The Routledge International Handbook of Philosophy for Children

Description

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example: historical perspectives on the field democratic participation and epistemic, pedagogical and political relationships philosophy as a subject and philosophy as a practice philosophical teaching across the curriculum embodied enquiry, emotions and space knowledge, truth and philosophical progress resources and texts for philosophical inquiry ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy. The Routledge International Handbook of Philosophy for Children- Front Cover The Routledge International Handbook of Philosophy for Children Title Page Copyright Page Dedication Contents About the editors List of contributors Editorial introduction A rich and diverse field of scholarship A narrative history of the Philosophy for Children movement Recurring concepts and questions: connections between and across Note References Acknowledgements PART I: The democratic nature of Philosophy for Children Introduction Chapter 1: The community of philosophical inquiry (P4C): a pedagogical proposal for advancing democracy Introduction In what ways is the Community of Philosophical Inquiry democratic? The philosophical position of the Community of Philosophical Inquiry Thinking into practice Conclusion: what this means for democratic education Notes References Chapter 2: ‘No go areas’: Racism and discomfort in the community of inquiry Context Darren Example 1: Darren Example 2: Judith Ways forward References Chapter 3: A citizen’s education: the Philosophy for Children Hawai‘i approach to deliberative pedagogy From civics to a citizen’s education The p4cHI approach to deliberative pedagogy Research methodology Respectful and ethical civic relationships Distributing power and accessing multiple perspectives Dialogue, deliberation, inquiry, and action Strengths, limitations and directions for future research Concluding thoughts References Chapter 4: Authority, democracy and philosophy: the nature and role of authority in a community of philosophical inquiry Authority in education The concept of authority in P4C Conclusion: how the model of shared authority helps make sense of our own authority inside CPI Notes References PART II: Children and childhood in Philosophy for Children Introduction Chapter 5: Philosophy for Children and developmental psychology: a historical review Introduction Philosophy for Children and Piaget’s developmental theory Philosophy for Children and Vygotsky’s developmental theory Philosophy for Children and Feuerstein’s theory of intellectual development Conclusion References Chapter 6: Childhood, education and philosophy: a matter of time Two beginnings for childhood Childhood: majoritarian and minoritarian views New beginnings for philosophy Note References Chapter 7: Philosophical play in the early years classroom ‘And the walls became the world all around’ Challenges and barriers References PART III: What is philosophical about Philosophy for Children? Introduction Chapter 8: Getting better ideas: a framework for understanding epistemic philosophical progress in Philosophy for Children The starting point The epistemic aim (the theoretical destination) The epistemic aim in practice (the practical destination) The direction of inquiry (the paths we can take) The milestones along the path Conclusion Notes References Chapter 9: Questioning the question: a hermeneutical perspective on the ‘art of questioning’ in a community of philosophical inquiry Existing theories and practices on the facilitation of questions within a CPI Hans-Georg Gadamer on the ‘philosophical attitude’: the question as the departure into an adventure Cultivating a ‘philosophical attitude’: Maybe more than a ‘method’? Notes References Chapter 10: Back to basics: a philosophical analysis of philosophy in Philosophy with Children Notes References Chapter 11: Dimensions of the sumphilosopheîn: the community of philosophical inquiry as a palimpsest Introduction Aristotle’s philosophical friendship: the classical layer Inquiry as social life: the pragmatist layer Concluding remarks: Lipman and Sharp’s synthesis Notes References PART IV: The community of inquiry in action: epistemology and pedagogy Introduction Chapter 12: Philosophy for/with Children and the development of epistemically virtuous agents Introduction Epistemic virtues and reasonableness VE’s contribution to P4C: epistemic goods and epistemic ends P4C’s contribution to VE: metacognition, philosophy and the development of a virtuous character References Chapter 13: Pragmatist epistemology, inquiry values and education for thinking Introduction The epistemic heritage of P4C Epistemology and pedagogy The place of inquiry values in P4C pedagogy Conclusion: methodological pragmatism References Chapter 14: Changing minds: the professional learning of teachers in a classroom community of inquiry Changing teachers’ minds Denying the dichotomy: managing pedagogical tensions References Chapter 15: Thinking as a community: reasonableness and emotions Reasonableness is thinking as a community Reasonableness is feeling emotions about emotions Reasonableness is acting as a self-regulated we Acknowledgments References PART V: The aesthetics of Philosophy for Children: bodies and spaces Introduction Chapter 16: Guernica comes to school: art, philosophy and life Introduction Art as experience Pervasive qualities and aesthetic experience Encountering Guernica, a vignette: philosophy as an art form Conclusion Notes References Chapter 17: Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life References Chapter 18: Curating an aesthetic space for inquiry The power of inquiry: current research context Reorienting the erotic: towards a more nuanced understanding Aspirational eros: the energy of wanting to grow up Curating aspirational eros: facilitator challenges and dispositions Conclusion References PART VI: Philosophical texts and Philosophy for Children Introduction Chapter 19: From Harry to Philosophy Park: the development of Philosophy for Children materials in Australia Introduction Philosophical stories-as-text for children Australian adaptation: the early years What lessons have we learnt? Notes References Chapter 20: Readings and readers of texts in Philosophy for Children Introduction The Philosophy for Children curriculum as philosophical text Offshoots of the P4C curriculum Implied and actual readers in philosophy and literacy Doing justice to philosophizing Notes References Chapter 21: Education, identity construction and cultural renewal: the case of philosophical inquiry with Jewish Bible Education, identity construction and cultural renewal Religious education and Philosophy for Children Hermeneutics and Jewish education Philosophical inquiry with Bible Conclusion Note References PART VII: Philosophy in schools Introduction Chapter 22: Philosophizing with children in science and mathematics classes Introduction Promoting creativity through philosophizing: a case study in biology Enhancing understanding in chemistry through discussions in the style of P4C/PmKJ Using the CoI approach for collaborative problem-solving in mathematics Concluding remarks References Chapter 23: Teaching philosophy and philosophical teaching Introduction Four models of Philosophy for Children Encouraging more philosophical teaching across the whole curriculum References Chapter 24: What’s philosophy got to do with it? Achieving synergy between philosophy and education in teacher preparation Introduction Initial obstacles to teacher preparation in philosophical inquiry Achieving synergy between philosophy and education Implications for future direction in teacher preparation in P4C References PART VIII: Research directions and methods in Philosophy for Children Introduction Chapter 25: Who talks? Who listens? Taking ‘positionality’ seriously in Philosophy for Children Introduction Why positionality matters in P4C Avenues for future research on race/ethnicity and P4C Conclusion References Chapter 26: Empowering global P4C research and practice through self-study: the Philosophy for Children Hawai‘i International Journaling and Self-Study Project Background and theoretical framework Research questions Data sources Data analysis Professional development: what did we learn? Connections to P4C literature Significance to future research in P4C Acknowledgement References Chapter 27: Dialogical critical thinking in kindergarten and elementary school: studies on the impact of philosophical praxis in pupils Critical thinking Empirical research Discussion Conclusion Appendix: operational model of the developmental process of DCT Notes References Chapter 28: Reconstruction of thinking across the curriculum through the community of inquiry References Chapter 29: Philosophy for teachers: between ignorance, invention and improvisation An ignorant teacher An inventive teacher Teaching between ignorance and invention Note References Index