•  5
    Escritura infantil: niñas y niños para filosofía o la infancia como abrigo y refugio
    with Magda Costa Carvalho
    In Tópicos filosofía educación para el siglo XXI. pp. 55. 2021.
    Este ha sido el mundo infantil – imposible y contradictorio – que sentimos habitar en este escrito, en esta escritura. En ese mundo, como ahora, el inicio y el final coinciden. En ese mundo, que Heráclito llamaría aión, es la infancia la que gobierna. Un gobierno infantil. Por lo tanto, es tiempo de callarnos. De estarnos sin tanta luz y sin tantas palabras. Para dormir y soñar. Es tiempo de terminar. O de comenzar. Los y las lectores infantiles (no) tienen la palabra. Nosotros ya (no) la tenemo…Read more
  • atrever-se a uma escrita infantil: a infância como abrigo e refúgio
    with Magda Costa Carvalho
    Childhood and Philosophy 17 (17): 1-30. 2021.
    The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childh…Read more
  •  8
    Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they …Read more
  •  9
  • Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education (edited book)
    with Barbara Weber
    Lexington Books. 2020.
    This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education. Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that constitutes a significant part of being human as well as the dimension of the world itself.
  •  1
    A Latin American Project to do Philosophy with Children
    Proceedings of the XXIII World Congress of Philosophy 43 83-88. 2018.
    In this paper I introduce some of the main theoretical principles of an educational and philosophical project that is still very much alive and in process. The project Does Philosophy Fit in Caxias? Public School Bets on Thinking is housed in two public schools in the city of Duque de Caxias, a suburb of Rio de Janeiro, Brazil, that may be characterized as an urban poverty zone. The project involves philosophizing with students and the creation of a teacher education agenda in which teachers stu…Read more
  • Filosofía y niñez
    The Paideia Archive: Twentieth World Congress of Philosophy 18 20-27. 1998.
    Percibimos órdenes dominantes y, a la vez, grietas o discontinuidades en ese mismo orden. Valores, saberes y prácticas imperan en nuestra experiencia al mismo tiempo que fisuras de ese imperio engendran asombros, dudas, moestias. De estos sentimientos se nutre el cuestionamiento y la investigación filosóficos, un intento, al fin, por superar la inmovilidad de aquellos órdenes imperantes. En efecto, la filosofía, en tanto tarea crítica, cuestiona los valores, ideas y creencias que permean las prá…Read more
  •  536
    Paulo Freire es una figura extraordinaria no solo para la educación brasileña, sino también para la educación latinoamericana y mundial. Sus contribuciones no se limitan a una obra escrita, mucho menos a un método, ni siquiera a un paradigma teórico; también refieren a una práctica y, de un modo más general, a una vida dedicada a la educación, una vida hecha escuela, o sea, una manera de ocupar el espacio de educador que lo llevó de viaje por el mundo entero ‘haciendo escuela. Este libro es por …Read more
  •  160
    Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?
    Studies in Philosophy and Education 38 (3): 275-289. 2019.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highl…Read more
  •  29
    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
  •  39
    A 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
  •  7
    Apresentação
    Childhood and Philosophy 14 (31): 539-544. 2018.
  •  3
    Philosophy, Childhood, and Subjectivity
    with Rosana Aparecida and Fernandes de Oliveira
    Questions 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.
  •  59
    Plato 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
  • Editor's Welcome
    with David Kennedy
    Childhood and Philosophy 3 (6): 05-10. 2007.
  •  2
    An Interview with Walter Kohan
    with Chiara Chiapperini and Jason Wozniak
    Thinking: The Journal of Philosophy for Children 20 (3-4): 5-11. 2014.
  •  68
    School and the future of schole: A preliminary dialogue
    with David Knowles Kennedy
    Childhood 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
  •  238
    Philosophy as Spiritual and Political Exercise in an Adult Literacy Course
    with Jason Wozniak
    Thinking: 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
  • Boas Vindas Dos Editores
    Childhood and Philosophy 7 (14): 165-170. 2011.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular 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 um manuscrito posto numa garrafa à revolução iminente e também pelo lento desen…Read more
  • Boas Vindas Dos Editores
    with David Kennedy
    Childhood and Philosophy 1 (2): 303-308. 2005.
    Childhood & philosophy é uma revista que está esperando por nascer pelo menos desde que Sócrates ocupou um lugar singular 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 um manuscrito posto numa garrafa à revolução iminente e também pelo lento desen…Read more
  •  1
    Philosophy, Childhood, and Subjectivity
    with Rosana Aparecida and Fernandes de Oliveira
    Questions 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.
  •  15
    Editor's welcome
    with David Knowles Kennedy
    Childhood 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
  •  429
    Filosofía de la educación: a la busca de nuevos sentidos
    Educação 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
  • Editor's Welcome
    with David Kennedy
    Childhood and Philosophy 6 (12): 5-10. 2010.
  • Editorial
    with David Knowles Kennedy
    Childhood and Philosophy 11 (21): 5-10. 2015.
    editorial note
  •  449
  •  5
    Editor´s welcome
    with David Kennedy
    Childhood and Philosophy 11 (22): 191-202. 2015.
    welcome.