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  Subjects -> PHILOSOPHY (Total: 841 journals)
Showing 1 - 135 of 135 Journals sorted alphabetically
'Ilu. Revista de Ciencias de las Religiones     Open Access   (Followers: 10)
Acheronta     Open Access   (Followers: 12)
ACME : Annali della Facoltà di Studi Umanistici dell'Università degli Studi di Milano     Open Access   (Followers: 6)
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   (Followers: 1)
American Journal of Semiotics     Full-text available via subscription   (Followers: 9)
American Journal of Theology & Philosophy     Full-text available via subscription   (Followers: 45)
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: 32)
Analytic Philosophy     Hybrid Journal   (Followers: 24)
Analytica : Revista de Filosofia     Open Access   (Followers: 1)
Ancient Philosophy     Full-text available via subscription   (Followers: 15)
Andrews University Seminary Student Journal     Open Access   (Followers: 3)
ANFUSINA : Journal of Psychology     Open Access   (Followers: 8)
Angewandte Philosophie / Applied Philosophy     Hybrid Journal   (Followers: 2)
Annales Universitatis Mariae Curie-Sklodowska, sectio I – Philosophia-Sociologia     Open Access  
Annali del Dipartimento di Filosofia     Open Access   (Followers: 1)
Annals in Social Responsibility     Full-text available via subscription  
Annals of the University of Bucharest : Philosophy Series     Open Access  
Annuaire du Collège de France     Open Access   (Followers: 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: 15)
Areté : Revista de Filosofia     Open Access  
Argos     Open Access   (Followers: 1)
Argumentos - Revista de Filosofia     Open Access  
Assuming Gender     Open Access   (Followers: 14)
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: 6)
Augustiniana     Full-text available via subscription   (Followers: 2)
Augustinianum     Full-text available via subscription   (Followers: 2)
Aurora : papeles del Seminario María Zambrano     Open Access   (Followers: 2)
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: 66)
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: 2)
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   (Followers: 1)
Biology and Philosophy     Hybrid Journal   (Followers: 21)
BMC Medical Ethics     Open Access   (Followers: 25)
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: 46)
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: 2)
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: 4)
Canadian Journal of Philosophy     Full-text available via subscription   (Followers: 25)
Chiasmi International     Full-text available via subscription  
Childhood & Philosophy     Open Access   (Followers: 10)
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: 4)
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: 3)
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   (Followers: 5)
CONJECTURA : filosofia e educação     Open Access   (Followers: 1)
Constellations     Hybrid Journal   (Followers: 25)
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: 54)
Continental Philosophy Review     Partially Free   (Followers: 25)
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: 2)
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: 2)
Cuadernos de Filosofía Latinoamericana     Open Access  
Cuestiones de Filosofía     Open Access   (Followers: 2)
Cultura : International Journal of Philosophy of Culture and Axiology     Open Access   (Followers: 3)
Cultural-Historical Psychology     Open Access   (Followers: 3)
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: 7)
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)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Empedocles : European Journal for the Philosophy of Communication     Hybrid Journal   (Followers: 2)

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Childhood & Philosophy
Number of Followers: 10  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1984-5987
Published by Universidade do Estado do Rio de Janeiro Homepage  [45 journals]
  • governmentality, necropolitics, black childhood and education of the face

    • Authors: divino josé da silva, jonas rangel de almeida, pedro angelo pagni
      Pages: 01 - 23
      Abstract: In this article, we seek to discuss the recurrence of racism and prejudice toward black lives and childhoods, in spite of repeated initiatives to overcome it by social and educational policy-makers. Following the investigations launched by Michel Foucault on the biopower hypothesis, we revisit some of his interpreters, with the objective of discussing the challenges posed by racism to pedagogical provisions for black children and—following on a concept offered by Emmanuel Levinas--an education of the Face (el Rostro), as a weapon in the political field of struggle against the thanatological dimension of biopolitics. To do so, we retrace some scenes from the history of inclusion devices – especially those policies aimed at black populations. We reflect on the racism embedded in our historical unconscious and discuss how it affects the education of the black Face in our country. We problematize the peculiarities of Brazilian racial prejudice and explore its necropolitical positioning when it comes to the governance of black childhoods. We conclude that the current form of governmentality and education needs a movement of de-rostification—deconstuction of the black Face--in order to identify a future for black children that makes it possible to rise up against the hegemonic order of the white-male-heterosexual-christian-European, and to create processes of subjectivation that can build solidarity with the multiplicity of others-becoming-minoritarian.
      PubDate: 2021-05-07
      DOI: 10.12957/childphilo.2021.56149
      Issue No: Vol. 17 (2021)
       
  • place-based philosophical education: reconstructing ‘place’,
           reconstructing ethics

    • Authors: simone thornton, mary graham, gilbert burgh
      Pages: 01 - 29
      Abstract: Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education.
      PubDate: 2021-04-30
      DOI: 10.12957/childphilo.2021.54696
      Issue No: Vol. 17 (2021)
       
  • fink’s notion of play in the context of philosophical inquiry with
           children.

    • Authors: georgios petropoulos
      Pages: 01 - 24
      Abstract: Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to childhood, allowing it to enter a genuine dialogue with adulthood. Scholars who defend a non-reductive and non-instrumentalist approach to P4C, highlight the significance of play in philosophy sessions with children. In this paper I examine the extent to which the philosophical inquiry that takes place in the context P4C can be understood as a playful activity. I submit that Fink’s account of play can help us reach a better understanding of what we mean by play, which in turn can help us examine the compatibility between the activities of P4C and play. In the first part of the paper, I examine some of the basic ideas of P4C and raise the question about the compatibility of philosophical inquiry and play. In the second part of the paper, I engage in a philosophical appreciation of play by drawing on the work of Eugen Fink. In the final part of the paper, I show how play – understood along Fink’s lines – is compatible with philosophical inquiry as practiced in school settings.
      PubDate: 2021-04-30
      DOI: 10.12957/childphilo.2021.56494
      Issue No: Vol. 17 (2021)
       
  • ‘seeing’ with/in the world: becoming-little

    • Authors: theresa magdalen giorza, karin murris
      Pages: 01 - 23
      Abstract: Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant role of human vision (knowing and seeing) in educational research we show how videoing and photographing works as an apparatus in an analysis of data from an inner-city school in Johannesburg, South Africa. We are struck by children’s seeing with the ‘eyes of their skin’ (Pallasmaa) and ‘seeing’ with/in the world (posthumanism), as their obvious distress is felt when a small tree sapling has been mowed down in a nearby park. We analyse the event with the help of a variation on Deleuze’s notion of ‘becoming-child’: ‘becoming-little’, and Anna Tsing’s ‘the arts of noticing’. ‘Becoming-little’ as a methodology disrupts the adult/child binary that positions ‘little’, younger humans as inferior to their ‘bigger’ fully human counterparts. We exemplify ‘becoming-little’ through 4 and 5 year-olds’ learning with the little tree and adopt Barad’s temporal diffraction to ‘see’ what is in/visible in the park: the extractive, exploitative, colonising mining practices of White settlers. These are still part of the land on which the park was created but are in/visible beneath the ‘skin’ of the earth.
      PubDate: 2021-03-12
      DOI: 10.12957/childphilo.2021.53695
      Issue No: Vol. 17 (2021)
       
  • i am keeping my cultural hat on: exploring a ‘culture-enabling’
           philosophy for/with children practice

    • Authors: peter paul elicor
      Pages: 01 - 18
      Abstract: In this paper, I offer a preliminary sketch of a culture-enabling Philosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are prevalent. Its focus is on helping children become cognizant of their cultural situatedness and its impact on their thinking and attitude towards dialogue. Underlying this practice is the assumption that Philosophy is fundamentally a worldview and a method that is embedded in the culture where it is created, validated, and used. Such a manner of doing philosophy recognizes that children are active bearers of culture and are entitled to educational opportunities, like P4wC, that can empower them to think for themselves and with others while staying grounded on their cultural backgrounds. Thus, the Community of Inquiry functions as a caring space where intercultural understanding and critical affirmation of cultures are fostered and sustained. In connection, I suggest that a culture-enabling P4wC teacher should have three desired traits: a) openness to various cultural resources and frames, b) a sense of critical positionality, and c) partiality to the culturally marginalized.
      PubDate: 2021-03-02
      DOI: 10.12957/childphilo.2021.54161
      Issue No: Vol. 17 (2021)
       
  • nomen omen. a pedagogic narrative about a community of inquiry in
           teacher´s training context

    • Authors: gonzalo santiago rodriguez
      Pages: 01 - 24
      Abstract: This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the question of names; the discussion shows how the name not only constitutes a fundamental issue for identity definition, but also problematizes identity. The students’ experience of naming and being named opens questions about the teacher’s role in the classroom context, and problematizes the concept of the human subject in current pedagogical discourse, particularly in its opposition to the concept of community of inquiry in current philosophy of education  discourse.
      PubDate: 2021-02-28
      DOI: 10.12957/childphilo.2021.52905
      Issue No: Vol. 17 (2021)
       
  • is there a form of citizenship specific to philosophy for children'

    • Authors: clarisse leseigneur
      Pages: 01 - 18
      Abstract: Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children (P4C) is often presented as a continuation of Dewey’s democratic ideal, as a mode of associated living. I argue that there is a democratic model specific to Lipman’s P4C, that cannot be reduced to Dewey’s theories. To do so, I propose to compare Dewey’s and Lipman’s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental dispositions, following a specific social conditioning, revealed by some practical habits. Studying in depth Dewey’s and Lipman’s educational recommendations concerning inquiry does not only reveal that they are structured according to different rationalities, it also highlights the fact that they tend to develop different habits and dispositions in the child, that ultimately form two distinct citizen habitus. Dewey’s habitus could be called experimental and Lipman’s habitus dialogical and they both correspond to their respective reflections on democracy and the role a citizen should be playing. I conclude by highlighting the interesting possibilities that stem from the analysis and comparison of educational models through the notion of habitus.Resumen: En razón de las indudables y ampliamente estudiadas fundaciones deweyana en la pedagogía elaborada por el filósofo Mathew Lipman, la filosofía para niños es generalmente presentada como una continuación del ideal democrático de John Dewey, como un modo de vida asociada. Sostengo que existe un modelo democrático específico a la filosofía para niños como la que fue elaborada por Lipman, que no se puede reducir a las teorías de Dewey. Para mostrar eso, propongo de comparar las pedagogías de Dewey y de Lipman a través de la noción bourdieusiana del habitus, entendida como un conjunto de disposiciones mentales duraderas, proveniente de un condicionamiento social específico, que se manifiesta por hábitos prácticos. Un estudio en profundidad de las recomendaciones educativas de Dewey y de Lipman en cuento a la encuesta no sólo revela que están organizadas por racionalidades diferentes, sino también que desarrollan hábitos y disposiciones diferentes en el niño, que últimamente forman dos habitus ciudadanos distintos. El habitus de Dewey se puede llamar experimental, y el de Lipman un habitus dialógico, los dos corresponden a sus reflexiones respectivas sobre la democracia y el rol del ciudadano. Concluyo subrayando las posibilidades interesantes que emerjan de la analiza y comparación de las pedagogías a través de la noción de habitus.
      PubDate: 2021-02-28
      DOI: 10.12957/childphilo.2021.55786
      Issue No: Vol. 17 (2021)
       
  • Forum Theatre Meets Philosophy for/with Children: Physically Exploring
           Challenging Situations in the Community of Philosophical Inquiry

    • Authors: zach dewitt, emi kingan
      Pages: 01 - 25
      Abstract: This paper introduces Augusto Boal’s theatre practices, specifically forum theatre, to the Philosophy for/with Children [P4wC] movement. By connecting Boal’s pedagogy with P4wC, we show how forum theatre techniques can empower child-participants to physically engage in Communities of Philosophical Inquiry [CPIs] centered on challenging situations that they experience. To do this, we introduce and summarize aspects of Boal’s pedagogy, including his theoretical insights and methodological frameworks, with extensive reference to his book Theatre of the Oppressed. We follow with a discussion of some of the connections between the Theatre of the Oppressed movement and P4wC; specifically, we look at these movement’s similar conceptions of the relationship between self and community, and the similar methodological role of both stimuli and facilitators. We end by laying out several ways in which theatre practitioners and educators have used forum theatre with children, and suggest how P4wC facilitators might utilize Boal’s methods within CPI. We argue that Boal’s work offers methodological tools and theoretical insights that can supplement the P4wC movement by creating more physical, creative and inclusive spaces for philosophical engagement. Ultimately, we contend that the unification of these two movements has much to contribute to the ongoing development of pedagogical practices in P4wC. Thus, we call for more research regarding Boal’s methods, as well as other participatory theatre practices, in the practice of CPI.
      PubDate: 2021-02-28
      DOI: 10.12957/childphilo.2021.53904
      Issue No: Vol. 17 (2021)
       
  • music, autism and differences: representation as violence in levinas and
           deleuze

    • Authors: stephan malta oliveira, luísa azevedo damasceno, nathalie emmanuelle hofmann, letícia azevedo damasceno, cecília albuquerque reynaud schaefer, alba cristina martins da silveira
      Pages: 01 - 18
      Abstract: The aim of this article is to investigate and discuss the notions of difference and representation in Emmanuel Levinas and Gilles Deleuze, articulating such notions through the example of a university extension project involving the formation of a musical ensemble composed of autistic children. Our research involved a review of four major philosophical works—Emmanuel Levinas’ Totality and Infinity; Among Us: Essays On Alterity; and “The Concept Of Difference In Bergson”; and Gilles Deleuze’s Difference and Repetition--in addition to secondary references. The main articulations of the investigation carried out in the project consist of aspects such as: taking responsibility for the autistic child through cultivating asymmetrical relationships, a process that takes place through sensibility, below any representation; and not totalizing the alterity involved while maintaining, at the same time, its radical difference. In addition, there is an emphasis in the work on the difference of each child, beyond his or her diagnostic identity, understanding that all participants are undergoing unique processes of differentiation, and that some differences are not more privileged than others, in that that such hierarchies are determined by power relations. Another contribution of this research is the emphasis on the intensive affective flows of children, and the construction of relationships of mutual affection, which increases the circulation of vital energy in each one. Finally, the results of the project are offered as guidelines for clinical practice, and for the cultivation of a politics of difference, as an alternative to hegemonic practices in autism studies in contemporary times.
      PubDate: 2021-02-28
      DOI: 10.12957/childphilo.2021.56160
      Issue No: Vol. 17 (2021)
       
  • the facilitator as liberator and enabler: ethical responsibility in
           communities of philosophical inquiry

    • Authors: arie kizel
      Pages: 01 - 20
      Abstract: From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search.
      PubDate: 2021-02-28
      DOI: 10.12957/childphilo.2021.53450
      Issue No: Vol. 17 (2021)
       
  • what does the invitation to philosophize invite'

    • Authors: vanise dutra gomes, paula alexandra vieira
      Pages: 01 - 18
      Abstract: In the call from papers from childhood & philosophy we hear an invitation to philosophize. But what does such an invitation mean' In what ways does an invitation or (re) invitation to philosophize encourage us to suspension our accepted meanings and empower us to sustain this challenge' These are the questions of two teachers who have, first, accepted the prior invitation to philosophize with children, and have now accepted the invitation to think and write together about that experience. This essay was prompted by two questions posed by the children with whom we philosophize: In writing it, we have experienced other ways  of thinking and living educational practice, and, through our encounters with our students, find ourselves challenged to live in more inventive and therefore more childlike ways within the framework of the public school, here understood in the sense of scholé (Masschelein; Simmons, 2013).  In order to reflect on the two questions, we set off from the concept of consummation (Heidegger, 1987), and we engage in dialogue with both a pedagogy of the question (Freire; Faundez, 1985), and the concept of equality of intelligence (Rancière, 2005), in order to open a pathway of thought that addresses them.
      PubDate: 2021-02-27
      DOI: 10.12957/childphilo.2021.54168
      Issue No: Vol. 17 (2021)
       
  • right under our noses: the postponement of children's political
           equality and the NOW

    • Authors: joanna haynes, karin murris
      Pages: 01 - 21
      Abstract: Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the ‘zipped’ body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness.  We shift from ethics to ethos, and from ‘zipped’ to ‘unzipped’ bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children’s political agency. We re-turn to David McKee’s Not Now Bernard (1980), getting ‘inside the text’, and attending to the postponement of equality in Philosophy with Children.
      PubDate: 2021-02-27
      DOI: 10.12957/childphilo.2021.55060
      Issue No: Vol. 17 (2021)
       
  • give infancy to childhood. notes for a politics and poetics of time

    • Authors: carlos skliar, daniel brailovsky
      Pages: 01 - 21
      Abstract: The following text aims to pose the question provoked by the of discrepancy between infancy as defined in the work of Jean-Francois Lyotard and childhood per se, and to do so in the epochal context of an educational temporality governed by the attributes of acceleration, “profitable,” knowledge, cognitivism, rampant inequalities, an ethos of “success” at any cost, a univocal relationship between knowledge and utilitarianism, and a severe conflict between egalitarian organization and experience and the demand for performance. The loss of infancy in childhood is perhaps the loss of infancy in humanity, depriving it of free time, the possibility of fiction, creation, play, and art. The question that permeates the article is, what does it mean to listen to the voices of infancy in childhood' What is being articulated there' How might we appreciate those voices as a starting point for the reinvention of a different form of education' Our fundamental objective is to construct a politics and a poetics of time that, in their aesthetic and ethical expression, indicate the possibility of a different educational journey for children and childhood, based on the sense of the existence of a time for which it is never too late.
      PubDate: 2021-02-27
      DOI: 10.12957/childphilo.2021.56316
      Issue No: Vol. 17 (2021)
       
  • children's cartography: methodological approaches followed by
           experiences with children and adolescents from portugal and brazil

    • Authors: tiago almeida, luciano bedin costa
      Pages: 01 - 24
      Abstract: This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of  cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the  world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other. 
      PubDate: 2021-02-27
      DOI: 10.12957/childphilo.2021.56968
      Issue No: Vol. 17 (2021)
       
  • childhood and the (un)speakable: ubuesco power, resistance, and the
           possibility of justice

    • Authors: eduardo rezende melo, flavia inês schilling
      Pages: 01 - 27
      Abstract: The article, as part of a broader reflection on the criticism of the right to development and its impact on the modes of legal and political subjectivation of children and adolescents, questions the child's condition as a subject without speech, or a speech conditioned to criteria of maturation, dictated by the adult referential, in a field, moreover, limited to what is said to be pertinent to their manifestation. Guided by the thought of exteriority, we return to the Foucauldian debate on the relation between truth and justice, in light of the monstrous unspeakability of legal and judicial practices and the ubuesco of state power. We will analyze, through the contributions of classic cynicism (kynismos), supported by Foucault, and Sloterdijk, Nieheus-Pröbsting, the resistant practices - beyond language – available to children and adolescents, and rethink these power struggles in the context of human rights and the possibility of justice, through the thought of Derrida, Rancière, Butler and Foucault. Our text will develop along the following axes of analysis: 1. Contextualizing the Foucaultian debate on truth and justice and the place of the “sayable”; 2. Considering the (in)sayability at the heart of law, childhood and monstrosity; 3. Framing the struggle between ubuesco power and cynic resistance, and 4. Speculating on our notions of “child” and the possibility of justice.  
      PubDate: 2021-02-24
      DOI: 10.12957/childphilo.2021.56126
      Issue No: Vol. 17 (2021)
       
 
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