History, Theory and Practice of Philosophy for Children: International Perspectives

Description

This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New WorldTeaching Science and Morality Via P4CShowing Children can do Philosophy Cover Title Copyright Contents Preface Introduction Names of contributors and affiliations List of figures List of table Part I Historical, philosophical and theoretical roots 1 The Institute for the Advancement of Philosophy for Children (IAPC) program 2 Brave old subject, brave new world 3 Philosophical novel 4 Philosophy in the school curriculum 5 P4C and rationality in the new world 6 Doing philosophy with children rejects Piaget’s assumptions 7 The difference between P4C and PwC Part II Specialized uses of philosophical dialogues 8 Teaching science and morality via P4C 9 A new approach in teaching philosophy and ethics in schools 10 P4C and picturebooks Part III Theoretical concerns of philosophy for children 11 Showing that children can do philosophy 12 Reasonableness instead of rationality 13 Necessity of truth in the community of inquiry 14 P4C stories: different approaches and similar applications? 15 The contribution of philosophy to the P4C movement Part IV The practice of philosophy for children worldwide 16 P4C in Denmark 17 The cultural elements in the Norwegian approach to philosophy for children 18 Philosophy in schools: an Australian perspective 19 Teaching philosophy and ethics in Japan 20 P4C in the context of Muslim education 21 Islamic tradition and creative dialogue 22 Philosophical games for children and thinking skills 23 Philosophy of childhood from a Latin American perspective Part V Conclusion 24 Philosophy for children: where are we now? 25 Postscript Index