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Author: Dina Mendonça
Publisher: Springer Nature
ISBN: 3662641801
Category : Education
Languages : en
Pages : 171
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Book Description
Philosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing topics such as P4C and relativism, P4C and Virtue ethics, ethics and emotions in P4C, philosophical commitments and P4C application, and Socratic practice within a pragmatist framework. A thought-provoking collection about how assumptions of particular philosophical conceptions of childhood modify moral and ethical education and a testimony of the undeniable contribution of P4C for moral education and reconceptualization of childhood.
Author: Dina Mendonça
Publisher: Springer Nature
ISBN: 3662641801
Category : Education
Languages : en
Pages : 171
Get Book Here
Book Description
Philosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing topics such as P4C and relativism, P4C and Virtue ethics, ethics and emotions in P4C, philosophical commitments and P4C application, and Socratic practice within a pragmatist framework. A thought-provoking collection about how assumptions of particular philosophical conceptions of childhood modify moral and ethical education and a testimony of the undeniable contribution of P4C for moral education and reconceptualization of childhood.
Author: Gareth Matthews
Publisher: Harvard University Press
ISBN: 9780674664807
Category : Philosophy
Languages : en
Pages : 152
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Book Description
Adult preconceptions about the mental life of children tend to discourage a child’s philosophical bent. By exposing the underpinnings of adult views of childhood, Matthews clears the way for recognizing the philosophy of childhood as a legitimate field of inquiry and conducts us through influential models for understanding what it is to be a child.
Author: Tim Sprod
Publisher: Routledge
ISBN: 1134578598
Category : Education
Languages : en
Pages : 236
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Book Description
In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.
Author: Roberto Franzini Tibaldeo
Publisher: Springer Nature
ISBN: 3031241487
Category : Education
Languages : en
Pages : 114
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Book Description
This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known “Philosophy for Children” (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children’s thoughtfulness and autonomous thinking, which would eventually result in empowering children’s social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C’s revolutionary stance on education relies on the fruitfulness of Lipman and Sharp’s intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C’s achievements as well as of its future perspectives.
Author: John Dewey
Publisher:
ISBN:
Category : Moral education
Languages : en
Pages : 88
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Book Description
Author: Joshua Forstenzer
Publisher: Taylor & Francis
ISBN: 1040094473
Category : Education
Languages : en
Pages : 240
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Book Description
This edited volume combines reflections, methods, and experiences from a globally diverse group of scholars to investigate the meaning, value, and effectiveness of the pedagogy of the Community of Philosophical Enquiry (CoPE) – derived from or in conversation with Lipman and Sharp’s Philosophy for Children (P4C) – in the context of civic education. Maintaining that a rich diversity of voices is an important corrective to narrower academic discourses, the chapters in this book bring an array of scholarly thought from across the world working in various political and educational contexts to bear on a common question: How can CoPE help practitioners engage in civic education? The contributions draw on qualitative methods, philosophical literature, and practitioner case studies to explore the benefits, challenges, questions, and methods related to the use of CoPE for the sake of citizenship education in Thailand, Malaysia, Italy, Iceland, Israel, Greece, Canada, the United Kingdom, and the United States of America. Ultimately, the book provides critical reflections and insights into the civic dimension of CoPE (and some CoPE-related practices) across a wide range of pedagogic, cultural, and political contexts. Addressing the need for a touchstone publication on the interplay between CoPE and citizenship education, the book will be of interest to academics and postgraduate students interested in the philosophy of education, citizenship education, democratic education, and international and comparative education.
Author: Michael S. Pritchard
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 224
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Book Description
The public outcry for a return to moral education in our schools has raised more dust than it's dispelled. Building upon his provocative ideas in On Becoming Responsible, Michael Pritchard clears the air with a sensible plan for promoting our children's moral education through the teaching of reasonableness. Pritchard contends that children have a definite but frequently untapped capacity for reasonableness and that schools in a democratic society must make the nurturing of that capacity one of their primary aims, as fundamental to learning as the development of reading, writing, and math skills. Reasonableness itself, he shows, can be best cultivated through the practice of philosophical inquiry within a classroom community. In such an environment, children learn to work together, to listen to one another, to build on one another's ideas, to probe assumptions and different perspectives, and ultimately to think for themselves. Advocating approaches to moral education that avoid mindless indoctrination and timid relativism, Pritchard neither preaches nor hides behind abstractions. He makes liberal use of actual classroom dialogues to illustrate children's remarkable capacity to engage in reasonable conversation about moral concepts involving fairness, cheating, loyalty, truthtelling, lying, making and keeping promises, obedience, character, and responsibility. He also links such discussions to fundamental concerns over law and moral authority, the roles of teachers and parents, and the relationship between church and state. Pritchard draws broadly and deeply from the fields of philosophy and psychology, as well as from his own extensive personal experience working with children and teachers. The result is a rich and insightful work that provides real hope for the future of our children and their moral education.
Author: Mhairi C. Beaton
Publisher: Taylor & Francis
ISBN: 1040016197
Category : Education
Languages : en
Pages : 153
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Book Description
This book outlines the key findings from the ADVOST project and other international projects that examine how educational practitioners have utilised theoretical notions of voice and agency to enhance the social inclusion and wellbeing of children within their settings. Bringing together findings from three project case studies that are each placed in a different national context, chapters explore theoretical principles of space, audience and influence to facilitate and enhance the voices of very young children. Focusing on diversity as an opportunity rather than a challenge, the book provides collaboratively written and regionally diverse chapters that ultimately contribute to a growing field on literature examining how young people might be included in culturally sensitive and responsive ways within education, recognising the diversity that young people, their families and communities bring to educational processes to provide an inclusive education for all. Offering multiple perspectives and insights into our growing understanding of children’s voice and agency in diverse settings, this book will be of relevance to scholars, researchers and academics in the fields of primary education, multicultural education, early years and educational research, and child development studies.
Author: Laura D'Olimpio
Publisher: Routledge
ISBN: 1351967215
Category : Education
Languages : en
Pages : 221
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Book Description
Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, which she applies in the book to international multimedia examples. The author also suggests that the Community of Inquiry – a pedagogy practised by advocates of Philosophy for Children – creates a space in which participants can practise being critically perspectival, and can be conducted with all age levels in a classroom or public setting, making it beneficial in shaping democratic and discerning citizens. This book will be of interest to academics, researchers and postgraduate students in the areas of philosophy of education, philosophy, education, critical theory and communication, film and media studies.
Author: Nicolás Brando
Publisher: Springer Nature
ISBN: 303022452X
Category : Philosophy
Languages : en
Pages : 360
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Book Description
This book offers a broad and diverse reflection of the ways in which child poverty could be conceptualised, and the ways in which it is intertwined with childhood as a specific social condition. Furthermore, the responsibilities towards children and the possible mechanisms required for dealing with this condition will be analysed and clarified. This is the first volume on philosophy and child poverty. Despite the increasing number of publications on poverty, the particular phenomenon of poverty during childhood has not received much philosophical attention. This is surprising, given the severity and depth of child poverty around the globe. This volume brings together various philosophical approaches and how they understand and tackle child poverty. This is an important addition to the philosophical literature, which is also of wider interest to scholars working in the social sciences and with an interest in child poverty.
