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41Da árvore e do rizoma: pensar para além do método o encontro da filosofia com a inf'nciaEducação E Filosofia 32 (65). 2018.This work aims to consider philosophically the issue of the method in philosophical practices with children. It analyzes some influences received by the creators of Philosophy for Children, Matthew Lipman and Ann Margaret Sharp, like the pragmatism of J. Dewey. It describes the meanings of three similar expressions in Lipman's work: methodical, methodological and method. It offers some criticisms of method: Hans-Georg Gadamer, but especially Henri Bergson and Gilles Deleuze. Finally, he question…Read more
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67A conversation with children about children …Journal of Philosophy in Schools 5 (2). 2018.In this paper, I present an experience of philosophical dialogue with small children in a public school in Bari, Italy in the context of the Philosophia Ludens for Children project. I present the experience, including the transcripts of six conversations with several groups of children, and then draw some inferences concerning the importance of the relationship between Universities and schools; the philosophical strength of both children’s commitment and philosophical ideas and their positive un…Read more
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11ApresentaçãoChildhood and Philosophy 14 (31): 539-544. 2018.Neste dossiê nós apresentamos dez textos que, desde diferentes perspectivas, pensam a infância. Oito deles foram selecionados entre as comunicações apresentadas no IX Colóquio de Filosofia e Educação, cuja reflexão traz “Filosofia e educação em errância: inventar escola, infâncias do pensar”, ocorrido na Universidade do Estado do Rio de Janeiro entre os dias 1 e 5 de outubro de 2018. Desses textos, dois procedem do fluxo normal da revista. Independentemente de sua procedência, quer dizer, de sua…Read more
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Literature And ChildhoodChildhood and Philosophy 1 (2): 287-297. 2005.Extracts from the literature about childhood
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28Philosophy, Childhood, and SubjectivityQuestions: Philosophy for Young People 1 4-6. 2001.Functions and objectives serve as an incentive for children living in Brazil to question their role as a child in society
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680Matthew Lipman: testimonies and homagesChildhood and Philosophy 6 (12): 167-210. 2010.We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root in ove…Read more
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21(Brazil) Éticas de la infanciaIn Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts, Peter Lang. pp. 211. 2009.
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Plato On Children and ChildhoodChildhood and Philosophy 1 (1): 11-32. 2005.In this paper, we present a compendium of excerpts of Plato´s dialogues on childhood. We have collected the major references to children and childhood through Plato’s opus, and divided them between those categorizations of children which can be as small as phrases which use “child” as an example of a certain kind of disposition or character; and those passages which deal with the education of children. Of course the two books in which Plato speaks most of children and childhood—Laws and The Repu…Read more
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76Plato and Socrates: From an Educator of Childhood to a Childlike Educator?Studies in Philosophy and Education 32 (3): 313-325. 2013.This paper deals with two forms of education—Platonic and Socratic. The former educates childhood to transform it into what it ought to be. The latter does not form childhood, but makes education childlike. To unfold the philosophical and pedagogical dimensions of this opposition, the first part of the paper highlights the way in which philosophy is presented indirectly in some of Plato’s dialogues, beginning with a characterisation that Socrates makes of himself in the dialogue Phaedrus. The se…Read more
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234Philosophy for Children in China:: A Late Preliminary Anti-ReportAnalytic Teaching and Philosophical Praxis 22 (1): 37-49. 2002.At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway Station School of Kunmin…Read more
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68School and the future of schole: A preliminary dialogueChildhood and Philosophy 10 (19): 199-216. 2014.This conversation offers a discussion of the meaning, sense and social function of school, both as an institution and as a time-space for the practice of schole . It also discusses the different types of Greek time : Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of collectivity. Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of collectivity.…Read more
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650Philosophy as Spiritual and Political Exercise in an Adult Literacy CourseThinking: The Journal of Philosophy for Children 19 (4): 17-23. 2009.The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization…Read more
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7An Interview with Walter KohanThinking: The Journal of Philosophy for Children 20 (3-4): 5-11. 2014.
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15Editor's welcomeChildhood and Philosophy 8 (16): 237-242. 2012.Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular (pelo menos para nós) na pólis do século v a. C. e fundou uma disciplina. A concepção dessa revista se sustenta, muito mais tarde, no providencial encontro histórico entre a educação da infância e a filosofia. Esse encontro, por sua vez, teve que esperar pelas proféticas declarações de Rousseau no Emílio, enviadas qual manuscrito posto numa garrafa à revolução iminente e pelo…Read more
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993Filosofía de la educación: a la busca de nuevos sentidosEducação E Filosofia 12 91-121. 1998.La filosofía de la educación ocupa un lugar paradójico en el campo de los saberes. Diversas producciones teóricas - de filósofos y pedagogos - convergen en señalar este carácter problemático. Siendo un área temática propia de la filosofía, resulta un espacio en general poco disputado entre los filósofos, como si la educación no estuviera entre las grandes preocupaciones filosóficas de nuestro tiempo. Por el contrario, suelen ser pedagogos quienes llevan a cabo investigaciones y publicaciones en…Read more
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1301Sócrates, la filosofia y su enseñanza. Actualidad de uma invenciónEducação E Filosofia 22 (44). 2008.
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2La fuerza inspiradora de la ignorancia en un encuentro con la infanciaEpisteme 27 (1): 59-81. 2007.
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25The Origin, Nature and Aim of Philosophy in Relation to Philosophy for ChildrenThinking: The Journal of Philosophy for Children 12 (2): 25-30. 1995.
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12What Can Philosophy and Children Offer Each Other?Thinking: The Journal of Philosophy for Children 14 (4): 2-8. 1999.
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11Education, Philosophy And ChildhoodThinking: The Journal of Philosophy for Children 16 (1): 4-11. 2002.
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