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  Subjects -> PHILOSOPHY (Total: 593 journals)
Showing 1 - 135 of 135 Journals sorted alphabetically
'Ilu. Revista de Ciencias de las Religiones     Open Access   (Followers: 5)
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: 1)
Affirmations : of the modern     Open Access   (Followers: 1)
African Journal of Business Ethics     Open Access   (Followers: 6)
Agone     Open Access  
Aisthema, International Journal     Open Access  
Aisthesis     Open Access   (Followers: 4)
Aisthesis. Pratiche, linguaggi e saperi dell’estetico     Open Access   (Followers: 2)
Al-A'raf : Jurnal Pemikiran Islam dan Filsafat     Open Access  
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  
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: 3)
American Journal of Theology & Philosophy     Full-text available via subscription   (Followers: 36)
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)
Analysis     Hybrid Journal   (Followers: 23)
Analytic Philosophy     Hybrid Journal   (Followers: 18)
Ancient Philosophy     Full-text available via subscription   (Followers: 6)
Annales UMCS. Sectio I (Filozofia, Socjologia)     Open Access  
Annali del Dipartimento di Filosofia     Open Access  
Annals in Social Responsibility     Full-text available via subscription  
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  
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: 3)
Archiv für Geschichte der Philosophie     Hybrid Journal   (Followers: 8)
Areté : Revista de Filosofia     Open Access  
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-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)
Augustinianum     Full-text available via subscription   (Followers: 1)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 7)
Australasian Journal of Philosophy     Hybrid Journal   (Followers: 58)
Australian Humanist, The     Full-text available via subscription   (Followers: 4)
Australian Journal of Parapsychology     Full-text available via subscription   (Followers: 1)
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: 14)
BioéthiqueOnline     Open Access  
Biology and Philosophy     Hybrid Journal   (Followers: 17)
BMC Medical Ethics     Open Access   (Followers: 16)
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: 40)
British Journal for the Philosophy of Science     Hybrid Journal   (Followers: 36)
British Journal of Aesthetics     Hybrid Journal   (Followers: 26)
British Journal of Music Therapy     Hybrid Journal   (Followers: 6)
Bulletin d'Analyse Phénoménologique     Open Access  
Bulletin de Philosophie Medievale     Full-text available via subscription   (Followers: 6)
Business and Professional Ethics Journal     Full-text available via subscription   (Followers: 1)
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: 5)
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  
Christian Journal for Global Health     Open Access  
Chromatikon     Full-text available via subscription  
Church Heritage     Full-text available via subscription   (Followers: 8)
Cinta de Moebio     Open Access  
Clareira - Revista de Filosofia da Região Amazônica     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   (Followers: 1)
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: 15)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Chinese Thought     Full-text available via subscription   (Followers: 7)
Contemporary Political Theory     Hybrid Journal   (Followers: 37)
Contemporary Pragmatism     Hybrid Journal   (Followers: 3)
Continental Philosophy Review     Partially Free   (Followers: 22)
Contributions to the History of Concepts     Full-text available via subscription   (Followers: 6)
Controvérsia     Open Access  
Conversations : The Journal of Cavellian Studies     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: 2)
Critical Horizons     Hybrid Journal   (Followers: 4)
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: 4)
Cultural-Historical Psychology     Open Access   (Followers: 1)
Dalogue and Universalism     Full-text available via subscription  
Dao     Hybrid Journal   (Followers: 6)
Décalages : An Althusser Studies Journal     Open Access  
Design Philosophy Papers     Full-text available via subscription   (Followers: 7)
Deutsche Zeitschrift für Philosophie     Hybrid Journal   (Followers: 12)
Dialektiké     Open Access  
Diánoia     Open Access   (Followers: 1)
Dinika : Academic Journal of Islamic Studies     Open Access  
Diogenes     Hybrid Journal   (Followers: 8)
Dirosat : Journal of Islamic Studies     Open Access  
Doctor virtualis     Open Access   (Followers: 1)
EarthSong Journal: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
Economica : Jurnal Ekonomi Islam     Open Access  
Edukasi : Jurnal Pendidikan Islam     Open Access  
Eidos     Open Access   (Followers: 1)
Ekstasis : Revista de Hermenêutica e Fenomenologia     Open Access  
Eleutheria     Open Access   (Followers: 2)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Empedocles : European Journal for the Philosophy of Communication     Hybrid Journal   (Followers: 2)
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)
Epistemology & Philosophy of Science     Open Access   (Followers: 5)
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: 7)
Estética     Open Access  
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: 18)
Ethics     Full-text available via subscription   (Followers: 46)
Ethics & Bioethics (in Central Europe)     Open Access  
Ethics, Medicine and Public Health     Full-text available via subscription   (Followers: 2)
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: 2)
Études Platoniciennes     Open Access   (Followers: 1)
Études Ricoeuriennes / Ricoeur Studies     Open Access   (Followers: 2)
European Journal for Philosophy of Science     Partially Free   (Followers: 11)
European Journal of Islamic Finance     Open Access  
European Journal of Philosophy     Hybrid Journal   (Followers: 53)
European Journal of Pragmatism and American Philosophy     Open Access  
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: 3)
Fichte-Studien     Full-text available via subscription  
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  
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: 6)
Franciscanum. Revista de las ciencias del espíritu     Open Access  
Frontiers of Philosophy in China     Hybrid Journal   (Followers: 4)
Global Bioethics     Hybrid Journal   (Followers: 3)
Governare la paura. Journal of interdisciplinary studies     Open Access  
Graduate Faculty Philosophy Journal     Full-text available via subscription  
Grafía     Open Access  
Grotiana     Hybrid Journal  
GSTF Journal of General Philosophy (JPhilo)     Open Access   (Followers: 1)
Harvard Review of Philosophy     Full-text available via subscription   (Followers: 4)
Hegel-Jahrbuch     Hybrid Journal   (Followers: 2)
Heidegger Studies     Full-text available via subscription  
History and Philosophy of Logic     Hybrid Journal   (Followers: 5)
History and Philosophy of the Life Sciences     Hybrid Journal   (Followers: 2)
History of Communism in Europe     Full-text available via subscription   (Followers: 3)
Hobbes Studies     Hybrid Journal   (Followers: 2)
HOPOS : The Journal of the International Society for the History of Philosophy of Science     Full-text available via subscription   (Followers: 6)
Horizons philosophiques     Full-text available via subscription  
Horizonte : Revista de Estudos de Teologia e Ciências da Religião     Open Access   (Followers: 4)
HTS Theological Studies     Open Access   (Followers: 9)
Humanidades Médicas     Open Access  
Humanist Studies & the Digital Age     Open Access   (Followers: 6)
Hume Studies     Full-text available via subscription   (Followers: 6)
Husserl Studies     Hybrid Journal   (Followers: 1)
Hypnos. Revista do Centro de Estudos da Antiguidade     Open Access  
IBDA' : Jurnal Kebudayaan Islam     Open Access  
Idealistic Studies     Full-text available via subscription   (Followers: 1)
Ikonomika : Jurnal Ekonomi dan Bisnis Islam     Open Access  

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Journal Cover Childhood & Philosophy
  [5 followers]  Follow
    
  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]
  • ad hoc reviewers for the year 2017

    • Authors: david kennedy, walter kohan
      PubDate: 2017-10-11
      Issue No: Vol. 13 (2017)
       
  • gert biesta and philosophical work with children

    • Authors: walter omar kohan, david kennedy
      Abstract: This is an introduction to this dossier, born from the need to foster and deepen the educational and philosophical value of the philosophy with children (PwC) movement, which includes the more classical philosophy for children program and many other forms inspired by it. It begins with a keynote address by Gert Biesta, a prominent theorist in the field of philosophy of education, delivered to the 18th Biennial Conference of the International Council for Philosophical Inquiry with Children (ICPIC) in Madrid on June 30, 2017. It follows with 14 responses by prominent philosophy for children thinkers and Biesta's response to his respondents. Marina Santi and M. Simons & J. Masschelein papers are alsl included in the dossier.

      PubDate: 2017-09-22
      Issue No: Vol. 13 (2017)
       
  • p4c after auschwitz: on immanence and transcendence in education

    • Authors: gert biesta
      Abstract: In this paper, I provide a response to papers that were written in response to the keynote I presented at the 2017 ICPIC conference in Madrid and to the written version of this keynote, published in this journal. I try to clarify what was ‘at stake’ in the paper, namely an attempt to respond to Adorno’s question about the (im)possibility of education ‘after Auschwitz,’ and highlight that the main theme underlying my arguments concerns the difference between immanence and transcendence and how this ‘reflects’ upon education. I try to show why (the possibility of) transcendence matters, educationally and for our existence as subject. I try to clarify that the interest in what it means to exist as subject and what education may have to do in relation to this is not meant as another normative blueprint for education but rather tries to engage with the ‘experience of freedom,’ the experience that we can act and can act differently. And I try to clarify that all this is not an attempt to determine what the subject is, but an attempt to come to terms with the question -- which is there for each of us – as to what it might mean to exist as subject.
      PubDate: 2017-09-22
      Issue No: Vol. 13 (2017)
       
  • touching the soul' exploring an alternative outlook for philosophical
           work with children and young people

    • Authors: gert biesta
      Abstract: Philosophical work with children – which I take as an encompassing and slightly more descriptive phrase to cover a range of educational activities with children and young people in which philosophy plays a role – occupies a rather unique place in the contemporary curriculum and the modern school in many countries around the world. It not just provides a breath of fresh air, but also acts as a reminder that there is more to education than where policy makers and politicians keep wanting to push it, and also that education ought to be more than this. But the question I wish to ask is whether it is enough. In this paper, I I’ll share some of my observations about my experiences with philosophical work with children and young people, not to pass any judgement on this. Perhaps the best way to ‘read’ my argument is to see it as the sharing of a question – a question relevant for all educational projects, programmes, endeavours and practices, and hence also relevant for philosophical work with children and young people. The question I raise is how particular educational practices, settings and arrangements position the child in and in relation with the world. What kind of subject positions are, in other words, made available in and through particular arrangements and what kind of opportunities does this create for children and young people to ‘work’ on their existence as a grown-up, non-egological subject: in the world but not in the centre of the world.
      PubDate: 2017-09-16
      Issue No: Vol. 13 (2017)
       
  • pragmatism and the unlearning of learnification

    • Authors: maughn rollins gregory, megan jane laverty
      Abstract: Biesta worries that Philosophy for/with Children (P4/wC) falls in with the constructivist “logic of learning,” thereby stultifying not only students’ educational experience, but their very potential as human subjects.  He uses pragmatism in general, and John Dewey’s work on education in particular, to characterize and explain constructivist educational theory, which makes his critique of P4/wC all the more pointed, given the influence of Dewey on that movement.  The critique of desire as an aim of education traces back to Socrates, and Biesta is one among many educational philosophers and psychologists urging the renewal of this aim in our era of late capitalist neoliberalism. We understand neoliberalism to be an ideological commitment of the very privileged that defines, champions, and protects with violence the notion of freedom (liber) as the pursuit of unexamined desires in a free-market economy, and which shifts responsibilities away from the collective towards individuals. We share in Biesta’s diagnosis that education has largely been co-opted to serve this ideology; that it largely prepares students to adapt themselves to the wealth-obsessed, violently unjust and ecologically doomed environment of late capitalism, and in fact largely disables them from being able to critique that environment. However, we take issue with his use of pragmatism as representative of neoliberal education. We argue, on the contrary, that the pragmatism of Charles Peirce, Dewey, Matthew Lipman and Ann Margaret Sharp conceives of constructivist education as a site for radical inter-subjective, inter-generational address and response, and for the radical questioning and subversion of personal, societal and cultural ways of life.
      PubDate: 2017-09-11
      Issue No: Vol. 13 (2017)
       
  • learning as ‘worlding’: de-centring gert biesta’s
           ‘non-egological’ education

    • Authors: karin murris
      Abstract: Philosopher of Education, Gert Biesta, presented at the 18th ICPIC conference in Madrid and published his paper in this same Special Issue. In this paper, I put these in the context of current transdisciplinary conversations in academia about posthuman subjectivity. By paying close attention to the self/world relationality implied in what Biesta proposes (a shift from ‘I’ before the world, to ‘I’ called into the world), I show how critical posthumanism produces a more radical ontological shift (‘I’ as part of the world), with implications for the subjectivity assumed in philosophy with children (P4C), and education more generally. By exposing the political (Western) nature of the ‘I’ as transcendental signifier and by including nonhuman bodies, I de-centre the ‘non-egological’ education proposed by Biesta. I conclude that learning does not take place in a subject (which Biesta is also concerned about), nor in between two or more human subjects and the world, but that it is a process of material-discursive world-making: a ‘worlding’ (Haraway, 2016). I illustrate my proposal for a worlding way of working in P4C through an example of the concept ‘pet’.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • philosophy for children, learnification, intelligent adaptive systems and
           racism – a response to gert biesta

    • Authors: darren chetty
      Abstract: Gert Biesta presented at the 2017 ICPIC conference in Madrid and published his paper in this Special Issue. In this short paper I attempt to bring into conversation his presentation, P4C practice, and work on racism and the Community of Inquiry. I do so by asking two main questions: 1) Is P4C an example of what Biesta terms  ‘The Learnification of Education’' 2) Does the Community of Inquiry produce ‘Intelligent Adaptive Systems’' In so doing, I attempt to open up for further contributions an inquiry into the responsibilities of the teacher, particularly in conditions of continuing racial inequality and the extent to which the Community of Inquiry approach encourages participants to ask ‘is this an environment worth adapting to'’ I consider this question with reference to Matthew Lipman’s notion of ‘reasonableness’, Nicholas Burbules’ phrase ‘the hegemony of reasonableness’ and Gert Biesta’s notion of ‘grown-up-ness’. 
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • grown-upness or living philosophically'

    • Authors: claire cassidy
      Abstract: This article addresses a particular element of Gert Biesta's presentation to the International Council for Philosophical Inquiry with Children conference in Madrid, 2017: the notion of grown-upness and how this might be problematic in practising Philosophy with Children (PwC).  Biesta's grown-upness seems to imply a deficit view of children.  It is proposed here that the idea of grown-upness demands that children are positioned by others - adult others - which further denies their agency.  Biesta's suggestion that grown-upness is about a way of being in the world is discussed in relation to how PwC positively encourages participants to engage with others by attending to a range of views and perspectives without situating themselves at the centre.  The article concludes that emphasis on the philosophical element of the practice rather than on the children who engage in it, may address the deficit view thrown-up by Biesta, and that it may be more helpful to talk about practical philosophy or community of philosophical inquiry.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • on the risks of approaching a philosophical movement outside philosophy

    • Authors: walter omar kohan, david kennedy
      Abstract: Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy'” and “what is education'” Can we really speak about “philosophical work with children” outside philosophy' What are the consequences of taking this position' From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is philosophical work with children about asking better questions or asking questions better as he states in his presentation' Finally, pfc risks as presented by Biesta are examined: a) being reduce to critical thinking, i.e., “to keep a clear head”; b) even being extended to creative and caring thinking, it could “stay in the head” and “not touch the soul”; c) that through the building of communities of inquiry in the classroom, we establish a kind of artificial setting where “we end up living in an idea about the world rather than the world”.  The response ends with a last reference to Biesta’s approach of education in terms of “growing” and existence in terms of a “grown-up way” of being in the world.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • an “analytic” commentary on gert biesta’s presentation: “touching
           the soul: education, philosophy and children in an age of
           instrumentalism”

    • Authors: laurance joseph splitter
      Abstract: In this paper, I first summarize what I take to be the main points of Biesta’s presentation, and proceed to offer some criticisms from the perspective of analytic philosophy. I propose an alternative framework for viewing the self as subject in the world which is both more transparent and conceptually more intuitive than the one proposed by Biesta. Among other advantages, this framework accounts for the central place of dialogue and communal inquiry, both key components of Philosophy for Children. Biesta’s focus is the child as subject who is in the world from the beginning, so to speak, rather than as subject who constructs that world. Rightly critical of much contemporary jargon surrounding education – including its obsession with measurable learning outcomes – Biesta’s skepticism about constructivism leads him to question the emphasis on thinking that has been part of Philosophy for Children from its formation. I question his claim that this emphasis pays too much attention to “the head” at the expense of “heart” and “soul”. I suggest that Biesta has constructed a “straw-person” in his criticisms of p4c, by proposing, for example, that instead of teaching children to ask questions, it is the teacher’s task to assist children to see themselves as being in question. I acknowledge his depiction of good teaching as a process of interrupting children’s subjective pursuit of their desires – whereby they make the transition to what is desirable, but suggest, first, that the idea of interruption can also be understood as a process of making things unsettled for children and, secondly, that in his determination to find the “middle ground” between allowing persons as subjects to “annihilate” the world, and allowing the world to annihilate them, he fails to articulate a clear conception of self-awareness. I cite the work of the analytic philosopher Donald Davidson who provides a triangular view of self-awareness as being mutually dependent upon both each person’s awareness of others (i.e. other persons) and our shared awareness of the world.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • the question of desirability: how is education a risk'

    • Authors: magda costa carvalho
      Abstract: Looking for the normative dimension of what Gert Biesta presented in his ICPIC keynote talk took us to his 2014’s book, The beautiful risk of education. Our main ambience for thinking and questioning lies precisely on the combination between the normative dimension of Biesta’s theory and his statement of education as a risk.   A procura pela dimensão normativa daquilo que Gert Biesta apresentou na sua conferência levou-nos para o livro The beautiful risk of education, publicado pelo autor em 2014. O nosso principal ambiente de pensamento e questionamento reside precisamente na junção entre a dimensão normativa da teoria de Biesta e a sua afirmação da educação como um risco.   La búsqueda por la dimensión normativa de lo que Gert Biesta presentó en su conferencia, nos ha llevado hacia el libro The beautiful risk of education, publicado por el autor en 2014. Nuestro principal ambiente de pensamiento y cuestionamiento radica, precisamente, en la unión entre la dimensión normativa de la teoría de Biesta y su afirmación de la educación como un riesgo.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • the third subject position

    • Authors: marjan simenc
      Abstract: The article refers to Biesta's distinction between two subject positions that are related to what philosophy with children (PWC) is and what it could be. The author attempts to demonstrate – by referring to a different philosophical practice, the philosophy café – that a third subject position can be found in the existing practice of PWC. Two forms of this practice could be described as the argumentative and the hermeneutic approach to conducting a philosophical dialogue. The argumentative interpretation considers the philosophical element of philosophy cafés to lie in following the philosophical method which is determined by three fundamental philosophical competences. What is characteristic of the third subject position is subject’s embeddedness in the world which changes the world itself. This is no longer a world observed by the subject from a distance but a world which essentially determines the subject. Even though this third subject position could arguably be derived from the first one, it is nevertheless relevant for reflections on PWC. On the one hand, it highlights the diversity and complexity of existing practices of PWC; on the other, it raises the question of the relationship between the first and second subject positions by addressing the meaning of the concept of the world.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • considering subject positions with biesta

    • Authors: riku välitalo
      Abstract: People who attended the ICPIC conference last summer were given a opportunity to consider some perspectives offered by the acknowledged scholar and educational thinker, Gert Biesta. His presentation in Madrid focused on exploring the educational significance of doing philosophy with children from a particular viewpoint. Biesta addressed the question of whether Philosophy for Children (P4C) movement can offer something more than a clear head, that is, a critical, creative, caring and collaborative thinker. To get the message through, he analysed some wider patterns in the educational field, namely the rise of the language of learning in various educational environments. According to Biesta, this shift has created tendencies towards egocentrism in education. He articulated a subject position from which we can also start addressing the heart and soul of others. In what follows, I will explore this different take on positioning students basing on my reading of the scholarship of P4C and the talk of Gert Biesta accompanied with reading of his other works. I will offer a few views that seem to entail connections between the scholarship in P4C and Biesta. Furthermore, I will pose some questions the talk provoked.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • existing in the world: but whose world—and why not change it'

    • Authors: arie kizel
      Abstract: This article takes issue with Gert Biesta’s lecture and my interpretation that his argument brings to the conclusion that the world is essentialist in nature. Thus, in this text, I will argue that existence “in the world” necessarily demanding the belief that many other worlds consisting of diverse identities and communities have long been present. It also counters the view that children must be taught to adjust to life in the world—i.e., submit and compromise—by promoting philosophical communities of inquiry that place children’s doubts and uncertainties at the centre of their focus, thereby promoting Tikkun Olam (social justice or the establishment of godly qualities throughout the world) in its broadest sense.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • dialogue with gert biesta: philosophy and education

    • Authors: félix garcía moriyón
      Abstract: Biesta approaches different important educational topics that deserve some clarification and exploration. To begin with, Biesta emphasizes the preferential position that subjectification should occupy in education, a thesis I agree with. Nevertheless, qualification and socialization are also fundamental domains in education, much more in formal education.  The aim of education, therefore, is to achieve an adequate balance between the three domains that makes possible a full educational process. On the other hand, it is valuable proposal to recover the importance of the act of teaching, in a period of learning focuses the attention in educational environments. However, we need also to achieve a balance between teaching and learning; thus, a contrast between the two dimensions of education should not be highlighted: there is not teaching without learning, and there is not learning without teaching. Likewise, evaluation and measurement are essential elements of education, even if they involve risks that must be avoided. If we want to achieve some educational aims, we have to be able to find out whether we got them and how much we have achieved. That is, we have to measure and compare. Finally, education is an interpersonal relationship characterized by openness and encounter, which includes a positive view of heteronomy and obedience, in which empowerment does not preclude acceptance of interdependence and vulnerability.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • parallel convergences: thinking with biesta about philosophy and education

    • Authors: stefano oliverio
      Abstract: In this paper the question of the kind of dialogue that is possible between P4wC and Gert Biesta’s educational thinking is explored. The assumption – based also upon a reflection about the style of argumentation of Biesta when he addresses P4wC – is that a dialogue is possible, despite the misgivings that he manifests about how P4wC could end up merely turning into a broadened form of education for critical thinking. In order to investigate how this dialogue could look like, this response engages with what can represent a major bone of contention, namely the intimate bond between philosophy and education, which is pivotal in the P4wC project and which, instead, Biesta seems to problematise, spotting in it the perpetuation of a kind of “mentalisation” plaguing much of the Western educational and philosophical tradition. After construing this radical challenge as a Levinasian move, the paper endeavours to show how P4wC can be taught by it. In particular, it is argued that Biesta’s concerns can help us to rediscover a specific view of what philosophising-together as sumphilosophein (to adopt an Aristotelian notion) may mean and to look at the community of philosophical inquiry as the site of the ‘polemic commonality of philosophy and education.’ While recognizing the points of contact and (possible) encounter with Biesta’s ideas, the paper excludes any ‘fusion of horizons’ and proposes, instead, two other metaphors to capture the kind of dialogue which can go on.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • teachers as gardeners: thinking, attentiveness and the child in the
           community of philosophical inquiry.

    • Authors: patricia mary hannam
      Abstract: Biesta raises questions about the relationship between thinking and education. He wonders whether there are dimensions of education that cannot occur through the advancement of thought alone. In this paper I consider this prospect in relation to the community of philosophical enquiry and also take up Biesta's comment about liking gardens in schools. This is not in order to assert a particular analogy between gardens and gardening and the school and teaching, but rather to explore the possibility of there being practical resemblances between the existence of a garden and the human activity of gardening, and how a school should exist and the kinds of activities taking place in schools. By the close of this short paper I will have opened for further discussion the possibility that there may be some resemblances between what teachers and gardeners need to do, for example the attentiveness to uniqueness as well as creative forces outside human control. I show there is already an awareness of these concerns present in Anne Sharp’s writing and close by discussing the implications for this in terms of the role of the teacher in the community of philosophical inquiry.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • jazzing philosophy with children. an improvising way for a new pedagogy.

    • Authors: marina santi
      Abstract: This paper is based on the content of the talk held at the ICPIC Conference in Madrid, titled “Improvising as a way of inquiring and inventing” in which the jazz metaphoe for education and philosophy is introduce. The arguments proposed are adapted to respond also to some critical issues put forward by Gert Biesta in his paper about philosophical work with children and the related experience in schools through Philosophy for/with Children programmes.  My contribution to the discussion deals with two main foci. The first one is theoretical and considers improvisation as expression of human cognitive constructivism and form of adaptive/exaptive human agency in the environment. Improvisation is interpreted as a privileged form of “complex thinking”, in which the three components identified by Lipman - critical, creative and caring thinking - are integrated and mutually implemented. The second focus is pragmatic and proposes eight “jazz” doors to embody education in the dimension of improvisation, opening teaching to the authentic experience of changing implied in growing/aging, in which the stability of identities are always at risk. A jazzing way to Philosophy for/with Children is proposed as antydote to the risk of learnification of education and capitalization of human skills to which – according to Biesta – Philosophy for/with Children seems to be exposed in its school application, while proposing a jazz framework for a new “poor pedagogy”.
      PubDate: 2017-09-08
      Issue No: Vol. 13 (2017)
       
  • experiências de escola: uma tentativa de encontrar uma voz
           pedagógica

    • Authors: maarten simons, jan masschelein
      Abstract: It is striking to notice how learning and education are treated by philosophers and political and social theorists. In our contribution we will discuss the 'social learning philosophers' (e.g.Habermas, Latour), the 'enfance-philosophers' (e.g. Lyotard, Agamben, Arendt) and the 'game-philosophers' (e.g. Wittgenstein). From the perspective of these adult or grown-up philosophies and theories, learning is instrumentalized and, as a consequence, it is often marginalized, ridiculed or – when acknowledged – celebrated as a unique case, example or metaphor. To the extent that the importance of learning is recognized, it is about ‘natural’ learning and certainly not about ‘artificial’ schooling. In our contribution we exactly want to speak pedagogically about what is at stake in school learning. Instead of narrating about the (good, bad, great, sad) experiences of learning at school, this pedagogical language seeks to give voice to the experience while school learning. Not the experience of a condition where someone is not (yet) being able to, for instance, write or count. But also not the experience of (already) being able to write or count. School experience is what is experienced at the moment that writing or counting becomes a possibility; what is experienced before being able to write, but after not being able to write. School experiences refer to the collective experience of being-in-the-middle (of things), the experience of an interrupted course of life where new courses become possible, the experience of knowledge and ability after making a mistake. We want to argue that from a pedagogical perspective school is not an institution but the always artificial arrangement of time, space and matter you have to go to for these experiences. However, philosophers and social and political theorists often (rather) forget they too went to school.
      PubDate: 2017-04-18
      Issue No: Vol. 13 (2017)
       
 
 
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