•  532
    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
  •  447
  •  426
    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
  •  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
  •  225
    Matthew Lipman: testimonies and homages
    with David Kennedy
    Childhood 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
  •  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
  •  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
  •  66
    Philosophy for Children in China:: A Late Preliminary Anti-Report
    with David Kennedy
    Analytic 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
  •  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
  •  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
  •  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
  •  22
    Philosophy, Childhood, and Subjectivity
    with Rosana Aparecida and Fernandes de Oliveira
    Questions: 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
  •  18
    On the risks of approaching a philosophical movement outside philosophy
    with David Kennedy
    Childhood and Philosophy 13 (28). 2017.
    Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to B…Read more
  •  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
  •  14
    On Knives, Infantia, and the Inhuman: A Lyotardian Reading of Incendies
    with David Kennedy
    Childhood and Philosophy 12 (23). 2016.
  •  14
    Gert Biesta and philosophical work with children
    with David Kennedy
    Childhood and Philosophy 13 (28). 2017.
  •  11
    The Origin, Nature and Aim of Philosophy in Relation to Philosophy for Children
    Thinking: The Journal of Philosophy for Children 12 (2): 25-30. 1995.
  •  9
  •  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
  •  7
    Apresentação
    Childhood and Philosophy 14 (31): 539-544. 2018.
  •  7
    What Can Philosophy and Children Offer Each Other?
    Thinking: The Journal of Philosophy for Children 14 (4): 2-8. 1999.
  •  6
    Education, Philosophy And Childhood
    Thinking: The Journal of Philosophy for Children 16 (1): 4-11. 2002.
  •  5
    Editor´s welcome
    with David Kennedy
    Childhood and Philosophy 11 (22): 191-202. 2015.
    welcome.
  •  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.
  •  2
    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
  •  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.