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Full Description
Philosophizing for, with, and by children in a community of inquiry has proven to be an internationally successful learning strategy that enhances both the cognitive and emotional growth of children. Pioneering democratic programs for philosophizing with children now exist throughout the world. The work described in this book represents the latest research on theoretical concepts and applied projects within this field and brings together contributions from twenty-nine countries, representing all continents. The authors address questions on the theoretical foundation of Philosophy for Children, the application of philosophical methods, the community of inquiry, international and national didactical concepts as well as the evaluation of those concepts. A primary goal of this book is to enhance intercultural academic exchange and to encourage further research and practical work in this field.
Contents
Contents: Eva Marsal: Preface (Translated by Hope Hague) - Hans-Joachim Werner: Philosophizing with Children - Introductory Remarks (Translated by Hope Hague) - Matthew Lipman: Philosophy for Children: Some Assumptions and Implications - David Kennedy: Another World is Possible: Schooling, Multitude, and Philosophy for Children - Félix García Moriyón: Philosophy for Children and Anarchism - Ekkehard Martens: A Little UN Philosophy Book for All New World Citizens. Skeptical Considerations and a First Proposal (Translated by Hope Hague) - Barbara Weber: Ethical Learning in Times of Value Pluralism: The Desire for Wisdom as a Red Thread in the Postmodern Labyrinth of Values (Translated by Victoria W. Hill) - Jen Glaser: Educating for Citizenship and Soacial Justice - Karel L. van der Leeuw: Philosophy for Children as Educational Reform - Walter Omar Kohan: Some Reasons for Doing Philosophy with Children - Philip Cam: Philosophy and Freedom - Hildburg Werner-Schlenzka: Developing Self-Awareness, Looking for Opportunities: The Upstart Science of Consciousness - Patricia Hannam: From Inter-cultural to Inter-relational Understanding: Philosophy for Children and the Acceptance of Difference - Ragnar Ohlsson: Some Connections between Moral and Intellectual Virtues - Eva Marsal: «How Much Truth Can a Spirit Dare?» Nietzsche's «Ethical» Truth Theory as an Epistemic Background for Philosophizing with Children (Translated by Hope Hague) - Pavel Lushyn: The Problem of Pedagogical Transfer of Critical Thinking Curriculum within Global and Ecopsychological Perspectives - Takara Dobashi: Philosophizing as Archetype Science. Takeji Hayashi's Clinical Pedagogy (Translated by Hope Hague) - Ann Margaret Sharp: The Child as Critic - Walter Omar Kohan: Éticas de la infancia - Ekkehard Martens: Pleasure in Philosophizing - Not Just for Children (Translated by Hope Hague) - Eva Marsal: «You Know It Best Then Yourself» Poems about Happiness of the Philosophizing Child Friedrich Nietzsche (Translated by Hope Hague) - Gareth Matthews: Holiness - Daniela G. Camhy: Janusz Korczak: Childhood and Children's Rights - Eva Marsal: «My Soul Near Full with Sorrow». Overcoming Misfortune through Philosophy: The Philosophizing Child Friedrich Nietzsche (Translated by Hope Hague) - Bernardina Leal: As Margens da infância em um percurso filosófico-literário - Maughn Rollins Gregory: A Framework for Facilitating Classroom Dialogue - Ann Margaret Sharp: The Community of Inquiry as Ritual Participation - Barbara Weber: Hans-Georg Gadamer and the Art of Understanding - Ann Margaret Sharp: Let's Go Visiting: Learning Judgment-Making in a Classroom Community of Inquiry - Maughn Rollins Gregory: Normative Dialogue Types in Philosophy for Children - Barbara Weber: Hope Instead of Cognition? The Community of Philosophical Inquiry as a Culture for Human Rights Based on Richard Rorty's Understanding of Philosophy - Takara Dobashi/Eva Marsal: A Comparison of the Anthropological Concepts of Japanese and German Primary School Children (Translated by Hope Hague) - Barbara Weber: Towards a Philosophical Attitude or How to Teach Intellectual Virtues: A Dialogue with Pierre Hadot's «Philosophy as a Way of Life» (Translated by Victoria W. Hill - Mathieu Gagnon/Michel Sasseville : Présentation d'éléments observables dans une communauté de recherche philosophique en action : de la classification à l'organisation ; de la complexité interne à la complexité contextuelle ; de la linéarité à l'itérativité - Ann Margaret Sharp: Caring Thinking and Education of the Emotions - Susan T. Gardner: Love Thy
