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thinking in stories

1. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Peter Shea

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reflection

2. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Chiara Chiapperini, Walter Kohan, Jason Wozniak

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3. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Mor Yorshansky

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A classroom Community of Inquiry depends on the deliberation skills of its members and their willingness to share ideas, time and power, despite conflicting interests, in the process of social inquiry. This vision of sharing power is not without challenges to both P4C and other theoretical movements within the discourse of democratic education. The kind of theorizing that is missing should explore students’ perceptions, judgment, decision making, agency and the like, through meaning making in particular contexts of democratic education. To explore such challenges, I designed a qualitative study to unfold the meanings of power that middle school students constructed within a learning environment, which was influenced by democratic education principles. In explaining their meanings of power in democratic education, the participants explicitly challenged the pre-set notion of power equality between teachers and students, and between the members of a CI, and also the foundational concept of power that is based on redistribution of time and ideas. Arendt’s view of power mirrors the students’ perspectives. This notion of power in education explains why the students supported the teachers’ ‘power’, and why students used their power to different degrees. It is the way Arendt “stylized the image of the Greek polis to the essence of politics as such” (Habermas, 1986, p.82; Arendt, 1986, p.62) that explains how power should support democratic education according to the youths’ view.
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4. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Darren Garside

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5. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Janette Poulton

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The future of Philosophy for Children depends upon at least two factors: shared values with the educational policies of the society in question, and valid and user-friendly tools for monitoring growth in this area. As teachers internalise the requirements of the Victorian Education system policy statements, the use of the pedagogy of the Community of Inquiry, P4C is being recognised as a particularly powerful tool for delivering the outcomes. In addition, appropriate tools for curriculum development, and for the assessment and monitoring of student progress (as critical, creative and caring thinkers) are being developed and circulated within the Department of Education. Thus we proceed with optimism and confidence
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6. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Roger Sutcliffe

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This paper supports Dewey’s call for the ‘recovery’ of philosophy as a practice addressing the ordinary problems of humans. It suggests that Lipman’s development of communities of philosophical inquiry, and particularly his emphasis on caring thinking, have helped considerably towards this recovery – rendering philosophy ‘kinder’ or more compassionate in its tone. But it argues that there has to be an equal emphasis on collaborative, or dialogical, thinking. Without that drive towards mutual understanding and the common good, philosophy as a practice can easily become too narrowly critical, or too broadly sentimental. We must think together, or we shall die apart.
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notes from the field

7. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Rob Bartels, Jeroen Onstenk

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8. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Eva Marsal, Takara Dobashi

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9. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Maria Figueiroa-Rego

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To what extent can Lipman’s P4C materials be universally applied? The Portuguese Curriculum on Philosophy with Children and Youth is designed as an answer to this question. A number of difficulties arise in translating these IAPC materials. In linguistic terms – and generally speaking – it is may be an easy, simple task to translate from one language to another, but how is it possible to translate cultural contexts? Ordinary practices within a given culture may be seen as odd or even absurd to another. In such cases, the text remains distant to the reader hindering his/her empathy with the characters in the story.
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10. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Larisa Retyunskikh

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The article deals with the problems, troubles and successes of P4C in Russia. There is a description of the first steps of it, contemporary situation, and author’s reasoning about it through the discussion with opponents. P4C in Russia started from the meeting of Nina Yulina and Matthew Lipman more then 20 years ago.
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11. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Zosimo Lee

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Philosophy for Children is working because it is focusing on thinking which is the essence of education. Communities of inquiry are the ways through which training in thinking is done, and they are going to help significantly transform learning. Collective epistemic progress is possible through craftsmanlike thinking leading to better judgments. Certain processes are needed in the Philippines for these communities of inquiry to be firmly in place
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12. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Katya Arroyo Guerra

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This is a chronicle of the development of Philosophy for Children program in Costa Rica. It addresses the projects of some state universities and the pioneer experience of the British School of Costa Rica, which has consistently led the program in the country for 24 years. A general account of the teaching practice is made, referring to matters of evaluation, class settings and teachers' workloads. A comparison between the aims of P4C and the International Baccalaureate programs is also considered as well.
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research

13. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Thomas Wartenberg

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This paper describes a research project assessing the effect on second grade students’ understanding of argumentation that a twelve-week program of weekly philosophy lessons had. The philosophy lessons were taught using popular picture books in the manner employed in my Teaching Children Philosophy program. Compared to a control group of second graders who did not study philosophy, it was demonstrated that the 45-minute weekly philosophy classes led to a significant and sustainable increase in students’ understanding of argumentation.
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14. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
GrupIREF

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After more than 25 years of development of Filosofia 3/18 project – Philosophy for Children- in Catalonia, the Superior Assessment Council (Consell Superior d’Avaluació) of the Ministry of Education of the Government of Catalonia (Departament d’Educació de la Generalitat de Catalunya) conducted an external evaluation in order to see the results of the application of this project after so many years. In this report, you will see the results.
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15. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Dimitris Kiritisis

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Deep personal concern along with querying the issue of Philosophy as a school subject having been moved to the periphery of secondary education form the starting point of this research study. The impression of students’ opinions, as directly implicated in the teaching process led to a series of interesting outcomes. Certain significant findings, among others, include students’ positive attitude towards the subject of Philosophy; acknowledging the necessity for its presence on the school curriculum; recognizing the practical value and contribution of Philosophy on the ethical and intellectual impact on a young individual’s personality; and demonstrating the educator’s pivotal role in the formation of students’ attitudes and opinions.
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16. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Stefano Oliverio

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The proposed paper situates the question about the ‘success’ of the P4C program within the ‘what works’ debate which has taken place in the Anglo-American educational community over the last 15 years. Against this backdrop, the cultural significance of P4C is highlighted and a special focus is devoted to how P4C has changed (or should have changed) the practice of teaching. Finally, the P4C-oriented teaching of disciplines is indicated as a possible promising way out of the current educational predicament marked by the detraditionalization and individualization of knowledge.
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review

17. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 3/4
Félix García Moriyón

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thinking in stories

18. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Peter Shea

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a modern memorial to ann sharp and matthew lipman

19. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Ann Margaret Sharp, Juan Carlos Lago Bornstein

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20. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
David Kennedy

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Born in 1923 and recently deceased after a long struggle with Parkinson’s Disease, Matthew Lipman wrote this brief but detailed autobiography just before his illness made it impossible to write any more. It begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy and beauty of philosophy, his quick academic rise at Columbia University, his sojourn in Paris, and his early and later career. “I feel for philosophy,” he writes in the last paragraph of this, his last book, “what an astronaut might feel at the sight of the earth’s sphere, all green and brown and blue, as it appears from a space station.” He then expresses the hope that Philosophy for Children “will build a better and more reasonable world for our children and their children to inhabit: a world that looks as beautiful from across the street as it does from the distance of space.” (170) Lipman’s memoir is a modest testimony to an extraordinary life-trajectory, and an exemplification of the philosopher as one with the form of double-vision—seeing life from outer space and from across the street—that is perhaps philosophy’s most profound vocation.
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