•  2
    Fini della filosofia. Philosophy for Children e/o neopragmatismo
    Società Degli Individui 68 99-107. 2020.
  •  1
    Democracy and Education and Europe
    European Journal of Pragmatism and American Philosophy 8 (1). 2016.
  • Pragmatism and Its Aftermath
    In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education, Springer Verlag. pp. 609-627. 2018.
    Pragmatism was considered for some decades as the philosophy of progressive education but, more recently, this identification has been problematized and different interpretations of the significance of pragmatism for the educational discourse have emerged. Against this backdrop, the chapter undertakes an exploration of the meaning of pragmatism, by highlighting how its anti-dualism, anti-foundationalism, and fallibilism have been pivotal for the elaboration of conceptual tools, which have been o…Read more
  •  4
    Dead-ending Philosophy?
    European Journal of Pragmatism and American Philosophy 12 (1). 2020.
  •  15
    The child and the p4c curriculum
    Childhood and Philosophy 16 (36): 01-26. 2020.
    In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in the Cartesian modernity philosophy/sc…Read more
  •  8
    ABSTRACTIn this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical…Read more
  •  4
    ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting…Read more
  •  14
    “Cunctando restituit rem”: Teaching, Grown-Up-Ness and the Impulse Society
    with Paul Otto Brunstad
    Studies in Philosophy and Education 38 (5): 569-575. 2019.
  •  2
    ...that is, “Let no-one without knowledge of geometry enter:” the inscription displayed on the entrance to Plato’s Academy reminds us how close the relationships between mathematics1 and philosophy used to be. In this perspective, when we approach the issue of how philosophical inquiry can further maths’ teaching/learning, a sort of archaeological attitude is in order, which delves into the layers of a long history, plumbs the recondite depths of Western thought, and unearths what remains too of…Read more
  •  142
    The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermen…Read more
  •  4
    Between the De-traditionalization and ‘Aurorality’ of Knowledge What Work in P4C when It Is Set to Work
    Thinking: The Journal of Philosophy for Children 20 (3-4): 105-112. 2014.
    The proposed paper situates the question about the ‘success’ of the P4C program within the ‘what works’ debate which has taken place in the Anglo-American educational community over the last 15 years. Against this backdrop, the cultural significance of P4C is highlighted and a special focus is devoted to how P4C has changed the practice of teaching. Finally, the P4C-oriented teaching of disciplines is indicated as a possible promising way out of the current educational predicament marked by the …Read more
  •  4
    In the light of some tenets of philosophy of childhood, this paper proposes an ‘updating’ interpretation of the educational notion of repuerescentia , offered by the Renaissance humanist Desiderius Erasmus. In particular, Erasmus’ argumentation about the need for an early liberal education is reconstellated into the domain of a reading of culture as a form of play, that is, as a transitional space and his concept of repuerescentia is read in reference to Deleuzian ‘becoming child.’ It is shown, …Read more
  •  2
    A decade ago the German sociologist Ulrich Beck seemed to consign democracy to the past and, significantly, drew upon an ironically religion-inspired vocabulary:Democracy becomes the religion of the past epoch. One still practises it—on Sunday or on Christmas under the ‘Christmas tree’ of polls. But no one really still believes in it. It is the dead God of the first modernity.1When Ulrich Beck dismisses democracy as “the dead god” of a past era or as a liturgy drained of any substantial meaning,…Read more
  •  18
    Ann M. Sharp. "Philosophy for children", un percorso educativo attraverso la filosofia
    Iride: Filosofia e Discussione Pubblica 20 (2): 249-272. 2007.
  •  1
    Philosophy for Children
    with Maura Striano and A. M. Sharp
    Thinking: The Journal of Philosophy for Children 20 (1-2): 33-43. 2012.
  •  100
    Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a Neurathian pers…Read more
  •  14
    Lipman’s Novels or Turning Philosophy Inside-Out
    Childhood and Philosophy 11 (21): 81-92. 2015.
    Starting from two passages of the autobiography of Lipman, which represent the description of a sort of ‘primary scene’ of P4C, the presented paper shows how the Deweyan notion of qualitative thought is pivotal for the entire Lipmanian undertaking. Dewey’s distinction between ‘situation’ and ‘object’ in thinking is read into the Lipman differentiation of schemata and concepts and used to analyze the reasons for which narrative comes to play a crucial role in the project of education for thinking…Read more
  •  31
    Accomplishing Modernity: Dewey's Inquiry, Childhood and Philosophy
    Education and Culture 28 (2): 54-69. 2012.
    In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboa…Read more
  •  17
    Narcissus and the Care of the Self
    Teaching Ethics 15 (1): 35-50. 2015.
    The paper takes its cue from the emergence in our society of a new view of the adolescent, which a branch of the psychological literature has spelled out in terms of a passage from Oedipus to Narcissus. It is argued that pre-college ethics education should engage with this passage by deploying educational strategies modelled according to the Care of the Self paradigm but revisiting it through Kierkegaard’s idea of repetition. The latter prevents that paradigm from fostering a sort of aestheticiz…Read more
  • Homo videns is today’s man or woman whose knowledge-frames are shaped by the use of modern media. The passive experience of an overwhelmingly image-based media can prevent children from developing a capacity for abstraction--that is, the ability to form general concepts, to make comparisons, and to acknowledge different points of view. What is at stake is the future of democracy as a form of life that rests on rational discussion and argumentative skills. Philosophy for Children offers an effect…Read more
  • This paper explores the role that the idea of science plays within Matthew Lipman’s approach to inquiry. On the one hand it seems that Lipman shares a typically modern ‘antagonist-metascientific’ view of philosophy in opposing the scientific undertaking and philosophical inquiry. On the other hand, he models his idea of community of philosophical inquiry on the Peircean-Deweyan theoretical construct of community of inquiry which refers exactly to the scientific undertaking. And – what is still m…Read more