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Displaying: 1-7 of 7 documents

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1. Precollege Philosophy and Public Practice: Volume > 1
Myisha Cherry Liberatory Dialogue
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I provide three types of dialogue found in everyday life. I then show how the latter dialogical model is ideal for public philosophical engagement. I refer to it as ‘liberatory dialogue’—a theoretical framework that shapes my public philosophy practice and provides invaluable benefits. In liberatory dialogue, characters are subjects, active, teachers and students, creative and critical, and collaborative. Influenced by the work of Paulo Freire, I argue that knowledge, mutual humanization, and liberation are some of the benefits that liberatory dialogue provides. I then highlight several ways in which I incorporate liberatory dialogue in my work as well as some of the challenges of doing so.
2. Precollege Philosophy and Public Practice: Volume > 1
Kyle Robertson Inside Conversations: Ethics Bowl and Philosophical Dialogue in San Quentin
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The Ethics Bowl is a new debate format that is taking hold in high schools, colleges, and universities across the country. It emphasizes constructive, respectful dialogue about difficult contemporary problems in applied ethics. This paper argues that the Ethics Bowl is a particularly promising program for incarcerated students. Through a discussion of my experiences doing the Ethics Bowl with incarcerated students, a discussion of the transformative possibilities of philosophical dialogue, and an examination of other anti-recidivism programming, I argue that programs fostering philosophical reflection and dialogue, such as the Ethics Bowl, should play a key role in programming for education programs inside prisons.
3. Precollege Philosophy and Public Practice: Volume > 1
Adam Briggle Dialogue and Next Generation Philosophy
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In the sixteenth-century book Utopia, Thomas More argues that philosophers can play an effective role in the public sphere. This article builds from More’s argument to develop a theory of public philosophy centered on dialogue or rhetoric. It contrasts this public philosophy with the disciplinary form of philosophy that emerged in the twentieth century. The discipline constitutes philosophers as experts and limits them to a dialogue only with their peers. By contrast, public philosophers can be in dialogue with anyone involved in a public issue. The article discusses some key challenges to doing public philosophy. It then gives an account of the methods and central features of field philosophy, one kind of public philosophy.
4. Precollege Philosophy and Public Practice: Volume > 1
Barry Lam The Use of Narrative in Public Philosophy
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For the past two years on my podcast, Hi-Phi Nation, I have been experimenting with using storytelling to increase audience and engagement with contemporary academic philosophy. I offer this paper as a motivation and guide for philosophers interested in how to use storytelling to increase audience engagement in public-facing work. The key is to use the narrative structure to tie a philosophical issue to a character whose changes in fortune over time arise because of a conflict in philosophical ideas, the resolution of which requires the examination of those ideas.
5. Precollege Philosophy and Public Practice: Volume > 1
Amy Reed-Sandoval Can Philosophy for Children Contribute to Decolonization?
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In this paper, I explore how Philosophy for Children (P4C) classes can contribute to decolonization efforts. I begin by describing what I mean by both “coloniality” and “decolonization.” Second, I provide a sketch of what P4C classes frequently entail and motivate the case for P4C as a “decolonizing methodology.” Third, I engage a series of decolonial critiques of P4C classes. Finally, I explore ways in which P4C can contribute to decolonization efforts if reformed in response to these critiques. Throughout this paper, I shall draw upon examples from my experiences teaching P4C at the Mexico-U.S. border and in Oaxaca.
6. Precollege Philosophy and Public Practice: Volume > 1
Robyn Ilten-Gee, Larry Nucci From Peer Discourse to Critical Moral Perspectives: Teaching for Engaged Reasoning
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The social domain theory approach to moral education has focused on discourse between peers as a way of stimulating complex reasoning and fostering a critical moral orientation towards the norms of society. In this paper, we use the work of Anthony Laden and Mikhail Bakhtin to further refine our goals for using dialogue in the classroom. For Laden, “reasoning” is not simply thinking, but a social, dialogical activity. For Mikhail Bakhtin, “dialogue” is not simply talk, but the foundation of relationship and fundamental to becoming open to change. We argue that high-level reasoning in peer discourse is not an adequate end-goal for moral education—we must consider the intentions behind the discourse (e.g., deliberation, debate), and a young person’s willingness to change his or her beliefs. We point to contemporary examples of young people engaging in this kind of heteroglossic, engaged reasoning through media and civic action.
7. Precollege Philosophy and Public Practice: Volume > 1
Kristopher G. Phillips The Kids are Alright: Philosophical Dialogue and the Utah Lyceum
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This paper serves as a call to philosophers both to create more precollege philosophy programs, and to push back against the instrumentalization of the value of philosophy. I do not intend to defend the intrinsic value of philosophy in this paper, though in an indirect way I will offer a defense of the value of precollege philosophy. I discuss the history, theory and practice behind the Utah Lyceum, a precollege philosophy summer camp program I helped create in rural Utah. I argue that philosophy summer camps such as the Lyceum are in a unique position to push back against the increasing vocationalization of education by building a curriculum on what I call “reasonableness.” In short, reasonableness is a form of rationality that necessarily includes a social component. Focusing on this social aspect, I distinguish three levels at which philosophical dialogue occurs: interpersonally, intratextually, and intertextually. I argue that by employing this distinction we can facilitate better philosophical dialogue and better aid our students in becoming reasonable.