Philosophy for Children in Transition : Problems and Prospects

by Vansieleghem, Nancy; Kennedy, David

• ISBN13: 9781444350401
• ISBN10: 1444350404
• Format: Paperback
• Copyright: 2012-01-17
• Publisher: Wiley-Blackwell

Summary

Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child

Author Biography

Nancy Vansieleghem is a Postdoctoral Researcher at the Department of the Foundations of Education at Ghent University. In her work, she explores alternative forms at educational practices and experiments in terms of actions that seek to address the forces of the market which exploit educational projects increasingly as consumer products. She is the author of Dialogue as Limit-Experience: A Portrait of Philosophy with Children as Educational Project (2010). David Kennedy is Professor of Education Foundations at Montclair State University and Follow of the Institute for the Advancement of Philosophy for Children (IAPC). His publication include The Well of Being: Childhood, Subjectivity, and Education (2006) and Philosophical Dialogue with Children. Essays on Theory and Practice (2010), as well as numerous journal articles on the philosophy of childhood and on theory and practice of community of philosophical inquiry with children.

Table of Contents

Notes on Contributors	p. vii
Preface	p. ix
Introduction What is Philosophy for Children, What is Philosophy with Children-After Matthew Lipman?	p. 1
The Experience of Childhood and the Learning Society: Allowing the Child to be Philosophical and Philosophy to be Childish	p. 13
Philosophy for Children and its Critics: A Mendham Dialogue	p. 30
The Play of Socratic Dialogue	p. 52
Childhood, Philosophy and Play: Friedrich Schiller and the Interface between Reason, Passion and Sensation	p. 66
Transindividuality and Philosophical Enquiry in Schools: A Spinozist Perspective	p. 82
Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design	p. 97
The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children	p. 117
Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education	p. 137
Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia	p. 152
Childhood, Education and Philosophy: Notes on Deterritorialisation	p. 170
'In Charge of the Truffula Seeds': On Children's Literature, Rationality and Children's Voices in Philosophy	p. 190
Brilliance of a Fire: Innocence, Experience and the Theory of Childhood	p. 210
Index	p. 231
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