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101. Questions: Philosophy for Young People: Volume > 16
Grace Passannante Suffering Unites All
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102. Questions: Philosophy for Young People: Volume > 16
Will Youman Animals: Subordinates or Equals?
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103. Questions: Philosophy for Young People: Volume > 16
Beliz Ürkmez Can We Eat Meat and Still Love Animals?
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104. Questions: Philosophy for Young People: Volume > 2
Hugh Taft-Morales Voices, Rights, and Reason
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Small-group discussion and documentation between three students that explains their opinion on “what is a right” and the foundation and process of their thinking.
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105. Questions: Philosophy for Young People: Volume > 2
Resources and Ideas for Discussions about Children’s Rights
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106. Questions: Philosophy for Young People: Volume > 2
Talya Birkhahn, Dubi Bergstein Humiliated Elephants
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A student written poem, alongside responses from 2nd and 6th graders on the poem's philosophy.
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107. Questions: Philosophy for Young People: Volume > 2
Hugh Taft-Morales Maya’s Philosophy
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The author's conversation with his daughter, Maya, on Philosophy and rights.
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108. Questions: Philosophy for Young People: Volume > 2
Jana Mohr Lone Methow Valley Elementary School Bill of Human Rights
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Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.
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109. Questions: Philosophy for Young People: Volume > 2
Whitman Middle School Declaration of Human Rights
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In retrospect to “A Bill of Human Rights”, Shapiro initiated a lecture to 6th graders about animal rights, only to execute a mature view on universal human rights and what is ethical for modern society through a child’s perspective.
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110. Questions: Philosophy for Young People: Volume > 2
David A. Shapiro Philosophy in the Schools Project
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In the pursuit of a quality and well-rounded education with philosophy, Shapiro conducts an introductory lesson to students and teachers alike in order to develop deeper, more philosophical questions from their students. Academically, the article expands detail on tutoring in philosophy, analytical practices, and metaphysical activities.
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111. Questions: Philosophy for Young People: Volume > 2
Call for Submissions
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112. Questions: Philosophy for Young People: Volume > 2
Announcements
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113. Questions: Philosophy for Young People: Volume > 2
Editorial Board
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114. Questions: Philosophy for Young People: Volume > 2
Geoff Berkheimer Essay on Superiority
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In a brief essay stating “a question riddled with questions,” 14-year old Berkheimer describes human nature and the continuing trend to seek superiority in society.
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115. Questions: Philosophy for Young People: Volume > 2
Sara Goering PERSPECTIVES: The Center for the Advancement of Philosophy in Schools
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Goering writes on the perspectives of her students through contrasting philosophy to unrelated anthological texts which include language arts and history.
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116. Questions: Philosophy for Young People: Volume > 2
Stephen Barnes Teaching Plato’s Cave
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Barnes focuses and examines Plato’s ideals on life through “Allegory of the Cave”. The nature of selfhood, moral/ political issues, and enlightenment demonstrate in any classroom the alternatives to a dry session on philosophy to young children through an engaging discussion.
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117. Questions: Philosophy for Young People: Volume > 3
Jennifer Hagaman The Goals Game
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Hagaman’s elementary school experiment has students lists the goals in their lives that will eventually achieve ‘happiness’. These goals range from good health to authority; yet, the article tackles gender roles, futuristic expectations through educational accomplishments, and the concept of meaning.
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118. Questions: Philosophy for Young People: Volume > 3
David Shapiro The Meaning of Life (II)
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119. Questions: Philosophy for Young People: Volume > 3
Sam Godwyn What is the Self?
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Godwyn discusses how thoughts could be perceived differently between the observer and the observed. The ‘self’ serves as the foundation to this essay—existence, nevertheless, promotes intellectual thinking to create an essential identify and perception in society.
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120. Questions: Philosophy for Young People: Volume > 3
Announcement
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