Already a subscriber? - Login here
Not yet a subscriber? - Subscribe here

Browse by:



Displaying: 1-10 of 15 documents


thinking in stories
1. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Peter Shea Remembering Gareth Matthews
view |  rights & permissions | cited by
a modern memorial to ann sharp and matthew lipman
2. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Ann Margaret Sharp, Juan Carlos Lago Bornstein In the Beginning was the Deed: Empowering Children’s Spiritual Consciousness
view |  rights & permissions | cited by
3. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
David Kennedy “I Must Change My Life”: Review of Matthew Lipman, A Life Teaching Thinking
abstract | view |  rights & permissions | cited by
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.
4. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Félix García Moriyón, Matthew Lipman Matthew Lipman: An Intellectual Biography
view |  rights & permissions | cited by
5. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Maura Striano, Stefano Oliverio, A. M. Sharp Philosophy for Children: An Educational Path to Philosophy
view |  rights & permissions | cited by
reflections
6. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Laurance Splitter Economic Crises and Education: Some Philosophical Reflections
abstract | view |  rights & permissions | cited by
The ongoing series of global financial crises offers some important philosophical lessons and insights for educators. The epistemological lesson is stark: we should beware of certainty and all claims to it. Were the disposition of generic skepticism in place at all levels of schooling, then the intellectual rigidity that has characterized economics as a “discipline” would be balanced by demands to consider possible alternatives. The ethical lessons to be learned include ensuring that ethics, as a form of rigorous but openended inquiry into key questions about the kind of world in which we want to live, be included in every classroom and curriculum. At the center of this inquiry are relationships, most notably those between and among individual persons, on the one hand, and those between persons and the groups to which they belong and on which they are often said to depend, on the other. Such relationships also have an aesthetic dimension, in terms of their place in building, not just an ethically better world, but a more wholesome, integrated and harmonious world.
7. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Robert Karaba Reconceptualizing the Aims in Philosophy for Children
abstract | view |  rights & permissions | cited by
Both Walter Kohan (2002) and Nancy Vansieleghem (2005) have questioned the aims of Philosophy for Children (P4C). It is the intention of this current paper to pursue the line of inquiry opened up by these authors, but from the standpoint of John Dewey’s pragmatism. Dewey’s philosophy shifts the focus from discovering the aim of P4C to aims in the particular contexts in which P4C operates. As such, aims in education (including P4C) are seen as: required for intelligent education, inseparable from the means, contingent upon specific contexts, used for ethico-politico-aesthetic purposes, multiple and complementary, and internally generated from those engaged in the practice.
8. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Amy Shuffelton Strictness and Second Chances: Serbian Children’s Ethical Readings of Hogwarts and its Teachers
abstract | view |  rights & permissions | cited by
Because the Harry Potter novels are set in Harry’s school, conversations with children about the books give insights into their thinking about teachers and school. Conversations with Serbian children about the books reveal a perspective on the ethical landscape of schools that is distinct from familiar scholarly perspectives on children’s ethics, particularly the ethics of fairness and caring. Serbian children judged teachers to be good if they were “strict but not too strict.” The “strict but not too strict” axis along which Serbian children aligned teachers is here explicated and compared to alternative ways of judging teachers good or bad. This article concludes that while the “strict but not too strict” standard has significant weaknesses, it deserves to be taken seriously as a conception of how imperfect human beings create relationships that promote human good, as well as a commentary on the role of the teacher.
9. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Claire Cassidy Questioning Children
abstract | view |  rights & permissions | cited by
This paper considers one key aspect of doing Philosophy with Children; the use of children’s questions. In particular, the paper reflects upon the place and importance of children’s questions in McCall’s Community of Philosophical Inquiry (CoPI). Generally children are allowed, within Philosophy with Children practices to ask their own questions. In some approaches questions are set for the children to inquire into. These questions often come from teachers’ manuals. What is different about McCall’s CoPI is that the facilitator selects the question for the inquiry and not the children. McCall’s CoPI is practised by facilitators with a background in philosophy, who are therefore able to recognise the philosophical potential in children’s own questions and who are also able to structure dialogue to stimulate and engender philosophical dialogue. In the article it is further suggested that not using children’s questions to promote philosophical dialogue, poses some fundamental questions about how children are perceived and how this may impact upon their place and potential voices in society.
notes from the field
10. Thinking: The Journal of Philosophy for Children: Volume > 20 > Issue: 1/2
Nimet Küçük The Education of Thinking Course: Innovation in Turkish Schools
abstract | view |  rights & permissions | cited by
Philosophy courses are compulsory in all high schools and vocational schools in Turkey. These courses give students a vision by showing how problems have developed historically and been discussed systematically. Since 2006, a new course, called “Education of Thinking” has been introduced as an elective course for 6th, 7th and 8th grade students. This course provides more opportunities for philosophical development in children’s activities. The aim of this course is to enable students to be “ a subject” and “ a critical thinker” by doing philosophy and practising thinking skills.Education in philosophy is in fact the education of thinking. As indicated by Lipman, for the improvement of thinking in the schools, the most important dimensions of thinking to be cultivated are the critical, the creative, and the caring. Success in this education can be ensured by educating children in philosophy. In this paper, I will examine and share the benefits of doing philosophy in the classroom in Turkey.