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  Subjects -> PHILOSOPHY (Total: 661 journals)
Showing 1 - 135 of 135 Journals sorted alphabetically
'Ilu. Revista de Ciencias de las Religiones     Open Access   (Followers: 6)
ACME : Annali della Facoltà di Studi Umanistici dell'Università degli Studi di Milano     Open Access   (Followers: 1)
Acta Philosophica     Full-text available via subscription  
Acta Universitatis Carolinae Theologica     Open Access   (Followers: 2)
Affirmations : of the modern     Open Access   (Followers: 4)
African Journal of Business Ethics     Open Access   (Followers: 6)
Aisthema, International Journal     Open Access  
Aisthesis     Open Access   (Followers: 6)
Aisthesis. Pratiche, linguaggi e saperi dell’estetico     Open Access   (Followers: 2)
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman     Open Access   (Followers: 1)
Al-Jami'ah : Journal of Islamic Studies     Open Access   (Followers: 5)
Al-Tijary : Jurnal Ekonomi dan Bisnis Islam     Open Access   (Followers: 1)
Al-Ulum     Open Access   (Followers: 1)
Albertus Magnus     Open Access  
Algemeen Nederlands Tijdschrift voor Wijsbegeerte     Full-text available via subscription   (Followers: 1)
Alpha (Osorno)     Open Access  
American Journal of Semiotics     Full-text available via subscription   (Followers: 5)
American Journal of Theology & Philosophy     Full-text available via subscription   (Followers: 35)
American Society for Aesthetics Graduate E-journal     Open Access   (Followers: 4)
Analecta Hermeneutica     Open Access  
Anales de la Cátedra Francisco Suárez     Open Access  
Anales del Seminario de Historia de la Filosofía     Open Access   (Followers: 1)
Análisis     Open Access  
Análisis : Revista de investigación filosófica     Open Access  
Analysis     Hybrid Journal   (Followers: 21)
Analytic Philosophy     Hybrid Journal   (Followers: 21)
Ancient Philosophy     Full-text available via subscription   (Followers: 8)
Angewandte Philosophie / Applied Philosophy     Hybrid Journal  
Annales UMCS. Sectio I (Filozofia, Socjologia)     Open Access  
Annali del Dipartimento di Filosofia     Open Access  
Annals in Social Responsibility     Full-text available via subscription  
Annals of the University of Bucharest : Philosophy Series     Open Access  
Annuaire du Collège de France     Open Access   (Followers: 5)
Anthropological Measurements of Philosophical Research     Open Access   (Followers: 1)
Anuari de la Societat Catalana de Filosofia     Open Access  
Anuario Filosófico     Full-text available via subscription  
Appareil     Open Access   (Followers: 1)
Araucaria. Revista Iberoamericana de Filosofía, Política y Humanidades     Open Access   (Followers: 1)
Archiv fuer Rechts- und Sozialphilosphie     Full-text available via subscription   (Followers: 2)
Archiv für Geschichte der Philosophie     Hybrid Journal   (Followers: 9)
Areté : Revista de Filosofia     Open Access  
Argos     Open Access   (Followers: 1)
Argumentos - Revista de Filosofia     Open Access  
Assuming Gender     Open Access   (Followers: 7)
Astérion     Open Access   (Followers: 1)
At-Tabsyir : Jurnal Komunikasi Penyiaran Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Attarbiyah : Journal of Islamic Culture and Education     Open Access  
Aufklärung: revista de filosofia     Open Access   (Followers: 2)
Augustinian Studies     Full-text available via subscription   (Followers: 5)
Augustiniana     Full-text available via subscription  
Augustinianum     Full-text available via subscription   (Followers: 1)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 5)
Australasian Journal of Philosophy     Hybrid Journal   (Followers: 55)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Journal of Parapsychology     Full-text available via subscription   (Followers: 2)
Axiomathes     Hybrid Journal   (Followers: 6)
Bajo Palabra     Open Access  
Balkan Journal of Philosophy     Full-text available via subscription  
Between the Species     Open Access   (Followers: 1)
Bijdragen     Full-text available via subscription   (Followers: 2)
Binghamton Journal of Philosophy     Full-text available via subscription  
Bioethics Research Notes     Full-text available via subscription   (Followers: 13)
BioéthiqueOnline     Open Access  
Biology and Philosophy     Hybrid Journal   (Followers: 19)
BMC Medical Ethics     Open Access   (Followers: 21)
Bochumer Philosophisches Jahrbuch für Antike und Mittelalter     Hybrid Journal   (Followers: 2)
Bollettino Filosofico     Open Access  
British Journal for the History of Philosophy     Hybrid Journal   (Followers: 39)
British Journal for the Philosophy of Science     Hybrid Journal   (Followers: 34)
British Journal of Aesthetics     Hybrid Journal   (Followers: 26)
British Journal of Music Therapy     Hybrid Journal   (Followers: 7)
Bulletin d'Analyse Phénoménologique     Open Access  
Bulletin de Philosophie Medievale     Full-text available via subscription   (Followers: 4)
Bulletin of Symbolic Logic     Full-text available via subscription   (Followers: 2)
Business and Professional Ethics Journal     Full-text available via subscription   (Followers: 2)
Business Ethics Quarterly     Full-text available via subscription   (Followers: 13)
C@hiers du CRHIDI     Open Access  
Cadernos Benjaminianos     Open Access  
Cadernos do PET Filosofia     Open Access  
Cadernos Nietzsche     Open Access  
Cadernos Zygmunt Bauman     Open Access  
Cakrawala : Jurnal Studi Islam     Open Access  
Canadian Journal of Philosophy     Full-text available via subscription   (Followers: 19)
Chiasmi International     Full-text available via subscription  
Childhood & Philosophy     Open Access   (Followers: 6)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Chôra : Revue d’Études Anciennes et Médiévales - philosophie, théologie, sciences     Full-text available via subscription   (Followers: 1)
Christian Journal for Global Health     Open Access  
Chromatikon     Full-text available via subscription  
Church Heritage     Full-text available via subscription   (Followers: 4)
Cinta de Moebio     Open Access  
Circe de clásicos y modernos     Open Access  
Clareira - Revista de Filosofia da Região Amazônica     Open Access  
Claridades : Revista de Filosofía     Open Access  
Coactivity: Philosophy, Communication / Santalka: Filosofija, Komunikacija     Open Access   (Followers: 1)
Cognitio : Revista de Filosofia     Open Access  
Cognitive Semiotics     Full-text available via subscription   (Followers: 3)
Collingwood and British Idealism Studies     Full-text available via subscription  
Colombia Forense     Open Access  
Comparative and Continental Philosophy     Hybrid Journal   (Followers: 9)
Comparative Philosophy     Open Access   (Followers: 13)
Con-Textos Kantianos (International Journal of Philosophy)     Open Access  
Conceptus : zeitschrift für philosophie     Hybrid Journal  
CONJECTURA : filosofia e educação     Open Access  
Constellations     Hybrid Journal   (Followers: 18)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 5)
Contemporary Chinese Thought     Full-text available via subscription   (Followers: 7)
Contemporary Political Theory     Hybrid Journal   (Followers: 39)
Contemporary Pragmatism     Hybrid Journal   (Followers: 3)
Continental Philosophy Review     Partially Free   (Followers: 23)
Contrastes. Revista Internacional de Filosofía     Open Access  
Contributions to the History of Concepts     Full-text available via subscription   (Followers: 6)
Controvérsia     Open Access  
Conversations : The Journal of Cavellian Studies     Open Access  
CoSMo | Comparative Studies in Modernism     Open Access  
Cosmos and History : The Journal of Natural and Social Philosophy     Open Access   (Followers: 6)
CR : The New Centennial Review     Full-text available via subscription   (Followers: 3)
Creativity Studies     Open Access   (Followers: 3)
Critical Horizons     Hybrid Journal   (Followers: 3)
Croatian Journal of Philosophy     Full-text available via subscription   (Followers: 1)
Cuadernos de Bioetica     Open Access   (Followers: 1)
Cuestiones de Filosofía     Open Access  
Cultura : International Journal of Philosophy of Culture and Axiology     Open Access   (Followers: 2)
Cultural-Historical Psychology     Open Access   (Followers: 2)
Dalogue and Universalism     Full-text available via subscription  
Dao     Hybrid Journal   (Followers: 8)
Décalages : An Althusser Studies Journal     Open Access  
Design Philosophy Papers     Full-text available via subscription   (Followers: 9)
Deutsche Zeitschrift für Philosophie     Hybrid Journal   (Followers: 14)
Diagonal : Zeitschrift der Universität Siegen     Hybrid Journal  
Dialectic : A scholarly journal of thought leadership, education and practice in the discipline of visual communication design     Open Access  
Dialektiké     Open Access  
Dialogue Canadian Philosophical Review/Revue canadienne de philosophie     Full-text available via subscription   (Followers: 3)
Diánoia     Open Access   (Followers: 1)
Dimas : Jurnal Pemikiran Agama untuk Pemberdayaan     Open Access  
Diogenes     Hybrid Journal   (Followers: 8)
Dirosat : Journal of Islamic Studies     Open Access  
Doctor virtualis     Open Access  
EarthSong Journal: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
Economica : Jurnal Ekonomi Islam     Open Access   (Followers: 1)
Edukasi : Jurnal Pendidikan Islam     Open Access  
Eidos     Open Access  
Ekstasis : Revista de Hermenêutica e Fenomenologia     Open Access  
Eleutheria     Open Access   (Followers: 1)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Empedocles : European Journal for the Philosophy of Communication     Hybrid Journal   (Followers: 1)
En Líneas Generales     Open Access  
Endeavour     Hybrid Journal   (Followers: 4)
Éndoxa     Open Access  
Enrahonar : An International Journal of Theoretical and Practical Reason     Open Access   (Followers: 2)
Environmental Ethics     Hybrid Journal   (Followers: 9)
Environmental Philosophy     Full-text available via subscription   (Followers: 3)
Episteme     Hybrid Journal   (Followers: 12)
Epistemology & Philosophy of Science     Open Access   (Followers: 7)
Epoché : A Journal for the History of Philosophy     Full-text available via subscription  
Erasmus Studies     Hybrid Journal   (Followers: 4)
Ergo, an Open Access Journal of Philosophy     Open Access   (Followers: 7)
Erkenntnis     Hybrid Journal   (Followers: 18)
Escritos     Open Access  
Essays in Philosophy     Open Access   (Followers: 8)
Estética     Open Access   (Followers: 1)
Estudios de Filosofía     Open Access  
Estudios de Filosofía     Open Access  
Estudios de Filosofía Práctica e Historia de las Ideas     Open Access  
Estudos Nietzsche     Open Access  
Ethical Perspectives     Full-text available via subscription   (Followers: 12)
Ethical Theory and Moral Practice     Hybrid Journal   (Followers: 20)
Ethics     Full-text available via subscription   (Followers: 49)
Ethics & Bioethics (in Central Europe)     Open Access   (Followers: 1)
Ethics, Medicine and Public Health     Full-text available via subscription   (Followers: 4)
Éthique publique     Open Access  
Ethische Perspectieven     Full-text available via subscription   (Followers: 1)
Etikk i praksis - Nordic Journal of Applied Ethics     Open Access  
Études de lettres     Open Access   (Followers: 3)
Études phénoménologiques : Phenomenological Studies     Full-text available via subscription  
Études Platoniciennes     Open Access   (Followers: 1)
Études Ricoeuriennes / Ricoeur Studies     Open Access   (Followers: 2)
European Journal for Philosophy of Science     Partially Free   (Followers: 10)
European Journal of Islamic Finance     Open Access  
European Journal of Philosophy     Hybrid Journal   (Followers: 53)
European Journal of Pragmatism and American Philosophy     Open Access   (Followers: 1)
Facta Universitatis, Series : Philosophy, Sociology, Psychology and History     Open Access  
FairPlay, Revista de Filosofia, Ética y Derecho del Deporte     Open Access  
Faith and Philosophy     Full-text available via subscription   (Followers: 4)
Fichte-Studien     Full-text available via subscription   (Followers: 1)
Film-Philosophy Journal     Open Access   (Followers: 8)
Filosofia Theoretica : Journal of African Philosophy, Culture and Religions     Open Access   (Followers: 1)
Filosofia Unisinos     Open Access  
Filozofia Chrześcijańska     Open Access  
Filozofija i društvo / Philosophy and Society     Open Access  
FLEKS : Scandinavian Journal of Intercultural Theory and Practice     Open Access  
Forum Philosophicum     Full-text available via subscription  
Franciscan Studies     Full-text available via subscription   (Followers: 4)
Franciscanum. Revista de las ciencias del espíritu     Open Access  
Frontiers of Philosophy in China     Hybrid Journal   (Followers: 4)
Global Bioethics     Hybrid Journal   (Followers: 4)
Governare la paura. Journal of interdisciplinary studies     Open Access  
Graduate Faculty Philosophy Journal     Full-text available via subscription   (Followers: 1)

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Journal Cover
Childhood & Philosophy
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1984-5987
Published by Universidade do Estado do Rio de Janeiro Homepage  [34 journals]
  • on childhood, teacher experience and training: a dossier

    • Authors: carmen sanches sampaio, josé ricardo santiago, tiago ribeiro
      Pages: 237 - 243
      Abstract: Apresentação do dossiê "infância, experiência e formação docente"
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.33810
      Issue No: Vol. 14, No. 30 (2018)
       
  • childhoods of language, childhoods of infancy, childhoods memories: later
           it’s too late

    • Authors: carlos skliar
      Pages: 245 - 260
      Abstract: This essay dedicates itself to poetically think about childhood, philosophy and solitude. By using some literary images, it provokes us to think of childhood beyond chronology, linear time, life phases, investing in the potentiality of the minimum, of the tiniest, of the minutiae as a force that can move us from the common places of thought, to expose or disturb our ways of seeing, of understanding, of thinking. Childhood, literature, philosophy and solitude keep alive the flame of unfinishing, of incompleteness, making the wheel of life spin: poetry is made of everything that easily breaks, of the unusable, which lasts just a little less than an instant wich is, in it’s turn, minimal, is what undoes the civilization of gold, the merchandise of blasphemy, including what can not be remembered, the least, the odd, the insufficient. Thus, this essay is an invitation so that we can look attentively, calmly, at the unseemly things, at the almost silent words, at the minimal gestures and then to be able to listen and to see, perhaps, another poetic of the childhood and the philosophy, a distinct relationship with the childhood, the literature, the philosophy and the solitude in such a way that we can say: yes, childhood has a voice; yes, childhood without a voice is a disgrace.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.30700
      Issue No: Vol. 14, No. 30 (2018)
       
  • childhood, alterity and teacher training: meeting with children as a
           powerful transformation

    • Authors: tiago ribeiro, rafael de souza, adrianne ogêda guedes
      Pages: 261 - 276
      Abstract: This paper aims to share reflections produced in the core of a research developed in everyday life of a school located in the city of Rio de Janeiro, in order to think the teacher training process and the child's potentiality in it. Through an investigation from the perspective of research with daily life, making use of narratives produced in the field notebook and of impressions and senses created throughout the investigation, brings two scenes experienced in the daily life of the mentioned public school and, with them, discusses concepts of training and child, defending the latter as a legitimate other in teacher education and training as a singular process and at the same time, collective and polyphonic. Finally, from the proposed problematization, the text invites us to think training with childhood in the quality of training as experience: that one which makes us think and think about ourselves, that is a training that moves us and causes us to inquire about our certainties and crystallized truths, invites us to be already others of ourselves, to rethink our ways of being, to be and to live the teaching experience with the children. Therefore, it is an invitation to think about our place and the place of children, in other words, our relationship in education and teacher's training.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.29281
      Issue No: Vol. 14, No. 30 (2018)
       
  • childhood, image and teacher education: between experiences, knowledge and
           powers in early childhood education

    • Authors: césar donizetti leite, andréia regina de oliveira camargo
      Pages: 277 - 296
      Abstract: The reflections around teacher training and the means by which it is treated in the educational contexts have major importance, due to the urgency of the topic as well as the multiplicity of ways to be dealt along with the teachers. From researches of images production, developed with children and teachers in the ambit of early childhood education, this text will reflect on the formative processes of teachers in the childhood education. In this context, there are a few relevant questions: what can the image do in the formative processes' In which ways may the teacher training help us to think about the childhood and the educational practices with little children' By which means may the childhood help us to think the work of teacher training. In this way, using the produced images, this text aims to operate in the circulation movement of the thought itself, in which the thought can, in its exteriority, experiment with words (language), childhood, image and teacher training, enabling ruptures to think about the child, the educators, the school, the knowledge, the doing, the powers, the action protocols, what to do with the children and how to deal with them, composing possibilities that overflow what is determined and legalized. As theoretical basis, we take authors such as G. Agamben, G. Deleuze e Michel Foucault.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.32042
      Issue No: Vol. 14, No. 30 (2018)
       
  • childhood and teacher education: gestures, senses and beginnings

    • Authors: camila machado de lima
      Pages: 297 - 315
      Abstract: The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work' Under what conditions do these childhoods arise' Is the teacher becoming a maturation of childhood, childhood or childhood' What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers' These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.32049
      Issue No: Vol. 14, No. 30 (2018)
       
  • the magic circle and the art of leaving to repeat in childhood: exercising
           and learning in the spheres

    • Authors: alexandre simão freitas
      Pages: 317 - 339
      Abstract: Modern anxiety about human formation has been articulated around crucial questions for exercises, behaviors, routines, habits that are triggered to give children a certain shape, modeling the future of infans through repeated and regulated activities, at the same time in which the autoplastic forces that interact in the configuration of all life are tame. Not coincidentally, Peter Sloterdijk apprehends modernity as a form of secularization and collectivization of the life of the exercise, displacing the asceses transmitted from Antiquity from its respective spiritual contexts and dissolving them in the foamy fluid of the present biopolitical communities dedicated to the training and the industralism of the subjectivity. Based on his asceticism, it is possible to see how childhood education is at the center of a long historical chain of training through an art driven by immunological procedures and selective antropotechnique turned to the production of innumerable childhood farewells that aim to wrest the subject from their communities insuflated, hardening them and manufacturing them as "state athletes" or "domestic enterprises". In this direction, this essay intends to explore from the spherological drama described by Sloterdijk, which means to think of childhood when one has to pay the price for the absence of protective layers, that is, when the magic circles explode, the bubbles of soap blown by the eyes the child.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.31728
      Issue No: Vol. 14, No. 30 (2018)
       
  • from the need to question thought: child gestures on school time

    • Authors: luciana pacheco marques, cristiane elvira de assis oliveira, núbia schaper santos
      Pages: 341 - 362
      Abstract: We present in this article a discussion about gestures produced from the childhood entry in the interface with the experience of school time. It is a discussion woven inside the center for studies and research in education in particular, the times group of the faculty of education of the federal university of Juiz de Fora/MG. Throughout history, time has been discussed in various ways and still is, as well as childhood, conceptually constructed as a result of social, political, religious, and cultural influences. In the attempt to "start thinking", we ask ourselves about what theoretical formulations have been based on childhood at the interface with school time in the field of education' We defend the central thesis that childhood, in a western cut, has been presented in productions still as social time. It is a recent movement to consider childhood as an event, experience, as opposed to the idea of childhood as the stage of life. As a result, considering infancy related to the tension between social time and time as intensity of the present, implies the need for pedagogical gestures that think this tension and, thus, consider the children of the current, narrowing their relations with the school, with knowledge and with life. To enlighten the issues sewn from our concerns, we chose authors such as Agamben, Leal, Bakhtin/Volochinov, Kohan, Vieira, Bento and Meneghel, Kramer, Borba, who focused on childhood and education. In order to problematize the time category, we dialogued with St. Augustine, Oliveira, Marques C. and Marques L, Skliar. The reading of our interlocutors and our listening with/to the school could subsidize the thought that we can invent ways not only imagined as possible with the perspective of reflecting time, childhood, experience and school on other bases. The interrogation, not the conviction, enables the sense of knowledge in the materiality of our practices, produced inside/outside the university. These are underprivileged subjects in curriculum matrices and disciplines that address the issue of children, their childhoods and temporalities.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.30310
      Issue No: Vol. 14, No. 30 (2018)
       
  • a very crazy trip: some considerations about words researched by
           childhoods

    • Authors: luciano bedin da costa, joelma de vargas borges, rita de cássia nunes azzolin
      Pages: 363 - 383
      Abstract: This paper is based on philosophical experiments carried out with students of public schools and a federal university, taking writing as a mobilizing verb for thought, learning and "very crazy trips". it presents estátuas de nuvens: dicionário de palavras pesquisadas por infâncias” e “inspiradores de mundos”, two books organized by a research-extension group focused on childhood and philosophy. from the books are extracted fragments to think the work of the childhood next to these students, to infantes writers from 2 to 95 years old. beyond a stage of life, childhood is understood here as a power of the unheard, as that which does not yet speak before so many great words. words, when researched by childhood, become potentially succulent and somewhat riskier. more than saying things, words are understood here as surface so that things can slide and with them, the world itself. writing is here assumed as a power of encounter, an event that actualizes networks of friendship and which, together with the small and great infantes writers, triggers other relations with the other and with themselves. the paper presents some photographic images that, in addition to representing or illustrating the lived experiences, intend to elicit the excursion of the sense and other derivations.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.32388
      Issue No: Vol. 14, No. 30 (2018)
       
  • the teacher's childhood: lived curriculums in the awakening of
           experience

    • Authors: silmara lídia marton, allan de carvalho rodrigues
      Pages: 385 - 405
      Abstract: Esse texto é parte dos diálogos que vêm sendo desenvolvidos no DEVIR – Grupo de Estudos e Pesquisas em Filosofia e Educação do IEAR/UFF no tocante a interrogações sobre o tempo da escola e da universidade, que vive extremamente acometido pelo ritmo automático, pela burocratização e racionalização do ensino, alienando crianças e jovens das suas próprias experiências e de atos de contemplação que incluam o vagar, o duvidar e o silenciar-se, imprescindíveis ao devir, ao fluir de sua condição humana. Em sintonia com o que diz Larrosa (2002), tudo funciona nas instituições educacionais no sentido da impossibilidade do acontecimento. Desejamos aqui expressar possibilidades de educar que estão na contramão da velocidade, do pragmatismo e da instrumentalização da razão em prol de respostas prontas, acabadas e aparentemente lógicas. Falaremos de encontros promovidos entre jovens e crianças de disparo de suas sensibilidades que, anteriores às palavras, aos conceitos, aos nomes, dão potência às suas infâncias que, como se refere Agamben (2000), são o lugar da experiência. Estabeleceremos conexões com os fios dos encontros como potência das infâncias que nos animam para pensar outros processos de formação de si e do outro. Iremos destacar, nesse sentido, a proposta educativa da “Filosofia com Crianças” desenvolvida em escolas públicas de Angra dos Reis em que, por intermédio de dispositivos da Arte e do exercício das faculdades sensíveis, experimentamos também nós, professores, uma infância marcada pela atitude de perguntar-se e da escuta de si e do outro. Essa proposta provocou deslocamentos na perspectiva de uma autoformação mais aberta, suscitando assim transformações em nossas formas de ensinar e compreender a formação do professor. Falaremos do que sentimos nesse processo socializando nossas experiências de docência, vivenciando assim currículos em que o silêncio, a incerteza, o inesperado acontecem. Desse modo, ganha voz a infância que possibilita a experiência, uma paixão no próprio caminho de ser professor.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.32952
      Issue No: Vol. 14, No. 30 (2018)
       
  • displacements, misplaced conversations: things of education and
           affirmation of a life that matters

    • Authors: alexsandro rodrigues, castiel vitorino brasileiro, jésio zamboni, marcelo santana ferreira, steferson zanoni roseiro
      Pages: 407 - 426
      Abstract: From the premise that the child is a dangerous other and that so must be controlled, this essay proposes to accompany – and, someway, to invent – the errant, devious and fag childhood as a possibility field to affirm the life that differs from itself. Understanding with René Schérer, Guy Hocquenghem and Michel Foucault that the childhoods are relegated to an order of institutions that kidnaps them in nonstop, it is, an order of institutions that strongly haunt the childhoods to reap the possibility fields, this text tries to ally with the children and their tricks. Therefore, this writing aims to affirm the child as an analytical category, as a fiction of the remembrance processes. In this adventure, it is the invention processes itself that allies to the memory and makes the concepts and the affects of raciality, gender and sexuality work. Here the child erase the limits of those categories and throw in the air the stability of the existence. Because they are tricky, the errant children do not satisfy themselves with the kidnaped childhood on selling. They laugh and mock on the comfortable childhood stories told in the adult world. The children here presented are powerful because they stablish resistance lines to face the violence, the racism, the compulsory heterosexuality and the misogyny. Tricky, the children just laugh and invite the others with their trail of romp.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.33631
      Issue No: Vol. 14, No. 30 (2018)
       
  • developing children’s reasoning and inquiry, concept analysis, and
           meaningmaking skills through the community of inquiry

    • Authors: abigail thea canuto
      Pages: 427 - 452
      Abstract: This paper presents the results of a research done to investigate the effectiveness of Philosophy for Children (P4C), a pedagogy employing philosophical dialogue in a community of inquiry, in a Philippine primary school.  Quantitative analysis of critical thinking skills identified by Sharp and Splitter (1995) as (1) reasoning; (2) concept analysis; and (3) meaning-making revealed that there was a considerable increase in the frequency of the children’s use of such critical thinking skills over the course of fifteen (15) sessions of dialogical inquiry.  Moreover, qualitative analysis of excerpts from the dialogue transcripts accounted for the refinement of the children’s use of the critical thinking skills.  This pioneering work thus calls for further research that will implement P4C in other grade levels and to explore other indicators of development in children’s thinking.  Further, it recommends that primary schools adopt P4C in Philippine basic education curriculum and that teacher education institutions provide teacher training and include P4C for pre-service training.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.28144
      Issue No: Vol. 14, No. 30 (2018)
       
  • putting philosophy to the service of schools to give children’s
           voices real value

    • Authors: sonia parís albert
      Pages: 453 - 470
      Abstract: This article explores a modern approach to childhood that abandons the traditional view of children in western societies as inferior, fragile and vulnerable. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the absolute right to participate in the affairs that affect them. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire’s liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim of making every effort to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In thi sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children’s voices greater value.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.29859
      Issue No: Vol. 14, No. 30 (2018)
       
  • doing philosophy with children. an utopian path from socrates to hannah
           arendt

    • Authors: massimo iiritano
      Pages: 471 - 482
      Abstract: The analysis of Hannah Arendt's Socrate opens up the possibility of a fruitful rethinking of the sense and way of conceiving philosophy with children. A way that in this proposal is defined as "Utopian", since it intends to resume, with the Socratic lesson, just how much remains in it open, undetermined, capable of reviving with enchantment in the living of the orality of a philosophical dialogue- absolutely unprecedented and unpredictable - such as that with children. The space given to the unexpected, to listening, to free divergence, then becomes radical, comes to be a paradoxical foundation of a "methodology" that cannot be captured in structured schemes and paths, since it remains open to the "utopian" space of philosophizing. The comparison with Arendt is therefore interleaved, through references to other readings that are contemporary of the Socratic lesson, with the experience lived of the author, who has been leading for years philosophy workshops with primary school children. Of course, Socrates has never been and never wanted to act as a "master": his conducting the dialogue, although always being asymmetric, is aimed at bringing the interlocutor on his line of reasoning and never the opposite (obvious and almost paradoxical in Plato), has never had as end the teaching of some doctrine. How much, rather, to lead the interlocutor from the presumed certainty to radical uncertainty, from opinion to doubt, from affirmation to aporia. Thiswe must authentically experiment, before anything else, when we place ourselves inlistening to children's questions, when we try to dialogue with them, to "do philosophy", to "think together".
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.30434
      Issue No: Vol. 14, No. 30 (2018)
       
  • nature gives and nature takes: a qualitative comparison between canadian
           and german children about their concepts of ‘nature’

    • Authors: parmis aslanimehr, eva marsal, barbara weber, fabian knapp
      Pages: 483 - 515
      Abstract: As concerns of the Earth heading towards environmental change is gaining more prominence, this article will introduce a pilot study intended to investigate the common ideas children have about nature and how such ideas emerge within a philosophical community of inquiry about nature. We are particularly interested in a cultural comparison between German and Canadian children in order to see if the different historical and cultural developments influence how children understand and feel about nature. This pilot study contributes towards a greater understanding of the cultural differences underlying how children’s perceptions of nature are tied to their identity formation. Furthermore, the process of philosophical inquiry may lend sensitivity to how children reflect and feel as they grow in today’s culture focused on environmental sustainability and economic development.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.30037
      Issue No: Vol. 14, No. 30 (2018)
       
  • art and affection in school inclusion: potency and non-representative
           thinking

    • Authors: mateus freitas barreiro, alonso bezerra carvalho, marta regina furlan
      Pages: 517 - 534
      Abstract: This article has as main objective to investigate art and the affection as options of will to power in the school inclusive process, having as theoretical reference, mainly, the thoughts of Deleuze and Guattari. The discussion begins in the conceptual formation of the notion affect (affection) and its other conceptual components that involve the will to power and the no representative thought. It is now necessary to include a new version of the register of a representative logic that encodes the subject's experience and reduces his/her affective power. In this perspective, the art as aesthetic experience is a way of amplifying power, once they are affected, they are empowered to a differentiated perspective in the means of conceiving and living life. The methodology is theoretical, with reflections on the affections in their relation with the deficient still to come' in the school, in its articulation with art and the aesthetic experience, and it involves the recognition of the social, psychological inequalities, among others. In this sense, art extends the affections, not only in the subjects under consideration, which possess a cultural background, but the appreciation depends on a sensible perception more than on a representative thinking.
      PubDate: 2018-05-07
      DOI: 10.12957/childphilo.2018.30164
      Issue No: Vol. 14, No. 30 (2018)
       
 
 
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