Philosophy, academic philosophy, and philosophy for children

2015 ◽  
pp. 90-97
Author(s):  
Michael Lacewing ◽  
Keyword(s):  
Philosophy For Children ◽  
Academic Philosophy

scholarly journals meeting youngsters where they “are at” in summer camps, in sport and in life.

2019 ◽  
Vol 15 ◽  
pp. 01-26
Author(s):  
Susan T. Gardner ◽  
Alex Newby
Keyword(s):  
Hierarchical Model ◽  
Paradigm Shift ◽  
School Curriculum ◽  
Summer Camps ◽  
Philosophy For Children ◽  
Hierarchical Approach ◽  
Wide Spread ◽  
The World ◽  
Academic Philosophy ◽  
Typical School

When Mathew Lipman first introduced Philosophy for Children (P4C) to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom (Lipman et al., 1980) and Philosophy Goes to School (Lipman, 1988). His goal, rather, was to create a paradigm shift in the field of education itself: namely, to transform the typical hierarchical model into one in which the teacher/facilitator solicits responses from students and hence, in that sense, meets them where they “are at.” This non-hierarchical model, however, has stumbled in taking root, which is, perhaps, not surprising given that the hierarchical model, whether in school, in sport or in the home, appears to be so much easier and so much more efficient. If those of us who support a non-hierarchical model in all these arenas are serious about furthering this approach, it would appear that the onus lies with us to articulate precisely in what ways a hierarchical model falls short. In so doing, we will not only provide ourselves with a precise framework by which to make the case for the importance of adopting a non-hierarchical approach, we will also provide ourselves with a metric whereby we can measure whether our own non-hierarchal practice is true to its justification; and that the approach is not simply non-hierarchal for sake of being non-hierarchical, nor quasi-authoritarianism for the sake of more wide-spread acceptance. It is the articulation of the flaws of a hierarchical model that non-hierarchal model can (and should) correct that will be the focus of the analysis here

Language and Meaning in the Age of Modernism

2018 ◽  
Author(s):  
James McElvenny
Keyword(s):  
Philosophy Of Language ◽  
Vienna Circle ◽  
Bertrand Russell ◽  
Historical Study ◽  
Personal Connection ◽  
International Language ◽  
Academic Philosophy ◽  
Significant Figures ◽  
Basic English ◽  
And Linguistics

This book is a historical study of influential currents in the philosophy of language and linguistics of the first half of the twentieth century, explored from the perspective of the English scholar C. K. Ogden (1889–1957). Although no ‘Great Man’ in his own right, Ogden had a personal connection, reflected in his work, to several of the most significant figures of the age. The background to the ideas espoused in Ogden’s book The Meaning of Meaning, co-authored with I.A. Richards (1893–1979), is examined in detail, along with the application of these ideas in his international language project Basic English. A richly interlaced network of connections is revealed between early analytic philosophy, semiotics and linguistics, all inevitably shaped by the contemporary cultural and political environment. In particular, significant interaction is shown between Ogden’s ideas, the varying versions of ‘logical atomism’ of Bertrand Russell (1872–1970) and Ludwig Wittgensten (1889–1951), Victoria Lady Welby’s (1837–1912) ‘significs’, and the philosophy and political activism of Otto Neurath (1882–1945) and Rudolf Carnap (1891–1970) of the Vienna Circle. Amid these interactions emerges a previously little known mutual exchange between the academic philosophy and linguistics of the period and the practically oriented efforts of the international language movement.

Michela de Montaigne’a filozofia człowieka

2020 ◽  
pp. 7-18
Author(s):  
Marek Błaszczyk
Keyword(s):  
Life Experience ◽  
Human Life ◽  
Moral Values ◽  
Cultural Relativism ◽  
Religious Tolerance ◽  
Existential Philosophy ◽  
Art Of Living ◽  
Philosophical System ◽  
Academic Philosophy

The article aims to show the main aspects of Michel de Montaigne’s philosophy of man, exposing the existential themes presented in it. The paper presents Montaigne’s critique of speculative (academic) philosophy, his reluctance to construct a philosophical system, to describe and explain human life experience as a whole. The article emphasizes that the French philosopher appears as a defender of religious tolerance, a spokesman of dialogue and cultural relativism, and also – considering the existential themes of his work (the problem of loneliness, moral values or art of living) – that he may be considered a pioneer of existential philosophy.

Indeterminancy, Ethnophilosophy, Linguistic Philosophy, African Philosophy

Philosophy ◽  
1995 ◽  
Vol 70 (273) ◽  
pp. 377-393 ◽  
Author(s):  
Barry Hallen
Keyword(s):  
Philosophical Methodology ◽  
African Philosophy ◽  
Academic Philosophy ◽  
Linguistic Philosophy

This is a paper about philosophical methodology or, better, methodologies. Most of the material that has been published to date under the rubric of African philosophy has been methodological in character. One reason for this is the conflicts that sometimes arise when philosophers in Africa attempt to reconcile their relationships with both academic philosophy and so-called African '‘traditional’ systems of thought. A further complication is that the studies of traditional African thought systems that become involved in these conflicts are themselves products of academia– of disciplinary methodologies.

Book Review: Sudden Selector’s Guide to Philosophy Resources

2021 ◽  
Vol 65 (2) ◽  
pp. 78
Author(s):  
Maggie Halterman-Dess
Keyword(s):  
Collection Management ◽  
Academic Philosophy ◽  
Broad Overview ◽  
Library Professionals

The Sudden Selector’s Guide to Philosophy Resources, the ninth volume in its series, is a succinct introduction for the library professionals newly responsible for collection management and research assistance for the discipline. Its six chapters provide a broad overview of academic philosophy, issues of audience, common formats, flagship resources, and the financial aspects of effectively managing a philosophy collection.

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