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539Are Filipino Children Too Young to Do Philosophy?Kritike 18 (1): 66-87. 2024.Children from various countries have been acknowledged and studied for their ability to philosophize, while, unfortunately, Filipino children have not received similar recognition. In this paper, I make a rather unpopular claim that Filipino children can and already are doing philosophy in their efforts to make sense of their existential conditions. “Doing philosophy” here refers to the act of being perplexed by one's own or other people's experiences and making an effort to comprehend them. Fil…Read more
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1710Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with ChildrenChildhood and Philosophy 16 (1): 1-25. 2020.This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is obse…Read more
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64Philosophy of education in a new key: A collective writing project on the state of Filipino philosophy of educationEducational Philosophy and Theory 54 (8): 1256-1270. 2022.
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39I am keeping my cultural hat on: Exploring a ‘culture-enabling’ philosophy for/with children practiceChildhood and Philosophy 17 01-18. 2021.In this paper, I offer a preliminary sketch of a culture-enabling Philosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are p…Read more
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669Resisting the 'View from Nowhere': Positionality in Philosophy for/with Children ResearchPhilosophia International Journal of Philosophy (Philippines) 1 (21): 10-33. 2020.While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out …Read more
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529Critical Thinking and Community of Inquiry within Professional Organizations in the Developing WorldJournal of Human Values 23 (1): 13-20. 2017.In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In o…Read more
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1760Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with ChildrenChildhood and Philosophy 15 1-22. 2019.In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-domi…Read more
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601The Notion of Pedagogical Authority in the Community of InquiryKritike 11 (2): 80-92. 2017.This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s c…Read more