering how his work has impacted on the discipline of education as we know it today. Topics covered include: policy and the role of philosophy of education liberal education the aims of education moral education leadership. Education, Philosophy and Wellbeing will appeal to postgraduate students and academics in the fields of history, policy, education studies, and philosophy, as well as to policy-makers, educational administrators and teachers.

Rethinking Parent and Child Conflict

... that have emerged from other disciplines such as anthropology, cultural studies, sociology, and philosophy. ... In her book RethinkingParent and ChildConflict, Susan Grieshaber encapsulates this movement from the pasttothe present ...

Rethinking Parent and Child Conflict

The book draws from Foucault's notion of power-knowledge-resistance and feminist poststructuralism to offer a re-theorization of parent-child conflict.

Rethinking Learning In Early Childhood Education

enabling children to become multiliterate. These entry points require, as Georgie discovered, a willingness to rethink pedagogy and views of learning, in order to provide a pathway that leads to linguistic and alphabetic learning.

Rethinking Learning In Early Childhood Education

This title examines the relationships between the personal, social and educational experiences of children and explores the ways in which they are influenced by the use multiple modes of communication and the use of new technologies that enable them to make meaning in multimodal environments.