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81. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Jean McCue Philosophy is kids' stuff
82. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Thomas Donlin-Smith Short Stories for Ethics Courses
83. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Liz Heron Socratic truth in the urban blight
84. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
A.T. Lardner The Real Behavioral Demands of a Community of Inquiry
85. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Stan Anih Philosophy far Children and Cultivation of Tolerance
86. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Ronald Reed Text Characters and Lump Characters
87. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Clive Lindop 'Pixie' Metaphor and Aboriginal Education
88. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Peng Deng Philosophy for Children Comes to China
89. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Maura J. Geisser The Role of Language and Stories in a Community of Inquiry with Deaf Children
90. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Karel van der Leeuw Experiences with Kio & Gus
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For a period of two years I used the Dutch translation of Kio & Gus in the classroom. I will shortly report on a number of sessions, notably those on sense-knowledge, on substance and on killing animals. I will also relate some of the views of children on what doing philosophy is.Following this report, I will elucidate how the philosophical discussion is a subtle interplay between concrete themes or subjects on the one hand, abstract philosophical questions and notions on the other hand. This interplay makes the course of a discussion unpredictable and every discussion about the same story or subject matter different from the foregoing ones.The variability of the philosophical discussion requires much flexibility and insight from the teacher, who should not force his or her point of view or interest on the discussion, but should at the same time guarantee progress in the discussion. I will lay stress on some of the particular difficulties which teachers meet when they do philosophy in the classroom for the first time and try to formulate some requirements for teacher training. At the same time I will try to indicate which kind of course material could be of maximum help to the teacher
91. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
R. M. Hare, Walter Benjamin, Peter Davson-Galle, Randall Tarrell, W. B. Gallie Reflections
92. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Lilit Brutian Children's Philosophy and Wisdom Through Their Discourse
93. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
David Kennedy Child and Fool in the Western Wisdom Tradition
94. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
John Kekes Wisdom
95. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
Gabriel Compayré Montaigne's Pedagogy of Judgment
96. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
San MacColl The Context of Reasoning and Teaching Reasoning
97. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
David Martin Report from North America
98. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
Sarah Redshaw Philosophical Applications: Cultivating Alternative Approaches to Dispute Resolution
99. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
Edmond Cahn The Right to be Young
100. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
Tock Keng Lim The Philosophy for Children Project in Singapore