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  Subjects -> PHILOSOPHY (Total: 762 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  [43 journals]
  • pedagogical immediacy, listening, and silent meaning: essayistic exercises
           in philosophy and literature for early childhood educators

    • Authors: viktor magne johansson
      Pages: 01 - 29
      Abstract: This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning' How can we respond to children’s philosophizing' What does it mean to do so' The essay explores philosophical exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences.  The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.
      PubDate: 2022-07-25
      DOI: 10.12957/childphilo.2022.66527
      Issue No: Vol. 18 (2022)
  • the intersubjective affective background in the acquisition of knowledge
           and trust as an epistemic attitude

    • Authors: jesús armando fajardo santamaría, ana aristina santana espitia
      Pages: 01 - 29
      Abstract: Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children.
      PubDate: 2022-07-16
      DOI: 10.12957/childphilo.2022.61200
      Issue No: Vol. 18 (2022)
  • el gesto quínico por una filosofía de la insolencia

    • Authors: johan steven hurtado alvarado, ingrid liceth vargas peña, oscar espinel bernal
      Pages: 01 - 23
      Abstract: La filosofía entregada al saber sacro de Atenea ha sufrido una castración innegable en la modernidad, pues, siguiendo a Sloterdijk, se ha emparentado con el cínico, subyugándose a la apariencia. Por esta razón, la literatura alemana diferencia entre Kynismus y Zynismus . El kynismós con “k” hace referencia a los sabios perros del ágora y el Zynismus al papillón sin dientes. Por ello, a lo largo del presente artículo se reflexiona en torno a la figura del quínico de la mano del autor de La crítica de la razón cínica para descubrir ese decir otro de la filosofía. Por motivos metodológicos el texto se divide en tres apartados: primero,Resonancias de un concepto suplantado , en él se vincula el vínculo entre la insolencia y lo quínico; segundo, Gestos filosóficos , donde se trazan las muecas de un pensamiento impertinente y tercero, Conclusiones .     
      PubDate: 2022-07-16
      DOI: 10.12957/childphilo.2022.64742
      Issue No: Vol. 18 (2022)
  • to an adult’s face, the gesture of Alice in the cities

    • Authors: victor anselmo costa, kátia maria kasper
      Pages: 01 - 24
      Abstract: One scene from Wim Wenders’ film “Alice in the cities” provokes us to think again about childhood. It’s a fresh polaroid snapshot, where we can see the faces of an adult (Phillip Winter) and a child (Alice) blending and mixing. Starting from this image, this paper makes its way through the movie’s plot, reflecting on the power of freedom that arises from an encounter with children and childhood. First, we examine the relationship between Winter and his job as a photo-journalist, discussing the character of his existential anguish and his supposed indisposition to becoming, which seems to be clear in the way that he reads his own photographs. In a second moment of the film, we understand Alice’s arrival on the scene as something capable of dispersing the circumstances that are constraining him by  hurling him into the unpredictable. This event is crystallized in one poetic gesture: the girl confronts the adult with her own face by drawing a self-portrait. Facialization and deterritorialization are twoconcepts that we weave into our discussion, working off the philosophical thinking of Georges Didi-Huberman, Gilles Deleuze and Félix Guattari. Finally, we propose that worry as a value, characteristic of children and travelers, can produce an opening that offers an escape into a  freedom of release–or, so to speak, a defacialized freedom.
      PubDate: 2022-06-30
      DOI: 10.12957/childphilo.2022.64537
      Issue No: Vol. 18 (2022)
  • yes, they can: give children a voice

    • Authors: arie kizel
      Pages: 01 - 04
      Abstract: .
      PubDate: 2022-06-30
      DOI: 10.12957/childphilo.2022.64826
      Issue No: Vol. 18 (2022)
  • watching children play: toward the earth in bliss

    • Authors: evangelina uskokovic, theo uskokovic, vuk uskokovic
      Pages: 01 - 42
      Abstract: Watching children at play is favorite pastime for many elderlies. However, the growing safety concerns have prompted parents to become increasingly resistant to the idea of having strangers watch their children in parks and playgrounds. This creates an intergenerational gap in communication with potentially detrimental consequences for all social groups. Oral interviews were conducted and written surveys distributed that validated the hesitance of seniors, especially in the United States, to spend time at children’s playgrounds despite their finding the vicinity of children stimulating. Behavioral observations were conducted at playgrounds to quantify the positive and negative effects of supervisors’ ages on children’s play and thus indirectly assess whether there can be mutual benefits of making the presence of older people at playgrounds, which is customary in many countries, more culturally acceptable. Observations focused on the behavior of a pair of siblings showed that there is an increased probability of both conflicts and joyful expressions when the children were in the presence of a middle-aged person than when they were watched over by the elderlies. This has suggested that freer expressions stimulated in the presence of parent-like figures simultaneously induce the undesired and the desired behavioral patterns in the form of propensities for conflict and propensities for expressions of joy, respectively. This has confirmed that the observational stance has a critical effect on the observational outcome and that the age of the watchers has an effect on the behavior of children at play, with the age correlating directly with the calmness of the play, but also with a lower degree of exhilaration.
      PubDate: 2022-04-30
      DOI: 10.12957/childphilo.2022.65791
      Issue No: Vol. 18 (2022)
  • the claim of emotions through an emotional education in the philosophy
           with children

    • Authors: sonia parís albert
      Pages: 01 - 22
      Abstract: Clarifying the concept of emotions is an essential task of 21st century societies. We cannot continue living if we ignore the importance they have in our everyday thinking and acting. Emotions are fundamental both to the private and the public sphere It is becoming increasingly important to learn to identify what we feel and what those around us feel, how we express these feelings and understand their consequences, in order to enable us to transform harmful emotions into others more favorable to the well-being of our personal relationships and our relationship with the environment. With this objective in mind, my text proposes a form of emotional education in the framework of peace education, initiated in early childhood, which acts to develop the emotional capacity required for the realization of a form of  critical, ethical and creative global citizenship. This work recovers the methodology of the school of philosophy with children, which gives a great sense of philosophical praxis to the text, by putting it in dialogue, also, with studies in philosophy for peace. Thus, it is essential to vindicate empathy and moral imagination from the time we are children. Through thinking based on care, fthe cultivation of an emotional education will stimulate to wonder about other emotional alternatives, escaping from our own limits and exploring the perspectives of others until we come to merge with their horizons. 
      PubDate: 2022-04-27
      DOI: 10.12957/childphilo.2022.58561
      Issue No: Vol. 18 (2022)
  • child youtubers and specific goods of childhood: when exploration and play
           become work

    • Authors: mar cabezas
      Pages: 01 - 34
      Abstract: This article explores the nature and consequences of being a successful child YouTuber as a new form of both child labor and play in the social media era. This new child activity can in principle act as an enhancer of child autonomy, creativity, and some specific goods of childhood, such as play, and exploration. However, the impact of becoming a micro-celebrity as a video blogger at a young age is to some extent underexplored. Thereby, I bring into the ethical discussion the specific conditions of this activity, such as overexposure, and adultization. By doing so, I show how it can turn out to be a threat to child’s well-being and well-becoming, especially in relation to the identity construction and intrafamily dynamics. I highlight its double role as both an enhancer of childhood’s specific goods and child vulnerability, especially when it becomes a silent form of subjugation. Thereby, I suggest that the strong version of the precautionary principle could be a normative guide to balance the children’s need to explore and autonomy without jeopardizing other specific goods of childhood and their well-becoming.

      PubDate: 2022-04-27
      DOI: 10.12957/childphilo.2022.64682
      Issue No: Vol. 18 (2022)
  • is the voice we hear on the inside the same as the one people hear on the

    • Authors: magda costa carvalho
      Pages: 01 - 26
      Abstract: This text was written after hearing a childlike question about voice, a question asked by  Lara, a girl at a “basic” school in a rural area of the Azores islands that resulted in a diferent way of understanding the motives and intentions that are implicit in the way we practice community of philosphical inquiry with children and adults.  This question also unveiled important aspects of the way we construct ourselves as adults who believe in the importance of teaching philosophy in elementary school. This text describes an attempt to follow the trail of inquiry triggered by Lara’s question, and documents three moments or possibilities of re-questioning. These moments – which are not understood as forming an orderly sequence, but rather represent inroads into the initial question – emerge as possibilities marked by the rhythm of inquiry that followed. Those questions were: What do we hear when we talk about voice' What do we say when we talk about listening' And what do we think about when we share voices and listen actively' The text invites us to focus on voice as a concept aligned with a certain paradigmatic model of thinking commonly referred to as “philosophy,”and also invites us to consider the concept of listening as a construct that returns us to the origins of western philosophy. Finally, the text invites us to consider different ways of understanding voice and listening as based on the idea of thinking as an in-between space of sharing, focusing specifically on activities centering philosophical dialogue with children.
      PubDate: 2022-04-24
      DOI: 10.12957/childphilo.2022.65690
      Issue No: Vol. 18 (2022)
  • thinking childhood and experience with the child benjamin

    • Authors: eduarda aleycha luciano santana, paula ramos de oliveira
      Pages: 01 - 15
      Abstract: Walter Benjamin is a seminal philosopher whose work makes us think about the concepts of experience, child, and childhood. A journey through his life experience and personal narratives brings us closer to the world of his own childhood. As such, it is a philosophical journey in the sense of taking us towards something that is unknown to us and that in the end can transform us. We will travel through the following texts by Benjamin: Children’s Hour Radio Narrative (2015), Berlin Childhood: around 1900 (2013), Reflections on the child, the toy and education (2009), One-Way Street (2013) and The Storyteller:Reflections on the works of Nikolai Leskov (2018). To navigate these texts is to allow and encourage us to experiment with other ways of looking at and being in the world. His narrative allows us to experience the experiences of the child Benjamin, to traverse its unique and sparsely inhabited places, and thus to travel through any child’s world, feeling a child’s temporality and a child’s gaze. According to Jorge Larrosa (2003), childhood is an enigma. Benjamin’s narratives allow us to enter this enigma, to unveil images redolent with the experience of children and childhood, and thereby to approach this mystery that is both philosophical and pulsating with life,  like the life of this philosopher himself.
      PubDate: 2022-04-23
      DOI: 10.12957/childphilo.2022.63103
      Issue No: Vol. 18 (2022)
  • children, pandemic and school: starting over is a political act

    • Authors: flávia maria de menezes, marcia de oliveira gomes gil
      Pages: 01 - 19
      Abstract: This article is an invitation to consider Paulo Freire’s Pedagogy of the Question as a text that leads the reader to consider the possibilities offered by the post-Covid 19 resumption of daily school life with children as a political act. Based on a conversation that Freire had with Antônio Faundez in 1985, this text encourages researchers and educators to consider ways of returning to school life in ways that are welcoming, responsive and loving in the wake of  the experience of “almost-exile” undergone during the covid-19 pandemic. It becomes necessary to think school life again from where the children truly are, restarting in full awareness of the adventures, the pains, the losses they have undergone, encouraging them to ask the questions that the pandemic experience has produced them, and to recognize  the new forms of consciousness it has inaugurated. This paper explores the implications of the ideas found in the Freire-Faundez dialogue  for this moment of reconstruction.

      PubDate: 2022-03-31
      DOI: 10.12957/childphilo.2022.63184
      Issue No: Vol. 18 (2022)
  • the case for philosophy for children in kenyan schools

    • Authors: eliud shani ominde, atieno kili k'odhiambo, samsom okuro gunga
      Pages: 01 - 17
      Abstract: The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya adopted an indirect approach of value education that advocates for integration of values within regular curriculum. This strategy seems ineffective owing to an increase in the cases of indiscipline among learners. This study seeks to examine the application of Philosophy for Children (P4C) as the architecture for implementing value-based education and the realization of Chapter Six of the Constitution of Kenya because the values thatP4C aims to nurture are highly consistent with those of the Kenyan Constitution. Through P4C, the Kenyan Education system can achieve its goal of preparing responsible and ethical citizens of high moral integrity.  Chapter Six of the Kenyan Constitution has laid the cornerstone principles of Leadership, Integrity and elements of ethical citizenship. It dictates the code of conduct for state officers and responsible citizenry. Through the Competency-Based Curriculum (CBC), the Ministry of Education seeks to inculcate these principles in the learners at an early age.   

      PubDate: 2022-03-30
      DOI: 10.12957/childphilo.2022.62890
      Issue No: Vol. 18 (2022)
  • the artist as moral educator and moralist of education. a review of the
           book la educaciĆ³n moral, una obra de arte

    • Authors: rafael robles loro
      Pages: 01 - 13
      Abstract: This book review discusses Félix García Moriyón new book La educación moral, una obra de arte (Moral education, a work of art).
      PubDate: 2022-03-30
      DOI: 10.12957/childphilo.2022.66091
      Issue No: Vol. 18 (2022)
  • a comicsophy approach to teaching philosophy

    • Authors: haris cerić, elmana cerić
      Pages: 01 - 22
      Abstract: The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes.
      PubDate: 2022-03-29
      DOI: 10.12957/childphilo.2022.64892
      Issue No: Vol. 18 (2022)
  • babies, materiality, and technical objects in early childhood education in
           brazil and france

    • Authors: gabriela guarnieri de campos tebet, sabrina de oliveira caetano, lidiane cristina loiola souza, maria antonieta impedovo, julia costa
      Pages: 01 - 33
      Abstract: The main objective of this work is to discuss the materiality of relationships and experiences of infants in early childhood education, based on a dialogue with the Brazilian curriculum guidelines for Early Childhood Education in 3 municipalities in the state of São Paulo, and with the concepts of technical objects and individuation developed by Simondon. This is a qualitative research that uses bibliographic and documentary research as a methodology and the production of cartographies of scenes in which relationships between babies and objects are observed. The cartography used here is inspired by the records developed by Fernand Deligny (2015) and its appropriation for research with babies, as proposed by Julia Oliveira (2016). Research was carried out on this topic in the field of education, going through scientific articles and guiding documents for early childhood education. The authors  mapped the paths and affections of babies and their relationships with objects in two distinct scenes that were collected within the scope of a collective project. It is a work that contributes to early childhood education in general and, specifically, to baby studies (Infantology, Babyhood studies).
      PubDate: 2022-03-27
      DOI: 10.12957/childphilo.2022.58124
      Issue No: Vol. 18 (2022)
  • book review: kohan, w.o. and weber, b. (eds.) (2020). thinking, childhood,
           and time. contemporary perspectives on the politics of education.
           lexington books.

    • Authors: claire cassidy
      Pages: 01 - 06
      Abstract: This book review discusses Walter O. Kohan and Barbara Weber's edited volume, Thinking, Childhood, and Time.
      PubDate: 2022-02-27
      DOI: 10.12957/childphilo.2022.64798
      Issue No: Vol. 18 (2022)
  • the politicization of the educable child through aethereal power concept

    • Authors: franz kasper krönig
      Pages: 01 - 16
      Abstract: The paper argues that a prevalent conception of power in the educational sciences is detrimental to pedagogy both as a field of practice and as a discipline and inept as a scientific concept from an epistemological standpoint. The designation of this power concept as ‘aethereal’ can provide the education theoretical discourses with a means to analyze and criticize positions and arguments that have undermined the autonomy of education since the establishment of Foucauldian thinking in the educational sciences. First, this article argues that the pedagogical notion of the educable child depends on the concepts of individuality, plasticity, and autonomy within the framework of a negative ontology. Second, it problematizes the effects of the substitution of these concepts in the postmodern power-critical educational sciences for pedagogy in general and the child as its key concept in particular. The politicized child is conceived of as subjugated, passive, vulnerable, and what is crucial: as a thing-like, i.e. pedagogically ineducable but only powerfully moldable identity. Third, it analyses the philosophical basis of this shift towards the politicization of the child by introducing the concept of ‘aethereal power’. The article concludes with a sociological reflection on the societal dimension of this fundamental transformation of education and hints at the emerging post-critical pedagogy as a possible remedy.
      PubDate: 2022-02-27
      DOI: 10.12957/childphilo.2022.63214
      Issue No: Vol. 18 (2022)
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