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  Subjects -> PHILOSOPHY (Total: 862 journals)
Showing 1 - 135 of 135 Journals sorted alphabetically
'Ilu. Revista de Ciencias de las Religiones     Open Access   (Followers: 10)
Acheronta     Open Access   (Followers: 14)
ACME : Annali della Facoltà di Studi Umanistici dell'Università degli Studi di Milano     Open Access   (Followers: 5)
Acta Philosophica     Full-text available via subscription   (Followers: 3)
Acta Universitatis Carolinae Theologica     Open Access   (Followers: 2)
Advances in Medical Ethics     Open Access   (Followers: 7)
African Journal of Business Ethics     Open Access   (Followers: 8)
Agora     Full-text available via subscription  
Agora: papeles de Filosofía     Full-text available via subscription   (Followers: 1)
Ahkam : Jurnal Ilmu Syariah     Open Access   (Followers: 1)
Aisthema, International Journal     Open Access  
Aisthesis     Open Access   (Followers: 7)
Aisthesis. Pratiche, linguaggi e saperi dell’estetico     Open Access   (Followers: 3)
Ajatus : Suomen Filosofisen Yhdistyksen vuosikirja     Open Access   (Followers: 1)
AJIS : Academic Journal of Islamic Studies     Open Access  
Akademos     Open Access   (Followers: 1)
al-Afkar : Journal For Islamic Studies     Open Access  
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman     Open Access   (Followers: 2)
Al-Fikra     Open Access  
Al-Jami'ah : Journal of Islamic Studies     Open Access   (Followers: 6)
AL-Qadissiya Magzine for Human Sciences     Open Access   (Followers: 3)
Al-Tijary : Jurnal Ekonomi dan Bisnis Islam     Open Access   (Followers: 2)
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  
Alter : Revue de phénoménologie     Open Access  
American Journal of Semiotics     Full-text available via subscription   (Followers: 9)
American Journal of Theology & Philosophy     Full-text available via subscription   (Followers: 44)
American Society for Aesthetics Graduate E-journal     Open Access   (Followers: 4)
An-Nisbah : Jurnal Ekonomi Syariah     Open Access   (Followers: 1)
Anais de Filosofia Clássica     Open Access   (Followers: 1)
Anais Eletrônicos do Congresso Epistemologias do Sul     Open Access   (Followers: 1)
Analecta Hermeneutica     Open Access   (Followers: 2)
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: 31)
Analytic Philosophy     Hybrid Journal   (Followers: 23)
Analytica : Revista de Filosofia     Open Access   (Followers: 1)
Ancient Philosophy     Full-text available via subscription   (Followers: 14)
Andrews University Seminary Student Journal     Open Access   (Followers: 4)
ANFUSINA : Journal of Psychology     Open Access   (Followers: 7)
Angewandte Philosophie / Applied Philosophy     Hybrid Journal   (Followers: 1)
Annales Universitatis Mariae Curie-Sklodowska, sectio I – Philosophia-Sociologia     Open Access  
Annali del Dipartimento di Filosofia     Open Access   (Followers: 1)
Annals of the University of Bucharest : Philosophy Series     Open Access  
Annuaire du Collège de France     Open Access   (Followers: 6)
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)
Apuntes Filosóficos     Open Access  
Apuntes Universitarios     Open Access   (Followers: 1)
Araucaria. Revista Iberoamericana de Filosofía, Política y Humanidades     Open Access   (Followers: 1)
Archai : revista de estudos sobre as origens do pensamento ocidental     Open Access  
Archiv fuer Rechts- und Sozialphilosphie     Full-text available via subscription   (Followers: 2)
Archiv für Geschichte der Philosophie     Hybrid Journal   (Followers: 14)
Areté : Revista de Filosofia     Open Access  
Argos     Open Access   (Followers: 1)
Argumentos - Revista de Filosofia     Open Access  
Assuming Gender     Open Access   (Followers: 12)
Astérion     Open Access   (Followers: 1)
Astrolabio     Open Access   (Followers: 2)
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  
Augustinian Studies     Full-text available via subscription   (Followers: 5)
Augustiniana     Full-text available via subscription   (Followers: 2)
Augustinianum     Full-text available via subscription   (Followers: 1)
Aurora : papeles del Seminario María Zambrano     Open Access   (Followers: 3)
Auslegung : A Journal of Philosophy     Open Access   (Followers: 2)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 6)
Australasian Journal of Philosophy     Hybrid Journal   (Followers: 65)
Australasian Philosophical Review     Full-text available via subscription  
Australian Humanist, The     Full-text available via subscription   (Followers: 4)
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   (Followers: 1)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
Between the Species     Open Access   (Followers: 1)
Beytulhikme An International Journal of Philosophy     Open Access  
Bijdragen     Full-text available via subscription   (Followers: 3)
Binghamton Journal of Philosophy     Full-text available via subscription  
Bioethica     Open Access   (Followers: 2)
Bioethics Research Notes     Full-text available via subscription   (Followers: 16)
BioéthiqueOnline     Open Access  
Biology and Philosophy     Hybrid Journal   (Followers: 21)
BMC Medical Ethics     Open Access   (Followers: 26)
Bochumer Philosophisches Jahrbuch für Antike und Mittelalter     Hybrid Journal   (Followers: 5)
Bohemistyka     Open Access  
Bollettino Filosofico     Open Access   (Followers: 1)
British Journal for the History of Philosophy     Hybrid Journal   (Followers: 48)
British Journal for the Philosophy of Science     Hybrid Journal   (Followers: 44)
British Journal of Aesthetics     Hybrid Journal   (Followers: 26)
British Journal of Music Therapy     Hybrid Journal   (Followers: 9)
Budhi : A Journal of Ideas and Culture     Full-text available via subscription  
Bulletin d'Analyse Phénoménologique     Open Access   (Followers: 1)
Bulletin de Philosophie Medievale     Full-text available via subscription   (Followers: 3)
Bulletin of Symbolic Logic     Full-text available via subscription   (Followers: 3)
Bulletin of Yaroslav Mudryi NLU : Series : Philosophy, philosophy of law, political science, sociology     Open Access  
Business and Professional Ethics Journal     Full-text available via subscription   (Followers: 5)
Business Ethics Quarterly     Full-text available via subscription   (Followers: 18)
C@hiers du CRHIDI     Open Access  
Cadernos Benjaminianos     Open Access  
Cadernos de Ética e Filosofia Política     Open Access   (Followers: 1)
Cadernos de Filosofia Alemã : Crítica e Modernidade     Open Access   (Followers: 3)
Cadernos do PET Filosofia     Open Access   (Followers: 1)
Cadernos Espinosanos     Open Access   (Followers: 4)
Cadernos Nietzsche     Open Access  
Cadernos Zygmunt Bauman     Open Access  
Cahiers de Philosophie de l’Université de Caen     Open Access  
Cahiers Droit, Sciences & Technologies     Open Access   (Followers: 1)
Cakrawala : Jurnal Studi Islam     Open Access   (Followers: 1)
Canadian Journal of Bioethics     Open Access   (Followers: 7)
Canadian Journal of Philosophy     Full-text available via subscription   (Followers: 25)
Chiasmi International     Full-text available via subscription  
Childhood & Philosophy     Open Access   (Followers: 9)
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: 4)
Christian Journal for Global Health     Open Access  
Chromatikon     Full-text available via subscription  
Church Heritage     Full-text available via subscription   (Followers: 5)
Ciência & Trópico     Open Access   (Followers: 6)
Cilicia Journal of Philosophy     Open Access  
Cinta de Moebio     Open Access  
Circe de clásicos y modernos     Open Access  
Civitas Augustiniana     Open Access  
Clareira - Revista de Filosofia da Região Amazônica     Open Access  
Claridades : Revista de Filosofía     Open Access  
Clotho     Open Access   (Followers: 4)
Cognitio : Revista de Filosofia     Open Access  
Cognitive Semiotics     Hybrid Journal   (Followers: 3)
Collingwood and British Idealism Studies     Full-text available via subscription  
Colombia Forense     Open Access   (Followers: 1)
Comparative and Continental Philosophy     Hybrid Journal   (Followers: 10)
Comparative Philosophy     Open Access   (Followers: 14)
Con-Textos Kantianos (International Journal of Philosophy)     Open Access  
Conatus : Journal of Philosophy     Open Access   (Followers: 4)
Conciencia     Open Access  
CONJECTURA : filosofia e educação     Open Access   (Followers: 1)
Constellations     Hybrid Journal   (Followers: 23)
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: 51)
Contemporary Pragmatism     Hybrid Journal   (Followers: 7)
Continental Philosophy Review     Partially Free   (Followers: 24)
Contrastes. Revista Internacional de Filosofía     Open Access  
Contributions to the History of Concepts     Full-text available via subscription   (Followers: 7)
Controvérsia     Open Access  
Convivium : Revista de Filosophia     Open Access   (Followers: 1)
Correspondences : Journal for the Study of Esotericism     Open Access   (Followers: 1)
CoSMo | Comparative Studies in Modernism     Open Access   (Followers: 1)
Cosmos and History : The Journal of Natural and Social Philosophy     Open Access   (Followers: 8)
CR : The New Centennial Review     Full-text available via subscription   (Followers: 4)
Cracow Indological Studies     Open Access   (Followers: 1)
Creativity Studies     Open Access   (Followers: 6)
Critical Horizons     Hybrid Journal   (Followers: 4)
Croatian Journal of Philosophy     Full-text available via subscription   (Followers: 1)
Cuadernos de Filosofía     Open Access   (Followers: 3)
Cuadernos de Filosofía Latinoamericana     Open Access  
Cuestiones de Filosofía     Open Access   (Followers: 1)
Cultura : International Journal of Philosophy of Culture and Axiology     Open Access   (Followers: 3)
Cultural-Historical Psychology     Open Access   (Followers: 2)
Cuyo Anuario de Filosofía Argentina y Americana     Open Access  
Daimon Revista Internacional de Filosofía     Open Access  
Dalogue and Universalism     Full-text available via subscription  
Dao : A Journal of Comparative Philosophy     Hybrid Journal   (Followers: 8)
Design Philosophy Papers     Full-text available via subscription   (Followers: 12)
Deutsche Vierteljahrsschrift für Literaturwissenschaft und Geistesgeschichte     Hybrid Journal  
Deutsche Zeitschrift für Philosophie     Hybrid Journal   (Followers: 18)
Diagonal : Zeitschrift der Universität Siegen     Hybrid Journal  
Diakrisis Yearbook of Theology and Philosophy     Open Access  
Dialectic : A scholarly journal of thought leadership, education and practice in the discipline of visual communication design     Open Access   (Followers: 1)
Dialektiké     Open Access  
Dialogue Canadian Philosophical Review/Revue canadienne de philosophie     Full-text available via subscription   (Followers: 5)
Diánoia     Open Access   (Followers: 1)
Dianoia     Open Access   (Followers: 8)
Diferencia(s)     Open Access   (Followers: 1)
Dimas : Jurnal Pemikiran Agama untuk Pemberdayaan     Open Access   (Followers: 1)
Diogenes     Hybrid Journal   (Followers: 8)
Dios y el Hombre     Open Access  
Dirosat : Journal of Islamic Studies     Open Access  
Discurso     Open Access   (Followers: 3)
Discusiones Filosóficas     Open Access   (Followers: 1)
Disputatio     Open Access  
Dissonância : Revista de Teoria Crítica     Open Access  
Doctor virtualis     Open Access  
Doxa : Cuadernos de Filosofía del Derecho     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   (Followers: 1)
El Banquete de los Dioses     Open Access  
Elenchos     Hybrid Journal   (Followers: 1)
Eleutheria     Open Access   (Followers: 1)

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Similar Journals
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Childhood & Philosophy
Number of Followers: 9  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1984-5987
Published by Universidade do Estado do Rio de Janeiro Homepage  [44 journals]
  • thought, experience and free time in child education

    • Authors: gabriela venturini, betina schuler
      Pages: 01 - 27
      Abstract: This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children’s “production.” We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in  schools, and  the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.
      PubDate: 2020-12-21
      DOI: 10.12957/childphilo.2020.53797
      Issue No: Vol. 16, No. 36 (2020)
       
  • the experience of thinking concepts and philosophizing in childhood from
           the perspective of matthew lipman

    • Authors: sandra dos santos alves, darcísio natal muraro
      Pages: 01 - 36
      Abstract: This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman' The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of Philosophy for Children, especially the idea of thinking skills and philosophical dialogue in the research community; the second stage consisted of planning philosophical practice with the children at school, in a class with 32 students from the 3rd year of elementary school in a public school in the city of Londrina / PR, in the period of one semester; the third was to carry out the classroom experience with the students and the teacher from the previous stages; the fourth step was the evaluation of the practice and the planning of the following classes after each meeting; and the fifth stage was concerned with the registration, analysis and systematization of the observed. In order to investigate the contribution of philosophy to the concept formation process in childhood, according to Lipman, part of the research methodology was qualitative, analyzing the concepts of philosophy, thinking and the research community of this philosopher. For this, his main works and those of his commentators were consulted. Action research procedures were also employed through the practice of students from Elementary School I, in order to carry out an experience of the analyzed concepts. As a result of the research, it is possible to highlight the fundamental role of Lipman’s Philosophy for Children in the formation of concepts, because, through philosophical practices, the children were more reflective in approaching concepts that in their daily lives could go unnoticed. The work of questioning and dialogue in the research community made it possible to highlight the difficulty of conceptualizing at the beginning of the work, the progress along their approach and the need to seek more in-depth answers. With that, it can be highlighted that the Philosophy classes contributed to such advances and that without them the skills would remain stagnant. This study is added to the philosophical educational movement of teaching philosophy from childhood, which is considered essential for the formation of more reasonable subjects, and most importantly, with the acquisition of skills that will facilitate life in and out of school.
      PubDate: 2020-12-21
      DOI: 10.12957/childphilo.2020.53655
      Issue No: Vol. 16, No. 36 (2020)
       
  • hermeneutical injustice and outsourced domestic girl-child labour

    • Authors: dominic effiong abakedi, emmanuel kelechi iwuagwu, mary julius egbai
      Pages: 01 - 24
      Abstract: We observed that despite international declarations on child-rights, outsourced domestic girl-child labour still persists. Raising the question whether outsourced domestic girl-child labour constitutes hermeneutical injustice, we respond affirmatively. Relying on two indigenous victimology-narratives that are newspaper reports, we expose some of the horrors that the victims of outsourced domestic girl-child labour suffer. Comparing these reports with other victimology-narratives of hermeneutical injustice as reported by Miranda Fricker and Hilkje Hänel, we argue that the victims of outsourced domestic girl-child labour suffer a hermeneutical gap and hermeneutical interference; and that the perpetuators of this practice, help to foster what we call ‘hermeneutical obstruction’. We recommend different counteracting measures such as: a radical feminization of educational curricula, which will allow for the introduction of the relevant hermeneutical resources that female children need in making sense of their experiences, into the classrooms and other places of learning; establishing feminist liberation agencies in all schools, religious institutions and hospitals, as ways of increasing the level of awareness about the rights of the  girl-child in children and adults; feminizing legislation and legislative processes, to allow for the enactment of laws to protect the rights of the girl-child; and campaigning for a more rigorous enforcement of child-rights laws.
      PubDate: 2020-12-06
      DOI: 10.12957/childphilo.2020.53130
      Issue No: Vol. 16, No. 36 (2020)
       
  • the conundrum in the collective indian psyche regarding teaching
           philosophy in schools

    • Authors: arvind venkatasubramanian
      Pages: 01 - 26
      Abstract: India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children' Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.
      PubDate: 2020-12-05
      DOI: 10.12957/childphilo.2020.53518
      Issue No: Vol. 16, No. 36 (2020)
       
  • cultivating oppositional debt ethics and consciousness: philosophy
           for/with children as counter-conduct in the neoliberal debt economy

    • Authors: jason thomas wozniak
      Pages: 01 - 32
      Abstract: In this article, I examine what the ethical and political implications of conceptualizing and practicing philosophy for/with children (P4wC) in the neoliberal debt economy are. Though P4wC cannot alone bring about any significant transformation of debt political-economic realities, it can play an important role in cultivating oppositional debt ethics and consciousness. The first half of this article situates P4wC within the current global debt economy. Here, I summarize the analyses made by critical theorists of the ways that debt impacts public institutions (including schools), and shapes individual subjectivity. The second half of this article builds on Michel Foucault’s conceptualization of “counter-conduct.” For Foucault, counter-conduct is an ethical/political act of resistance against governmentality, one that makes possible alternative social relations and ways of being in the world. I argue in this section that P4wC should be conceptualized, and practiced, as form of counter-conduct that challenges power in the debt economy. Both the form of P4wC pedagogy, and the content that can be taken up in a collective manner in communities of inquiry, make P4wC a potential site for debt counter-conduct practices. Thought of as counter-conduct, P4wC is an educational practice with liberatory promise. I conclude this piece with brief ruminations on practicing P4wC in the time of COVID, and during the uprisings around the world against racial capitalism. It is suggested here that P4wC not only be practiced within formal education settings, but also in the social movements that are fighting to bring into being a world more just for all of us. En este artículo, examino cuáles son las implicaciones éticas y políticas de conceptualizar y practicar la filosofía para / con niños (P4wC) en la economía de la deuda neoliberal. Aunque P4wC no puede provocar por sí solo ninguna transformación significativa de las realidades político-económicas de la deuda, puede desempeñar un papel importante en el cultivo de una ética y una conciencia de la deuda opuestas. La primera mitad de este artículo sitúa a P4wC dentro de la economía de deuda global actual. Aquí, resumo los análisis realizados por teóricos críticos sobre las formas en que la deuda afecta a las instituciones públicas (incluidas las escuelas) y configura la subjetividad individual. La segunda mitad de este artículo se basa en la conceptualización de la "contra-conducta" de Michel Foucault. Para Foucault, la contra-conducta es un acto ético / político de resistencia contra la gobernamentalidad, que posibilita relaciones sociales y formas de estar en el mundo alternativas. Sostengo en esta sección que P4wC debe conceptualizarse y practicarse como una forma de contra-conducta que desafía el poder en la economía de la deuda. Tanto la forma pedagógica de P4wC, como su contenido adoptados de manera colectiva en las comunidades de investigación, hacen de P4wC un sitio potencial para las prácticas de contra-conducta de la deuda. Pensada como una contra-conducta, P4wC es una práctica educativa con promesa liberadora. Concluyo este artículo con breves reflexiones sobre la práctica de P4wC en la época de COVID y de los alzamientos en todo el mundo contra el capitalismo racial. Aquí se sugiere que P4wC no solo se practique dentro de los entornos de educación formal, sino también en los movimientos sociales que luchan por crear un mundo más justo para todos nosotros. Key Words: Debt (Deuda), Philosophy for/with Children (P4wC) (Filosofía para / con niños), Counter-Conduct (contra-conducta)
      PubDate: 2020-11-23
      DOI: 10.12957/childphilo.2020.53125
      Issue No: Vol. 16, No. 36 (2020)
       
  • ethics of caring in the child-friendly projects: new challenges

    • Authors: tahereh javidi kalatehjafarabadi
      Pages: 01 - 17
      Abstract: This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, empathy and sympathy, receptive and projective, care about and cared-for, expressed and inferred needs were investigated by considering their adaptation with the origin and the destination of child-friendly projects. Accordingly, a series of questions was set out to illustrate the theoretical challenges that may have been reflected in implementing the child-friendly project. These questions were also categorized in light of three core characteristics of Noddings’ theory of caring: 1) relational ontology; which refers to the relational nature of children life, 2) attention with concern; which refers to the moral sentiment/non-rational life of children and 3) particularism; which refers to the particularity of children’s lives. As individuals/researchers and as members of the child-friendly community we can focus on these questions to understand the challenges of the project and provide a potential for its qualitative evaluation.
      PubDate: 2020-11-21
      DOI: 10.12957/childphilo.2020.49411
      Issue No: Vol. 16, No. 36 (2020)
       
  • ensino a filosofia um olhar a partir da perspectiva do aprender

    • Authors: oscar espinel
      Pages: 01 - 22
      Abstract: the inquiry into teaching in philosophy entails two different questions, namely: What does it mean to teach' And, what is understood by “philosophy”' The first of these questions constitutes the starting point of this article – product of the research project Balance of the Ways of Teaching Philosophy in Colombia –, specifically regarding the topics of teaching as an area, and the task of teaching. However, the methodological potential of studying the task of teaching from the perspective of learning arose while enquiring into the notions of translation, “plagiarism”, repetition, and creation. What kind of relation brings together teaching with learning and learning with teaching' In other words: How much does learning require from teaching' How much learning can we find in teaching' Can teaching and learning be thought of independently from one another' What happens in a philosophy classroom' In short, what does it mean to think about the relation between philosophy and teaching from the perspective of learning' In this way, as can be observed, positing the question of teaching on the axis of learning situates the discussion within the sphere of experience, and of the exercise and practices of the self. This is a different dimension of teaching from that determined by emulation, explanation, and monologue.
      PubDate: 2020-11-21
      DOI: 10.12957/childphilo.2020.52641
      Issue No: Vol. 16, No. 36 (2020)
       
  • the childhood of teaching and learning: inventing with and as a child the
           art of being a teacher

    • Authors: mauro britto cunha, jair miranda de paiva
      Pages: 01 - 21
      Abstract: this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood—a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, "unraveling", "overturning" the world--in other words, seeing the world from several angles not yet explored, with new childlike lenses. This approach is potent enough potent to bring to life educational activities that provoke the teacher, in the complex art of building or inventing themselves, and developing the capacity to preserve the creativity of children of all ages. This perspective enables the act of thinking to be experienced in infinite and unimaginable ways, not only enriching but also transforming the practices and knowledge that inhabit the time of searching—the time of becoming teacher, becoming learner, becoming school. This paper does not seek to provide answers to the challenges and concerns presented, but, it is intended to be a careful exercise of looking at the issues that directly or indirectly affect the journey of all who venture out and challenge themselves to build educational experiences committed to the transformation and creation of other ways of relating to childhood, with children, with school, in short, with the very invention of the self, as an art of traversing the paths along which one becomes an educatorinvention, childhood, teacher, philosophy
      PubDate: 2020-11-20
      DOI: 10.12957/childphilo.2020.51709
      Issue No: Vol. 16, No. 36 (2020)
       
  • philosophy (not only) with children: listening, caring, writing,
           transmitting

    • Authors: roque farran
      Pages: 01 - 17
      Abstract: In this article, I intend to link four topics or essential acts of philosophical practice: listening, caring, writing and transmitting, with special attention to children--what they inspire and teach us about philosophical practice, with special attention to the situation of confinement caused by the Covid-19 pandemic. A first task is to recover the function of listening and desire, in the context of the concept and the game, and against any abuse or violence. Second, we emphasize the role of care--its expansion and reformulation in these difficult circumstances, especially in interrupting the logic of servitude and of the activity-debt-reward circuit by way of the pleasure of inquiry. Third, we practice writing as a technology of self that overcomes the dichotomy between personal and academic form, in order to become a practice of care and transmission, along with other self-practices: abstinence, self-examination, exercises, etc. Finally, we consider the question of the “Name of the Father”--how to understand the decline of patriarchy in relation to love, self-esteem, the transmission and the use of a symbolic legacy, given that the decline in question is not merely a weakening, but an unfolding of a singular-generic power that binds us together: learning to decline names, words, concepts, and traditions, which  is what drives true subject formation.
      PubDate: 2020-11-20
      DOI: 10.12957/childphilo.2020.52894
      Issue No: Vol. 16, No. 36 (2020)
       
  • “the sharp teeth of life prefer meat in the earliest childhood”: an
           ethnocartography with beasties eyes

    • Authors: marcos ribeiro de melo, michele de freitas faria de vasconcelos, edson augusto de souza neto
      Pages: 01 - 28
      Abstract: in this article, we experience the exercise of a screen ethnocartography in agency with the film Beasts of the southern wild (2012) by the director Benh Zeitlin. We tested a film experimentation that led to a renewed writing (our) ways of life. We bet on cinema and childhood as possibilities for creating cracks and a stutter of language for the creation of new worlds and ways of living. In cinema images less as a representation, and more as art that proposes incompleteness, fissure, a hole in appearances. In childhood as an exercise of differentiation and resistance to dominant narratives in a given context. In childhood as a limiting experience of/in language, tirelessly exposing the human condition in front of the world. Thus, accompanying the main character of the plot, little Hushpuppy — a six-year-old resident of the “Charles Doucet Island”, experienced as “the Bathtub” —, we are shaken by the forms of life there, considered bestial and not recognized by city humans. Hushpuppy, his father and friends resist attempts to destroy their existence by the forms of the state that try to domesticate them, imbued with the logic that primitives must come to civilization, just as children must become adults. 
      PubDate: 2020-11-18
      DOI: 10.12957/childphilo.2020.48116
      Issue No: Vol. 16, No. 36 (2020)
       
  • argumentation in primary school in the field of philosophy for and with
           children: some reflections

    • Authors: lucia scipione
      Pages: 01 - 25
      Abstract: Through the exercise of inquiry and thinking together, a number of studies promote philosophy at school within the dialogical context. The Philosophy for Children curriculum and other Philosophy with Children experiences all around the world spearheaded on promoting dialogical contexts in school with the aim of foster a high-order thinking. The P4C became the standard reference for revision of curricula and teaching practices, on the one hand, through enhancing thinking and reasoning skills, and, on the other, by promote a democratic space and the exercise of citizenship. With a complex - thinking model and with a community of inquiry framework, Lipman (2003) upholds the idea that thinking does not consist of just reasoning or logic itself, but it is performed by different dimensions of thought, intra- and inter-personal. The thinking space that a philosophical discussion could in fact open supports the exercise of reasoning in communities of inquiry that promote cognitive, social and civic competence. Acknowledging the crucial role of the rational and social dimensions of thinking, scholarly research that investigates “argumentation” in children and in school settings is growing. Consistently with studies in Argumentation and Education, in this paper we will refer to “argumentation” as a fundamental way of reasoning and a social practice which finds the ideal context in which it can develop in the discussion (Mirza, Perret-Clermont, 2009). Philosophical and psycho-pedagogical studies recognize argumentation as an essential actor in the construction of thought and in the structuring of new knowledge, in content understanding and in the creation of contextual connections, in the dynamic of relationship, in the engagement of various metacognitive processes (Rapanta et al., 2013). Rational and social aspects of argumentative competence could be fostered in a philosophical context at primary school age. In consideration of the need to promote social and civic competences and based on the definition of discussion as the ideal context to promote argumentation and to practice democracy, it becomes important to raise teacher’s awareness of the key importance of argumentation. Recognizing some relevant perspectives in Argumentation and Education, this paper attempts to highlight several theoretical and methodological questions that are relevant to Philosophy for/with Children and to teacher and facilitator training. 
      PubDate: 2020-11-05
      DOI: 10.12957/childphilo.2020.46710
      Issue No: Vol. 16, No. 36 (2020)
       
  • between fences, games and spells: conflicts and appropriations of the
           territory by children and young quilombolas

    • Authors: beatriz corsino perez
      Pages: 01 - 27
      Abstract: brazil has gone through a long process of colonization that still leaves violent marks in the ways of relating to quilombola communities, producing the devaluation of their cultures and knowledge. Through colonization, the lives of quilombola children and young people have become invisible in the face of scientific knowledge that uses European authors as a reference and the urban middle classes as a model. In this text, we present the results of an interventional research carried out between 2017 and 2019, with about 30 children and young people living in a quilombola community in Cafuringa, in Campos dos Goytacazes-RJ. We seek to understand how the experiences of childhood and youth are constituted from the relationships that children and young people establish with the territory, their uses and appropriations, and the modes of subjectification in the face of conflicts experienced in the community. Children take ownership of the territory through collective games held outdoors, in which they explore community spaces, and interact with the land, animals, plants and trees. For these children, these spaces can be "bewitched", "haunted", "sacred", and while fascinating, also generate fear. These ways of relating to the territory are in conflict with the agricultural produce and horse breeding farms, which consider the land as a business, and animals and plants as goods. The children's estrangement in encountering of the electric fence placed by the farm, which symbolizes the private use of the land, social inequalities, and the racial discrimination experienced in their daily lives, leads us to question the project of the overall “civilizing” project built into modernity
      PubDate: 2020-11-03
      DOI: 10.12957/childphilo.2020.48351
      Issue No: Vol. 16, No. 36 (2020)
       
  • the “pluma”: corporalities that challenge the normativity in
           school settings

    • Authors: sylvia contreras-salinas, mónica ramírez pavelic
      Pages: 01 - 24
      Abstract: this article has the purpose of exposing some findings deployed from the hermeneutical activity from the narratives of LGBT subjects (Lesbians, Gays, transsexuals and Bisexuals) located in a past / present, in relation to the corporality expressed in the school settings. Narratives that were produced in an investigation developed between the years 2012-2013. It is recognized that this trope would be one of many that allude to the binary classification and separation of sex-gender, male / female, male / female, in this case, reproduced by subjects whose forms and desires do not conform to the established. This trope referred to in the stories allows to reveal both the gender constructions of LGBT subjects, as well as the experiences of themselves that explode in circumstances in which the difference and visibility are repressed and subalternized from a normalizing pedagogical practice. The "pen" is an unwanted or expected irruption, which obtains as a response homo / lesbo / bi / trans phobic practices that rise to hurt anyone who dares to appear in front of others in their difference or from a divergent position. This trope would be one of the many that allude to the classification and binary separation of sex-gender, man / woman, male / female, in this case, reproduced by subjects whose forms and desires do not conform to what is established. Together, it can be seen in the speeches that the presence of the pen is not completely transparent, if not, by the contrary, it sets voids and contradictions, in addition to persisting resistance that denies the diversity of bodily materializations.
      PubDate: 2020-11-03
      DOI: 10.12957/childphilo.2020.50213
      Issue No: Vol. 16, No. 36 (2020)
       
  • cuerpo, presencia y distancia en la enseñanza de la filosofía.
           exploración educativa durante el distanciamiento social.

    • Authors: nigel manchini
      Pages: 01 - 25
      Abstract: Diversos enfoques filosóficos y científicos señalan la importancia del cuerpo para los procesos educativos y la cognición en general. La suspensión de clases y virtualización de cursos debido a la pandemia de COVID-19 ofrece una ventana para investigar esas afirmaciones en el campo concreto de la enseñanza de la filosofía. En este trabajo se presentan los resultados de una exploración educativa mixta llevada a cabo con 99 docentes de filosofía durante las primeras semanas del distanciamiento social en Uruguay. Se analizan, entre otras variables, las prácticas educativas usuales de estos/as docentes, el nivel y estrategias de trabajo durante el distanciamiento, así como sus posiciones con respecto a la educación no presencial y la importancia de la dimensión corporal. Aunque en su mayoría este grupo trabajó durante el distanciamiento social, hay escepticismo acerca de la posibilidad de enseñar filosofía de manera virtual y varios/as consideran que no podrían adaptarse. En general se considera importante la dimensión corporal en la enseñanza de la filosofía. Algunos elementos con que justifican esta importancia son la riqueza que aporta al encuentro a nivel emocional, de comunicación, de flujo de interacción y de contacto con la otredad. Estos datos permiten pensar las posibilidades y limitaciones de la virtualización de la enseñanza de la filosofía. Más en profundidad, sugieren que la enseñanza de la filosofía -incluso en las clases más tradicionales y menos corporizadas- tiene como trasfondo una compleja dinámica corporal, pocas veces explicitada.
      PubDate: 2020-11-03
      DOI: 10.12957/childphilo.2020.50438
      Issue No: Vol. 16, No. 36 (2020)
       
  • from protection to instruction: practical-discursive mobilizations around
           childhood in debates about gender and sexuality in education

    • Authors: amana rocha mattos, rafael cavalheiro
      Pages: 01 - 20
      Abstract: This article discusses how some childhood senses have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education, considering the contemporary scenario in the country. For this, we aim to analyze two practical-discursive pitfalls that have been consolidated. The first, forged by the actors of the anti-gender offensive, consists of the narrative construction of vulnerable children, to be protected, and triggers moral panic against discussions about gender and sexuality in schools. The second, more subtle trap, concerns the place of the passivity of students in the school context, which are the subject of instruction by teachers - including when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner of the “gender ideologues”, passive and in danger, populates the statements analyzed in the first session, and allows us to discuss the political uses mitigated by the hyperinflation of this idea of child vulnerability. However, even in educational practices that focus on working with issues of gender and sexuality in school contexts, we observe that minority can be thought of in conservative perspectives and without agency, as discussed in the second session. To tension these logics, we point out the dimension of playfulness and play as conceptual and methodological tools that can contribute to a non-pedagogical approach to sexuality and gender in the field of education.
      PubDate: 2020-08-25
      DOI: 10.12957/childphilo.2020.48344
      Issue No: Vol. 16, No. 36 (2020)
       
  • sewing a storytelling tapestry - when children take over the plot, a
           handmade art

    • Authors: daniela fossaluza
      Pages: 01 - 23
      Abstract: The purpose of this text is to think about how the handmade presents itself in the language of a tridimensional storytelling tapestry created and sewn into books--a technique and enterprise for the promotion of reading that originated on France and has developed in Brazil as of 1997--thinking over its survival in technological and accelerated times. For a better study of such the question, an experiment was made in the specific context of the “Solar Meninos de Luz” (a philanthropic educational institution) with children between 9 and 11 years old. The objective was to observe how the children would appropriate the given materials and the language of the story through elaborating on the given, original narrative. Our research led to the formulation of the methodological concept of research-atelier, and the hand-crafted practice of creating and sewing tapestry as a vehicle for the identity-development of the self-storyteller. It also led to reflection on how children relate to dimensions of the handmade through the experience of storytelling with tapestry. The research suggests specific practical applications, and helps us in thinking about the exercise of expression, the elaboration of speech/narrative, and the process of communication in the educational medium.
      PubDate: 2020-08-25
      DOI: 10.12957/childphilo.2020.48488
      Issue No: Vol. 16, No. 36 (2020)
       
  • complaints and pronouncements: afro-perspectivist studies on childhood and
           education of ethnic-racial relations

    • Authors: renato noguera
      Pages: 01 - 22
      Abstract: This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.
      PubDate: 2020-08-25
      DOI: 10.12957/childphilo.2020.48335
      Issue No: Vol. 16, No. 36 (2020)
       
  • philosophy and childhood: theory and practice: presentation

    • Authors: silvia demozzi, luca zanetti
      Pages: 01 - 05
      Abstract: A concern with children doing philosophy is inseparable from a preoccupation with childhood and asks for a redefinition of childhood itself. This exploration is at least one fundamental dimension of the group of philosophers and educators who presented their work and experience at the Conference “Philosophy and Childhood: Theory and Practice. A Conference on the Pedagogical and Philosophical Foundations of Philosophical Practices with Children” that took place at Bologna University, from December 3 to 5, 2018. This present dossier was born from the need to foster and deepen the theoretical and practical value of the philosophy for children (P4C) movement, which includes the more classical philosophy for children program and many other forms inspired by it. We could affirm that for these educators and philosophers it is at least as important to bring children to philosophy as it is to bring philosophical thinking to children and childhood.
      PubDate: 2020-08-24
      DOI: 10.12957/childphilo.2020.53101
      Issue No: Vol. 16, No. 36 (2020)
       
  • presentation - childhood, politicization and stasis: children's
           experiences and places that occupy the current world

    • Authors: beatriz fabiana olarieta, conceição firmina seixas silva, lisandra ogg gomes
      Pages: 01 - 06
      Abstract: This editorial presents ideas and discussions that were limited to the 2nd Congress of Childhood Studies: politicization and esthesias, in correlation to the current moment, initiated by a health crisis, which greatly affected childhood. We hope that the debate proposed in this dossier inspires and allows for good and other reflections.
      PubDate: 2020-08-01
      DOI: 10.12957/childphilo.2020.53037
      Issue No: Vol. 16, No. 36 (2020)
       
  • an epistemic attitude: welcome childhood

    • Authors: paula ramos de oliveira, denis domeneghetti badia
      Pages: 01 - 12
      Abstract: Based on Paul Ricoeur's elaborations on the phenomenological project, the text intends to situate and problematize the reading of suspicion (practiced by explanatory or reductive hermeneutics) and the welcome reading (practiced by understanding or establishing hermeneutics), understanding them as epistemic attitudes that make it possible to conceive childhoods and children in radically different ways. The way chosen here defends the welcome reading as opposed to the reading of the suspicion, since the explanatory or reductive hermeneutics would look at childhoods and children from an external, superior, objective point of view, objectifying them with the explanations produced; while understanding or establishing hermeneutics are placed in relation to childhood and children - there is someone who looks, but who is also looked at -, in an epistemic attitude of understanding and welcoming otherness. The other is everyone who is also another of us. And each of us is not a monolithic, linear, evolutionary, chronological block. We inhabit the world with complexity, depth, intensity and ambivalence. Therefore, we will discuss the views of childhoods and children that these hermeneutics establish and present some contributions from Jorge Larrosa and anthropological studies, especially in the field of children's anthropology, which, when drawing up an inventory of possible alternatives to exist in the world, highlights the plurality of childhoods, as well as differences in the relationships established between adults and children in different socio-cultural contexts.
      PubDate: 2020-08-01
      DOI: 10.12957/childphilo.2020.48363
      Issue No: Vol. 16, No. 36 (2020)
       
  • philosophical dialogue with children about complex social issues: a debate
           about texts and practices

    • Authors: steve williams
      Pages: 01 - 28
      Abstract: In this article, I report on my reading of a debate between two practitioners and scholars of philosophy with children – Karin Murris and Darren Chetty. The parts of their exchanges I have chosen to focus on relate to a children's book called Tusk Tusk by David McKee. Their respective arguments raise questions for me about the relationship between the starting text (or stimulus) and issues of importance in the wider world. Although Chetty sees benefits in using picture books, he appears to believe there is an over-reliance on fables and other magical tales and that alternative starting points could be more suitable for exploring complex social issues with historical dimensions. Murris, on the other hand, seems to appreciate the lack of historical perspective that is evident in many of her preferred picture books. She values their  ‘universal’ and ‘magical’ aspects because they stimulate ‘rhizomatic’ dialogues that are spontaneous and non-hierarchical. In this commentary I trace what, to me, are the most significant lines of argument put forward by Chetty and Murris. In response, I suggest some practical ideas for choosing texts and ‘reading against the text’ – a term both writers use. I also ask and answer the question: ‘In sessions of philosophical dialogue, should adults bring to children for consideration issues they regard as important or refrain from doing so'’
      PubDate: 2020-07-21
      DOI: 10.12957/childphilo.2020.37827
      Issue No: Vol. 16, No. 36 (2020)
       
  • philosophy and children: for or with'

    • Authors: vania alarcon castillo
      Pages: 01 - 29
      Abstract: In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC’s critique of the P4C programme is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy to the school space. Particularly, PwC’s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, since philosophical experience with children is particularly questioning, defying, and, therefore, it has the possibility of bringing about important transformations, both at a personal-individual level, as well as a collective one.
      PubDate: 2020-07-21
      DOI: 10.12957/childphilo.2020.51240
      Issue No: Vol. 16, No. 36 (2020)
       
  • childhood, impulse and creative becoming. nietzschean approaches

    • Authors: juan pablo alvarez coronado
      Pages: 01 - 11
      Abstract: In Nietzschean thought there is a permanent tension between culture and life; both move, many times, in contradictory directions. According to Nietzsche, culture always wins, because it has the Apollonian dimension on its part, that is, that defined, clear, refined way in which it is expressed, understands and transmits what is narrated. The beautiful form is just a way of appearing from the deeply transcendental; it is the tip of a gigantic iceberg called life. Nietzsche is a vitalist thinker, committed to human expression, consisting of wanting, for love of oneself, the same thing that life wants, that is, directing its actions toward the suspension of judgments about the most convenient, most appropriate, politically correct, forms of cutural life. Childhood has an abundance of life pushing to get out--it is the Dionysian latency that does not want to succumb to the Apollonian commitment; it is life without a name, the force that devastates the encystment of form. It is life and childhood in tension, a childhood we think we know and at the same time a childhood that will never match those names we give it. Frequently the impulse for capture and closure mobilizes our adult interest, we approach childhood by naming and assigning roles, we are shaping the account we give of it. The impulse is converted into a pulse, a cadence, a recording, a ticking; Cronos appears, being acquires a permanent form, becoming gradually fades away.
      PubDate: 2020-07-21
      DOI: 10.12957/childphilo.2020.48342
      Issue No: Vol. 16, No. 36 (2020)
       
  • continuing education and the ethical experience of the body in the
           production of the early childhood curriculum

    • Authors: sammy william lopes
      Pages: 01 - 14
      Abstract: The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethical-educational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari.
      PubDate: 2020-07-20
      DOI: 10.12957/childphilo.2020.48213
      Issue No: Vol. 16, No. 36 (2020)
       
  • lipman and philosophy for children: cultivating “thinking” or
           cultivating “one” thinking'

    • Authors: diego bertolo pereira, wilson alves de paiva
      Pages: 01 - 27
      Abstract: This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s  beginnings, in order to ask how the idea of Philosophy for Children appeared and how it has developed up to the present moment. We argue that Lipman’s novel proposal to think philosophically with children emerged, in part, as a response to the student movements of 1968--a response, that is, to a specific political context that was marked by strong social and ideological disputes. Finally, we make a comparative analysis of the social and political context that informs Latin American Philosophy, and the extent to which it, also, has been shaped by a pragmatic response to a particular historical moment. The difference between the Anglo-American and the Latin American contexts is here characterized as an obstacle to a certain “universal” logos to which the Lipmanian project is linked. Our analysis is aided by the Discourse of marginalization and barbarism, produced by the Mexican philosopher Leopoldo Zea.
      PubDate: 2020-07-17
      DOI: 10.12957/childphilo.2020.49438
      Issue No: Vol. 16, No. 36 (2020)
       
  • drawing in childhood as inititiation to the secrets of the world

    • Authors: sandra regina simonis richter, márcia vilma murillo
      Pages: 01 - 27
      Abstract: In order to highlight the intimate relationship between imagining, drawing and making worlds, this essay questions the educational meaning of children to initiate in the action of drawing in face of the growing cultural tendency of the body being less and less required to produce senses. The incarnated action of drawing, as an aesthetic action of touching and being touched by the world when transposing the visible limits and entering into the intimacy of worldly invisibility, constitutes an experience that is as recurrent and trivialized in school daily life as it is existentially complex due to its poetic power to enter the invisible and inaugurate worldviews. The historical disqualification of the image and imagination in Western thought, supported by the separation between subjectivity of the body and objectivity of the world, does not allow educational thought to consider the phenomenon of poetic imagination as an existential experience of language insertion in the world from the gesture of drawing. Gesture that finds its specificity in the instant the hand traces and inscribes lines on the surface of the supports as infinitely creative writing. The aesthetic gesture of drawing, temporalized by the rhythm of the body in the emergence of the fabulation that accompanies the repetition of the marks, implies a poetic experience of language that involves the fusion of two senses: that of the gesture in materiality and that of the mark configured in it, marked and cicatrized in the surface of the support by the body’s action that performed it. The approximation between education, arts and childhood allows us to highlight the philosophical and pedagogical tensions that involve the question of poetic imagination and to take another look at the action of drawing in the context of children's education. What emerges, from the dialogue between Gaston Bachelard, Maurice Merleau-Ponty and Jean-Luc Nancy, is the relevance of the educational intention of caring for the vital function of language as an aesthetic and poetic experience that is constituted in the processuality of the body to make something appear that produces and contains presence, that which promotes and expands the existential density of the real.
      PubDate: 2020-07-15
      DOI: 10.12957/childphilo.2020.48283
      Issue No: Vol. 16, No. 36 (2020)
       
  • childhood, visual culture, and education

    • Authors: adriana hoffmann fernandes, helenice mirabelli cassino
      Pages: 01 - 20
      Abstract: This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and are generated by this association. It also discusses the genesis of these presumptions and the images they generate through a philosophical approach, questioning the role of education in a culture tied to the media, and about how children, who are familiar with multiple screens, presage a new visual literacy. We see how images play a fundamental role in the way children give meaning to the world around them and to themselves, in the context of their local culture. Given this context, it is necessary to consider how visual culture is tied to the elementary school, and what challenges confront the generation of wider and more creative ways to approach visual framing in children’s education.
      PubDate: 2020-07-15
      DOI: 10.12957/childphilo.2020.48432
      Issue No: Vol. 16, No. 36 (2020)
       
  • children and war: the stray bullets!

    • Authors: anete abramowicz
      Pages: 1 - 14
      Abstract: This essay seeks to answer the questions of which children in the contemporary world have been targeted and killed "unintentionally”or "at random" by the Brazilian State. In order to understand the place of children in this “war” we rely on the work, among others, of Achille Mbembe, Maurizio Lazzarato and Peter Pál Pelbart. Our text is structured in six sections. First, we take up the concepts of biopolitics, biopower and necropolitics , in an attempt to specify the type of governmental power that is exercised nowadays. Biopower is understood, not only as a military or political concept, but also in relation to a “biological” war (Lazzarato, 2016) against blacks, against certain sexualities, against some women and against some children. We than show how the construction of the universal idea of  “child” excludes children who do not belong to this representation, which is, in general,  disseminated as being the only image of a child. This diffusion of a single, universal notion of “child” is made through countless discursive and audiovisual imagery, and excludes black children and all those who diverge from or “flee” the hegemonic way of representing, thinking and writing about what a child is. Finally, we verify that the dead children are black and poor and we demonstrate the importance of children's political participation in social life.
      PubDate: 2020-07-11
      DOI: 10.12957/childphilo.2020.48358
      Issue No: Vol. 16, No. 36 (2020)
       
  • children and music: musical education and childhood studies in dialogue

    • Authors: sandra mara da cunha
      Pages: 1 - 20
      Abstract: Children and music are the theme of this article conceived as a sort of rehearsal, with the aim of thinking a musical education of childhood. Its theoretical foundations emerge from conversations between music education and childhood studies, and formed the basis for  the lecture workshop held at the II Congress of Childhood Studies, in September 2019, at the University of the State of Rio de Janeiro. The text addresses methodological openings present in creative approaches to curricula based on network formats and circles. Improvisations and compositions made by children and guided by professor-artists who know their craft, emerge from these experimental dynamics. The participation of children in collaborative action with their teachers gives, in turn, new meanings to the teacher’s role in the form of “double listening”—listening both to children and to their musical expressions. The development of research in children’s music has powerful implications both for musical education and for the field of education. This research also contributes to childhood studies, since listening to children's musical expressions makes it possible to know more about what they think, feel and do when they create their music. It also promises to result in greater visibility and audibility for the songs invented by them, and for the recognition of the importance of music education in schools.
      PubDate: 2020-07-11
      DOI: 10.12957/childphilo.2020.48349
      Issue No: Vol. 16, No. 36 (2020)
       
  • childhoods, city and intergenerational relationships in everyday life

    • Authors: maria tereza goudard tavares
      Pages: 1 - 26
      Abstract: This article derives from my participation in the II Congress of Childhood Studies: Politicizations and Aesthetics, held in September 2019, at UERJ/Maracanã. My speech entitled Childhoods, Culture and Intergenerational Relations in everyday life, was delivered in the conference “The ethnic-racial issue and the generational issue in childhood” having at its core extreme burning issues in Childhood Studies: both ethnic-racial and generational issues, arguing how these intersecting points (Collins, 2017) have effects on the daily life of Brazilian children, especially children from the popular classes who live in the outskirts of the big cities, such as the slums and urban borders of the state of Rio de Janeiro. In this pre-text, I chose to speak of this Other, named the child from the popular classes, the one who lives in the outskirts, in slums and popular areas. Those who, despite being infants deprived of speech, dare to speak among themselves and are spoken of by us, teachers and researchers of childhood. Considering our proposal of establishing conversation as a device for an encounter (Deleuze, 1998), I tried to speak of this Other, using my notes from the day of the conference, and the voices of authors with whom I dialogue in my studies, researches and daily work in different territories of the city (Tavares, 2019), understanding the contemporary city as a place of encounters, both good and bad. Above all, the city is a place of intergenerational meetings where the co-existence is possible.
      PubDate: 2020-07-11
      DOI: 10.12957/childphilo.2020.48030
      Issue No: Vol. 16, No. 36 (2020)
       
  • from silencing children's literature to attempting to learn from it:
           changing views towards picturebooks in p4c movement

    • Authors: morteza mhosronejad, soudabeh shokrollahzadeh
      Pages: 01 - 30
      Abstract: This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.
      PubDate: 2020-05-09
      DOI: 10.12957/childphilo.2020.45025
      Issue No: Vol. 16, No. 36 (2020)
       
  • mapping identity prejudice: locations of epistemic injustice in philosophy
           for/with children

    • Authors: peter paul ejera elicor
      Pages: 01 - 25
      Abstract: This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite the pedagogical improvements P4wC offers, some forms of identity prejudice prevalent in traditional classrooms may persist, affecting children who are identified with negatively stereotyped social groups. It is, therefore, important to pay attention to the reality of epistemic injustice and the possible locations where it may potentially surface in the COI. Drawing from my P4wC experience, I show that identity prejudice stems from the intersections of the roles and positionalities of the participants in a philosophical dialogue. These intersections point towards the epistemic relationships of the P4wC teacher, the students, and the P4wC program itself. I conclude that identity prejudice arises circumstantially and/or substantively in P4wC scholarship and practice. 
      PubDate: 2020-03-26
      DOI: 10.12957/childphilo.2020.47899
      Issue No: Vol. 16, No. 36 (2020)
       
  • educational deontology in the community of philosophical inquiry

    • Authors: silvia demozzi, marta ilardo
      Pages: 01 - 16
      Abstract: The paper aims at offering a pedagogical perspective as part of the debate on philosophical practices with children, referring particularly to educational deontology matters emerging when “uncomfortable” questions (but not only) occur. Many of the questions which arise during sessions of philosophical (or sometimes individually, at the end of the session and “out of the community border”) are left unanswered, being perceived as uncomfortable. Our reflection is on what educational deontology requires in order to deal with the challenge that these kinds of questions bring along. Starting from the concept of deontology proposed by the educationalist Mariagrazia Contini and embracing Jana Mohr Lone’s idea of children’s comfort with uncertainty, the paper offers a discussion on what we mean by educational responsibility when undertaking the task of facilitating a community of philosophical inquiry with children. The paper concludes that the facilitator should be present, attentive, capable of good listening. She/he should be a model, a good example for the community: available to listen and answer back, respectful, sensitive, capable of mind shifts and humble. Moreover, a facilitator should be trained to a reflexive thinking: she/he needs to be well aware of her/his cognitive schemes, the premises of her/his knowledge, the social and cultural paradigms she/he refers to. All this “intangible background” needs to be made explicit in order to be aware of the frames that shape each educational action. 
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.45955
      Issue No: Vol. 16, No. 36 (2020)
       
  • the philosophical baby and socratic orality

    • Authors: antonio consentino
      Pages: 01 - 16
      Abstract: Lipman’s curriculum of “Philosophy for Children” was the outcome of a harmonious and fruitful partnership between philosophy and pedagogy, but over the time practice shows the risk of a double fall and reduction: on the one side into the ditch of pedagese and, on the other, into the ditch of philosofese. Using the expression “Philosophical Practice of Community” (PPC) instead of “Philosophy for children” (P4C) appears preferable to protect the latter from the risk of being considered, because of its evocative vagueness, both a sort of toy-philosophy, and a kind of pedagogical device suitable for all purposes. Set out in terms of PPC, the project of doing philosophy with children becomes part of a broader field of research concerning each of the three components (“philosophical”, “practice”, and “community”) and their relationships. If ideas are not clear about what “philosophical” means, the risk is that philosophy can be assimilated to other approaches and used as general as empty label. Among the many questions that a PPC puts on the table, I’ll try to frame three of them: 1) Is it necessary to know the philosophical tradition to practice philosophy with children' 2) Who are the philosophers'  3) How to revitalize the Socratic orality'
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.45963
      Issue No: Vol. 16, No. 36 (2020)
       
  • the paradox of philosophy for children and how to resolve it

    • Authors: maria kasmirli
      Pages: 01 - 24
      Abstract: There is a paradox in the idea of philosophy for children (P4C). Good teaching starts from the concrete and particular, and it engages with each student’s individual interests, beliefs, and experiences. Preadolescents (and to some extent everyone) find this approach more natural than a more impersonal one and respond better to it. But doing philosophy involves focusing on the abstract and general and disengaging oneself from one’s personal interests and beliefs. It involves critiquing one’s attitudes, seeing abstract relations, and applying general principles. So, if good teaching focuses on the concrete and personal, and good philosophy on the abstract and impersonal, how can there be good teaching of philosophy to children' I call this the paradox of philosophy for children, and in this paper I explore how teachers should respond to it. Should they sacrifice good teaching practice, adopting a heavily teacher-centred approach in order to correct their students’ natural biases' Should they lower their expectations of what philosophical skills children can acquire' Should they even attempt to teach philosophy to children' The paper will argue that there is a better option, which exploits children’s imaginative abilities. The core idea is that by encouraging children to imaginatively identify with other perspectives, we can use their natural focus on the concrete and particular to lever them into more abstract, critical ways of thinking. In this way, their focus on the concrete and personal can be the very means to get them to think abstractly and critically. The paper will go on to outline a general strategy for implementing this approach, the Scenario-Identification-Reflection (SIR) method, which will be illustrated with examples drawn from the author’s own classroom practice. The paper will also respond to some objections to the proposed strategy and offer some general reflections on the SIR method.
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.46431
      Issue No: Vol. 16, No. 36 (2020)
       
  • improvising inquiry in the community: the teacher profile

    • Authors: eleonora zorzi, marina santi
      Pages: 01 - 17
      Abstract: Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry' What type of reasoning can be developed' This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in the community. To develop these two educational and formative perspectives, participants students and particularly teachers must first acquire a “readiness” for improvisation which is a sort of complex attitude. Some results of previous research on improvisation are presented to explain and emphasize the features of this complex disposition. Teachers who improvise suddenly open a window on events happening in the community, serving as an example for the class which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time. 
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.46692
      Issue No: Vol. 16, No. 36 (2020)
       
  • the child and the p4c curriculum

    • Authors: stefano oliverio
      Pages: 01 - 26
      Abstract: In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science (as his notions of inquiry and qualitative thought prove). This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum.
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.46769
      Issue No: Vol. 16, No. 36 (2020)
       
  • possible connections between the montessori method and philosophy for
           children

    • Authors: mariangela scarpini
      Pages: 01 - 22
      Abstract: This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools applying the Montessori Method' The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.46784
      Issue No: Vol. 16, No. 36 (2020)
       
  • why am i here' the challenges of exploring children's existential
           questions in the community of inquiry

    • Authors: luca zanetti
      Pages: 01 - 26
      Abstract: Children ask existential questions, that is, questions about death, the meaning of existence, free will, God, the origin of everything, and kindred questions. P4/wC has the aspiration to give to children the occasion to discover and explore their questions in a safe environment, the community of inquiry. Thus, existential questioning should be possible in a community of inquiry. However, it is unclear whether the pedagogy of the community of inquiry can accommodate existential questioning. The chief trouble is that existential questioning might be a cause of suffering: children might be unable to contain the emotional intensity that is experienced when we inquire about topics like death and the meaning of existence. In a community of inquiry, the emphasis over the community and the autonomy that children experience in choosing the questions for their inquiry might create occasions of suffering: some children might not be prepared to discuss existential issues or might be troubled by the candidate answers they explore and eventually end up to endorse. In this paper I highlight some of the main challenges that we need to face if we want to make room for existential questioning in the community of inquiry.
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.47050
      Issue No: Vol. 16, No. 36 (2020)
       
  • the ugliness insult at school: insurrections against capital

    • Authors: steferson zanoni roseiro, janete magalhães carvalho
      Pages: 01 - 25
      Abstract: Wondering what would happen with the control logic if the ugliness take control on school, this essay uses the fabulation as a research method to produce fables of insurrection against the Capitalism. It starts from the principle that in the contemporary context the embellishing practices have constituted themselves as a way to control the body. This way, ugliness – usually recognized as the opposite to beauty – is presented as a way to confront the regulator beauty. Methodologically, the research was accomplished in a public school in the city of Cariacica/ES. The fabulations were performed with students of the 6th and 7th grades aiming to produce stories of ugliness as a way to create life in school, facing the Capitalistic-controlling logical. On the edge, even the more controlling body flirts freely with the ugliness without any fear. Instead of hurting or panicking, the ugliness provokes an unexpected taste for life. That is why ugliness refuses the idea of world peace. Peace is manufactured to anesthetize affections, so there is no conversation between different forms of life. In its place, ugliness attracts more ugliness or, more peculiarly, produces ugliness where there were only beauties before. And the ugliness insurrects to the infinity.
      PubDate: 2020-03-18
      DOI: 10.12957/childphilo.2020.46746
      Issue No: Vol. 16, No. 36 (2020)
       
 
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