scholarly journals the child and the p4c curriculum

2020 ◽  
Vol 16 (36) ◽  
pp. 01-26 ◽  
Author(s):  
Stefano Oliverio
Keyword(s):  
Second Step ◽  
Philosophy For Children ◽  
Matthew Lipman ◽  
The Way

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science (as his notions of inquiry and qualitative thought prove). This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum.

Conclusion

2018 ◽  
Author(s):  
Jürgen Schaflechner
Keyword(s):  
Second Step ◽  
Identity Change ◽  
Religious Minority ◽  
Important Place ◽  
The Way

The conclusion harmonizes the overarching themes of the book, providing a final look at the dramatic relationship between identity, change, and solidification for Pakistan’s largest religious minority at its most important place of worship today. The conclusion first sketches the site’s and the residing Devi’s history as well as the pilgrimage’s ancient origin. In a second step, the author summarizes how recent infrastructural and organizational developments caused the ritual journey to undergo significant changes resulting in novel practices performed on the way to and at the shrine. Finally he sums up how these alterations lead to a solidification of the Hinglaj tradition, which is directed toward establishing some kind of unity among the various narratives and practices occurring in the valley.

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

scholarly journals el lugar de la deliberación en la filosofía para niños de lipman

2019 ◽  
Vol 15 ◽  
pp. 1-18
Author(s):  
Carmina Shapiro
Keyword(s):  
Community Of Inquiry ◽  
Initial Step ◽  
Philosophy For Children ◽  
Main Factors ◽  
The Way

For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the particular articulation that Lipman made of those notions for his Philosophy for Children proposal. The way in which our author configures the Community of Inquiry (CI) puts Philosophy in a central but paradoxically secondary place. That is to say, in the CI Philosophy is articulated with the "democracy as investigation" in such a way that the scope of possibilities left to Philosophy is limited. We believe that one of the main factors of this limitation is the deliberationist conception of dialogue in the CI. This is what we will try to unravel here, as an initial step in a work that will require successive explorations.

scholarly journals reflexiones filosóficas entre madres adolescentes víctimas de maltrato infantil

2019 ◽  
Vol 15 ◽  
pp. 1-25
Author(s):  
Sonia Rosario Barraza flores ◽  
Homero López moreno
Keyword(s):  
Young People ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Life Experiences ◽  
Philosophy For Children ◽  
Family Development ◽  
Cognitive Changes ◽  
Academic Fields ◽  
Matthew Lipman ◽  
Unexpected Findings

This research was carried out in a classroom of the center of comprehensive family development (desarrollo integral de la familia, DIF) in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical dialogue the participants developed cognitive skills, allowing them to share, in an ethical and moral dialogue, their life experiences within a democratic setting. The results were demonstrated through the disclosures made by the participants during the philosophical dialogues, We also recorded the cognitive abilities detected over 20 sessions. We contrast the results with the theories to demonstrate the participants’ cognitive changes. We also observed unexpected findings in other academic fields that facilitate ethical and moral thinking.

Philosophy for Children

2020 ◽  
pp. 25-57
Author(s):  
Kenneth B. Kidd
Keyword(s):  
United States ◽  
Children's Literature ◽  
Progressive Education ◽  
Children’S Literature ◽  
Children's Rights ◽  
The United States ◽  
Philosophy For Children ◽  
Literature And Philosophy ◽  
Matthew Lipman

Emphasizing the contributions of Matthew Lipman and Gareth Matthews, Chapter 1 examines the P4C movement, which promotes the idea that both children and children’s literature have philosophical tendencies. For P4C, to think philosophically means to think both critically and creatively. This vision of philosophy aligns with a similar understanding of theory. P4C got its start in the United States and has since spread to other countries and continents. At one point there were reportedly 5,000 P4C programs in the United States alone. P4C is enjoying a recent resurgence and continues to be influential worldwide. Chapter 1 examines the evolving use of children’s literature in P4C, as a way of understanding the mutualities of children’s literature and philosophy. P4C has helped to establish children’s literature as philosophical and ethical engagement, linking it with progressive education and children’s rights. It promises also to keep philosophy fresh for practitioners and the larger public. Contemporary PwC (philosophy with children) gives priority to the use of picturebooks.

scholarly journals El papel de la darse-previo en la fenomenología trascendental

Phainomenon ◽  
2003 ◽  
Vol 7 (1) ◽  
pp. 23-52
Author(s):  
Roberto J. Walton
Keyword(s):  
Transcendental Phenomenology ◽  
The Other ◽  
Second Step ◽  
Natural Attitude ◽  
Cartesian Meditation ◽  
Surface Level ◽  
Other Hand ◽  
The World ◽  
The Way

Abstract This article is an attempt to clarify the role of pregivenness by drawing on the accounts afforded by Eugen Fink both in the Sixth Cartesian Meditation and in the complementary writings to this study. Pregivenness is first situated, along with givenness and non-givenness, within the framework of the system of transcendental phenomenology. As a second step, an examination is undertaken of the dimensions of pregivenness in the natural attitude. Next, nonpregivenness in the transcendental sphere is examined with a focus upon the way in which indeterminateness does not undermine the possibility of a transcendental foreknowledge in the natural attitude, and on the other hand implies the productive character of phenomenological knowledge. After showing how, with the reduction, the pregivennes of the world turns into the pregivenness of world-constitution, the paper addresses the problems raised by the nonpregivenness both of the depth-levels and the reach of transcendental life. By unfolding these lines of inquiry, transcendental phenomenology surmounts the provisional analysis of constitution at the surface level as well as the limitation of transcendental life to the egological sphere. Finally, it is contended that Fink’s account of pregivenness overstates apperceptive or secondary pregivenenness because is does not deal with the pregivenness that precedes acts and is the condition of possibility for primary passivity. Reasons for the omission of impressional or primary pregivenness are suggested.

scholarly journals lipman e a filosofia para crianças: cultivo “do” pensamento ou cultivo de “um” pensamento?

2020 ◽  
Vol 16 (36) ◽  
pp. 01-27
Author(s):  
Diego Bertolo Pereira ◽  
Wilson Alves de Paiva
Keyword(s):  
Latin American ◽  
Political Context ◽  
Student Movements ◽  
Present Moment ◽  
Philosophy For Children ◽  
American Philosophy ◽  
Anglo American ◽  
The Difference ◽  
Matthew Lipman ◽  
Leopoldo Zea

This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s  beginnings, in order to ask how the idea of Philosophy for Children appeared and how it has developed up to the present moment. We argue that Lipman’s novel proposal to think philosophically with children emerged, in part, as a response to the student movements of 1968--a response, that is, to a specific political context that was marked by strong social and ideological disputes. Finally, we make a comparative analysis of the social and political context that informs Latin American Philosophy, and the extent to which it, also, has been shaped by a pragmatic response to a particular historical moment. The difference between the Anglo-American and the Latin American contexts is here characterized as an obstacle to a certain “universal” logos to which the Lipmanian project is linked. Our analysis is aided by the Discourse of marginalization and barbarism, produced by the Mexican philosopher Leopoldo Zea.

scholarly journals Philosophy in Schools: Then and Now

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Megan J Laverty
Keyword(s):  
High School Students ◽  
Academic Discipline ◽  
Philosophy For Children ◽  
School Students ◽  
Web Based ◽  
Learning And Teaching ◽  
The Usa ◽  
Matthew Lipman ◽  
Wisdom Tradition ◽  
Senior Secondary

It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments (see Cam 1993, 1997, 1998; Kennedy 2013; Sprod 2001; Wartenberg 2009, 2013; Worley 2011), teaching guides (see Cam 1994, 2006; Freakley, Burgh & MacSporran 2008; Goering, Shudak & Wartenberg 2013; McCall 2009; Wilks 1996), web-based resources, dissertations, empirical research (Daniel & Michel 2000; Leckey 2001; Garcia-Moryon, Rebollo & Colom 2005; Reznitskaya 2005; Russell 2002) and theoretical scholarship (Davey Chesters 2012; Hand & Winstanley 2008; Haynes & Murris 2012; Kennedy 2006; Kohan 2014a, 2014b; Lone 2012; Lone & Israeloff 2012; Shapiro 2012; Sprod 2001). Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association (OPTA) (founded in 1999) reports that in English-speaking Canada there are over 28,000 senior high school students studying philosophy in over 440 schools, and philosophy is now a Teachable Qualification (for an overview see Pinto, McDonough & Boyd 2006). In the USA, the Philosophy Learning and Teaching Organization (PLATO) was founded in 2009 to create a network of pre-college philosophy teachers. With the loss of its founders—Matthew Lipman (1922-2010), Ann Margaret Sharp (1942-2010) and Gareth Matthews (1929-2011)—the Institute for the Advancement of Philosophy for Children (IAPC) is developing a digital archive in P4C. My original article was inspired by the design (1999) and pilot (2000) of a new philosophy elective for the Victorian Certificate of Education (VCE). This initiative garnered considerable interest from the P4C community because many believed that (a) the decision to offer a VCE philosophy elective reflected the effectiveness and popularity of P4C in elementary schools, and (b) the new philosophy elective would establish P4C as an essential prerequisite for the study of philosophy in senior secondary school and at university. In my view, enthusiasts overlooked an important difference in the conception of philosophy informing the new philosophy elective: it introduced students to the theoretical or academic discipline of philosophy, whereas P4C conceived of philosophy as a wisdom tradition—otherwise known as the art of living. 

scholarly journals a experiência de pensar conceitos e o filosofar na infância na perspectiva de matthew lipman

2020 ◽  
Vol 16 (36) ◽  
pp. 01-36
Author(s):  
Sandra Dos santos Alves ◽  
Darcísio Natal Muraro
Keyword(s):  
Elementary School ◽  
Formation Process ◽  
Concept Formation ◽  
Thinking Skills ◽  
Research Community ◽  
Philosophy For Children ◽  
Daily Lives ◽  
Fourth Step ◽  
Matthew Lipman

This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman? The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of Philosophy for Children, especially the idea of thinking skills and philosophical dialogue in the research community; the second stage consisted of planning philosophical practice with the children at school, in a class with 32 students from the 3rd year of elementary school in a public school in the city of Londrina / PR, in the period of one semester; the third was to carry out the classroom experience with the students and the teacher from the previous stages; the fourth step was the evaluation of the practice and the planning of the following classes after each meeting; and the fifth stage was concerned with the registration, analysis and systematization of the observed. In order to investigate the contribution of philosophy to the concept formation process in childhood, according to Lipman, part of the research methodology was qualitative, analyzing the concepts of philosophy, thinking and the research community of this philosopher. For this, his main works and those of his commentators were consulted. Action research procedures were also employed through the practice of students from Elementary School I, in order to carry out an experience of the analyzed concepts. As a result of the research, it is possible to highlight the fundamental role of Lipman’s Philosophy for Children in the formation of concepts, because, through philosophical practices, the children were more reflective in approaching concepts that in their daily lives could go unnoticed. The work of questioning and dialogue in the research community made it possible to highlight the difficulty of conceptualizing at the beginning of the work, the progress along their approach and the need to seek more in-depth answers. With that, it can be highlighted that the Philosophy classes contributed to such advances and that without them the skills would remain stagnant. This study is added to the philosophical educational movement of teaching philosophy from childhood, which is considered essential for the formation of more reasonable subjects, and most importantly, with the acquisition of skills that will facilitate life in and out of school.

scholarly journals matthew lipman, l’impegno di una vita: insegnare a pensare, mimesis, milano–udine 2018.

2019 ◽  
Vol 15 ◽  
pp. 01-05
Author(s):  
Cristina Rebuffo
Keyword(s):  
Philosophy For Children ◽  
Matthew Lipman

This contribution aims to present the Italian edition of Matthew Lipman’s autobiography, published by Mimesis (Milano-Udine, Italy) in the summer of 2018. So, this is a critical contribution with the goal of presenting the American philosopher’s life and research’s most relevant steps, and his revolutionary pedagogical proposal named Philosophy for Children.

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