Philosophy for Children in Transition: Problems and Prospects (Journal of Philosophy of Education) - Softcover

Softcover

ISBN 10: 1444350404 ISBN 13: 9781444350401

Publisher: Wiley–Blackwell, 2012

Synopsis

Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. * The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today * The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy * Opens up discussion on the notion of the relationship between philosophy and the child

About this title

Review:

"That said, the book will be of interest to those who are undertaking substantial research projects, for example as part of a doctoral thesis or taught Master's dissertation, and who wish to explore a range of theoretical perspectives that may be linked to the practice of teaching Philosophy in schools." (International Journal of Lifelong Education, 1 April 2014)

From the Back Cover:

Philosophy for Children arose in the 1970s in the US as an educational programme, initiated by Matthew Lipman (1922-2010), devoted to exploring the relationship between the notions of 'philosophy' and 'childhood'. The last 40 years have seen the programme spread globally, and the theory and practice of doing philosophy for or with children is now of growing interest in the field of education and, by implication, in society as a whole.

This collection of papers, although widely diverse, focuses on the emergence of the concept 'philosophy/child', and more precisely, what determines its moment of emergence and the particular conditions of that emergence. Contributors, both educators and philosophers, establish the arguments that validate the relationship between philosophy and the child, and which clarify the significance of that relationship for teaching and learning today.

In doing so, the book achieves two important goals: it familiarises an actual educational practice that is only now gaining importance in the field of academic philosophy; and secondly, it opens up discussion on the notion of the relationship between philosophy and the child 'after Lipman'.

About this edition

• Publisher: Wiley–Blackwell
• Publication date: 2012
• ISBN 10: 1444350404
• ISBN 13: 9781444350401
• Binding: Paperback
• Number of pages: 248
• Editor: Vansieleghem Nancy, Kennedy David