Pub Date : 2021-12-30DOI: 10.12957/childphilo.2021.60940
Caroline Schaffalitzky, Søren sindberg Jensen, Frederik Schou-juul
Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.
{"title":"children’s experiences of online philosophical dialogues","authors":"Caroline Schaffalitzky, Søren sindberg Jensen, Frederik Schou-juul","doi":"10.12957/childphilo.2021.60940","DOIUrl":"https://doi.org/10.12957/childphilo.2021.60940","url":null,"abstract":"Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"63 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73599407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.12957/childphilo.2021.61947
Ana Corina Salas
We understand that the practice of Philosophy with Children within the school, proposed by Walter Kohan, invites practitioners to think about themselves and, in that reflective act, to know what they are – and what they are being -, what they want and do not want to be, giving themselves the possibility of self-transformation. In order to transform ourselves, says this philosopher, it is necessary to abandon the devices that lead us to be what we are. But, what are we? What are we as teachers? What are we as students? What devices lead us to be what we are? To think about these questions we analyze, with Michel Foucault, the school, an institution where the practice of Philosophy with Children takes place, in order to understand the power relations that exist in this space. We will understand how this power relations shape and define what it is to be a teacher and to be a student. To do this, we start with an introduction to Foucault’s thought, analyzing what is power, pastoral power, disciplinary power and resistance that, according to the French philosopher, shapes school as an educational locus. Likewise, we will present the Philosophy with Children proposal and expose the possibility and need, stated by Kohan, for philosophy (as an exercise within the school) to reflect on the coercive practices of power experienced in the classroom and, from there, to create and openness to other forms of relationship between those who inhabit it. Finally, we argue that the practice of Philosophy with Children constitutes, in Foucault's terms, a practice of resistance within schools.
{"title":"el poder desde la perspectiva de foucault y la práctica de filosofía con niños en la escuela","authors":"Ana Corina Salas","doi":"10.12957/childphilo.2021.61947","DOIUrl":"https://doi.org/10.12957/childphilo.2021.61947","url":null,"abstract":"We understand that the practice of Philosophy with Children within the school, proposed by Walter Kohan, invites practitioners to think about themselves and, in that reflective act, to know what they are – and what they are being -, what they want and do not want to be, giving themselves the possibility of self-transformation. In order to transform ourselves, says this philosopher, it is necessary to abandon the devices that lead us to be what we are. But, what are we? What are we as teachers? What are we as students? What devices lead us to be what we are? To think about these questions we analyze, with Michel Foucault, the school, an institution where the practice of Philosophy with Children takes place, in order to understand the power relations that exist in this space. We will understand how this power relations shape and define what it is to be a teacher and to be a student. To do this, we start with an introduction to Foucault’s thought, analyzing what is power, pastoral power, disciplinary power and resistance that, according to the French philosopher, shapes school as an educational locus. Likewise, we will present the Philosophy with Children proposal and expose the possibility and need, stated by Kohan, for philosophy (as an exercise within the school) to reflect on the coercive practices of power experienced in the classroom and, from there, to create and openness to other forms of relationship between those who inhabit it. Finally, we argue that the practice of Philosophy with Children constitutes, in Foucault's terms, a practice of resistance within schools.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80565741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.12957/childphilo.2021.58661
Yuli Piracoca Hernández, Liliana Andrea Mariño díaz
The article presents the theoretical construction of the relationship between mathematics learning and philosophy for/with children. The selection of a documentary corpus allowed delimiting the object of study. Then, thematic and analytical cards were elaborated to interpret the main statements, in which divergences and convergences between philosophy for/with children and the learning of mathematics were evidenced. The text is organized in six sections: Mathematical thinking as experience; Philosophy for/with children: a space for thinking; Reasoning, argumentation and logical thinking: a matter of philosophy for/with children and mathematics; the role of the question in mathematical thinking; the community of inquiry: a matter of mathematics; and, finally, from concept to mathematical thinking. The article gives an account of the reflection on the need to link the learning of mathematics with the exercise of philosophizing in order to democratize mathematics. This leads to the formation of critical, creative and ethical thinking, fundamental in the learning processes of mathematics, which becomes a pedagogical experience and a didactic bet from critical mathematics education. In conclusion, the interaction between these two disciplines transforms pedagogical practices and school contexts. The classroom becomes a space for inquiry, wonder, creation, reasoning, modeling, argumentation, training and individual and collective transformation. The learning of mathematics encompasses the need to emancipate the subjects in order to solve social injustices from the contexts, to promulgate equality and democracy through the learning of mathematics.
{"title":"el aprendizaje de las matemáticas desde filosofía para/con niños","authors":"Yuli Piracoca Hernández, Liliana Andrea Mariño díaz","doi":"10.12957/childphilo.2021.58661","DOIUrl":"https://doi.org/10.12957/childphilo.2021.58661","url":null,"abstract":"The article presents the theoretical construction of the relationship between mathematics learning and philosophy for/with children. The selection of a documentary corpus allowed delimiting the object of study. Then, thematic and analytical cards were elaborated to interpret the main statements, in which divergences and convergences between philosophy for/with children and the learning of mathematics were evidenced. The text is organized in six sections: Mathematical thinking as experience; Philosophy for/with children: a space for thinking; Reasoning, argumentation and logical thinking: a matter of philosophy for/with children and mathematics; the role of the question in mathematical thinking; the community of inquiry: a matter of mathematics; and, finally, from concept to mathematical thinking. The article gives an account of the reflection on the need to link the learning of mathematics with the exercise of philosophizing in order to democratize mathematics. This leads to the formation of critical, creative and ethical thinking, fundamental in the learning processes of mathematics, which becomes a pedagogical experience and a didactic bet from critical mathematics education. In conclusion, the interaction between these two disciplines transforms pedagogical practices and school contexts. The classroom becomes a space for inquiry, wonder, creation, reasoning, modeling, argumentation, training and individual and collective transformation. The learning of mathematics encompasses the need to emancipate the subjects in order to solve social injustices from the contexts, to promulgate equality and democracy through the learning of mathematics.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"51 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90618522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.12957/childphilo.2021.55722
Natalie M. Fletcher, M. Gregory, P. Shea, Ariel Sykes
The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we see ourselves continuing the inquiry around expanding the inclusivity of conversations about basic human concerns. In this essay we describe an inclusive strategy called the story circle, that was first developed as a method of popular education in Denmark and was then adapted as a tool of social change among poor and dis-empowered American citizens in Appalachia. Story circles were later utilized in a philosophical living-learning community and most recently coupled with Lipman and Sharp’s dialogue method of the community of philosophical inquiry (CPI). The authors of this paper have combined story circles with the community of philosophical inquiry in a variety of contexts. In each iteration, telling one’s own story and listening carefully to the stories of others can be equally revelatory actions.
{"title":"the story circle as a practice of democratic, critical inquiry","authors":"Natalie M. Fletcher, M. Gregory, P. Shea, Ariel Sykes","doi":"10.12957/childphilo.2021.55722","DOIUrl":"https://doi.org/10.12957/childphilo.2021.55722","url":null,"abstract":"The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we see ourselves continuing the inquiry around expanding the inclusivity of conversations about basic human concerns. In this essay we describe an inclusive strategy called the story circle, that was first developed as a method of popular education in Denmark and was then adapted as a tool of social change among poor and dis-empowered American citizens in Appalachia. Story circles were later utilized in a philosophical living-learning community and most recently coupled with Lipman and Sharp’s dialogue method of the community of philosophical inquiry (CPI). The authors of this paper have combined story circles with the community of philosophical inquiry in a variety of contexts. In each iteration, telling one’s own story and listening carefully to the stories of others can be equally revelatory actions. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80872611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-27DOI: 10.12957/childphilo.2021.62845
L. Borges, E. Menezes
This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance to four-year-old children. The analytical exercise, inspired by the discourse analysis proposed by Michel Foucault, has enabled us to question the production of subjects, truths and realities in the “confessions” of the interviewed teachers, in which we have identified two ways of thinking about and producing childhood: captured childhood, which is produced through the operationalization of normalization practices by Special Education, determined by the will to knowledge and the will to power over childhood; and childhood as heterotopy, produced as a powerful movement of resistance and denaturalization of normalizing practices – childhood regarded from other places, as an infinite, multiple, non-nameable, ever undetermined becoming, as an invitation to thought: what can we do in the encounter with childhood(s)?
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Pub Date : 2021-12-27DOI: 10.12957/childphilo.2021.59537
N. Ayalon
Baruch Spinoza, the 17th century philosopher best known for his metaphysical rigor and the radical heterodoxy of his conception of God as Nature, did not say much about children or childhood. Nevertheless, his few mentions of children in his masterpiece, the Ethics, raise fascinating questions of autarky, rationality and mind-body relations as they are perceived in the contrast between children and adults. Generally, philosophical theories of childhood benefit greatly from a strong metaphysical foundation. Spinoza’s philosophy, which has recently been gaining considerable attention by contemporary neuroscientists and psychologists, can serve as stable and fertile ground for developing a strong philosophy of childhood. In this paper I address the Spinozistic conception of a flourishing, happy human and the way this understanding of human excellence reflects on his understanding of children and childhood. I argue that the use of Spinozistic concepts can be valuable in the analysis of children and childhood—especially essence, striving to persevere in being, and the nature of the imagination. Spinoza’s epistemology can explain the unique rationality of children, and provide a metaphysical basis for normative behavior. Moreover, it can help us as caregivers better understand and empathize with children, by explaining the similarities and differences between children and adults.
{"title":"spinoza on children and childhood","authors":"N. Ayalon","doi":"10.12957/childphilo.2021.59537","DOIUrl":"https://doi.org/10.12957/childphilo.2021.59537","url":null,"abstract":"Baruch Spinoza, the 17th century philosopher best known for his metaphysical rigor and the radical heterodoxy of his conception of God as Nature, did not say much about children or childhood. Nevertheless, his few mentions of children in his masterpiece, the Ethics, raise fascinating questions of autarky, rationality and mind-body relations as they are perceived in the contrast between children and adults. Generally, philosophical theories of childhood benefit greatly from a strong metaphysical foundation. Spinoza’s philosophy, which has recently been gaining considerable attention by contemporary neuroscientists and psychologists, can serve as stable and fertile ground for developing a strong philosophy of childhood. In this paper I address the Spinozistic conception of a flourishing, happy human and the way this understanding of human excellence reflects on his understanding of children and childhood. I argue that the use of Spinozistic concepts can be valuable in the analysis of children and childhood—especially essence, striving to persevere in being, and the nature of the imagination. Spinoza’s epistemology can explain the unique rationality of children, and provide a metaphysical basis for normative behavior. Moreover, it can help us as caregivers better understand and empathize with children, by explaining the similarities and differences between children and adults. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"50 5 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89633064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.12957/childphilo.2021.64072
S. Piede
This book review evaluates Kenneth B. Kidd's Theory for Beginners: Children's Literature as Critical Thought, focusing specifically on Kidd's exploration of the symbiotic relationship between children's literature, philosophy, and critical theory.
{"title":"everyone’s a critic: the liminal space between theory and children’s literature in kenneth kidd’s theory for beginners","authors":"S. Piede","doi":"10.12957/childphilo.2021.64072","DOIUrl":"https://doi.org/10.12957/childphilo.2021.64072","url":null,"abstract":"This book review evaluates Kenneth B. Kidd's Theory for Beginners: Children's Literature as Critical Thought, focusing specifically on Kidd's exploration of the symbiotic relationship between children's literature, philosophy, and critical theory.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"62 2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85468867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.12957/childphilo.2021.62884
Humberto Andrés Álvarez Sepúlveda
History textbooks in Chile are characterized by exposing an adult-centered historical narrative that invisibilizes the participation of boys and girls, since they have traditionally focused on describing the political exploits carried out by elite adult men in national and western history. To evidence this problem, in this qualitative, exploratory and interpretive research, critical literacy is used to analyze the texts and images of four textbooks published between 2016 and 2019 by SM and Santillana publishers. From these manuals, thematic units related to Ancient Rome and Greece, colonial Chile, and European history of the 19th and 20th centuries were selected because they have the most relevant evidence to examine the subject. It is concluded that the analyzed discourses show that infants are marginalized social actors in history or are represented from the adult-centered paradigm as dependent and subordinate subjects to the adult world. Faced with this scenario, the importance of prioritizing children’s perspectives in the study of history and in the problematization of historical contents taught in the classroom is emphasized.
{"title":"¿qué dicen los manuales de historia sobre la infancia? análisis de textos escolares chilenos","authors":"Humberto Andrés Álvarez Sepúlveda","doi":"10.12957/childphilo.2021.62884","DOIUrl":"https://doi.org/10.12957/childphilo.2021.62884","url":null,"abstract":"History textbooks in Chile are characterized by exposing an adult-centered historical narrative that invisibilizes the participation of boys and girls, since they have traditionally focused on describing the political exploits carried out by elite adult men in national and western history. To evidence this problem, in this qualitative, exploratory and interpretive research, critical literacy is used to analyze the texts and images of four textbooks published between 2016 and 2019 by SM and Santillana publishers. From these manuals, thematic units related to Ancient Rome and Greece, colonial Chile, and European history of the 19th and 20th centuries were selected because they have the most relevant evidence to examine the subject. It is concluded that the analyzed discourses show that infants are marginalized social actors in history or are represented from the adult-centered paradigm as dependent and subordinate subjects to the adult world. Faced with this scenario, the importance of prioritizing children’s perspectives in the study of history and in the problematization of historical contents taught in the classroom is emphasized.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"102 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83746174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.12957/childphilo.2021.62968
David K Kennedy
This book may be described as a Festschrift—or more accurately a Gedenkschrift, given that it is a posthumous celebration of Gareth Matthews’ (1929-2011) work and career. It consists of a selected anthology of his papers, interspersed with papers by scholars that offer interpretive perspectives on his work . The Matthews papers, which are brilliantly chosen, represent only one dimension of his oeuvre; he was in fact a recognized scholar of ancient and medieval philosophy, particularly Plato, Aristotle and Augustine. The present selection draws from his persistent, oddly related inquiry, pursued over the course of almost 40 years, into the theory and practice of conducting philosophical conversations with children, whether inside or outside the classroom.
{"title":"review of gareth matthews, the child’s philosopher, maughn rollins gregory & megan jane laverty, eds. london & new york: routledge, 2022","authors":"David K Kennedy","doi":"10.12957/childphilo.2021.62968","DOIUrl":"https://doi.org/10.12957/childphilo.2021.62968","url":null,"abstract":"This book may be described as a Festschrift—or more accurately a Gedenkschrift, given that it is a posthumous celebration of Gareth Matthews’ (1929-2011) work and career. It consists of a selected anthology of his papers, interspersed with papers by scholars that offer interpretive perspectives on his work . The Matthews papers, which are brilliantly chosen, represent only one dimension of his oeuvre; he was in fact a recognized scholar of ancient and medieval philosophy, particularly Plato, Aristotle and Augustine. The present selection draws from his persistent, oddly related inquiry, pursued over the course of almost 40 years, into the theory and practice of conducting philosophical conversations with children, whether inside or outside the classroom.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"28 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83167297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.12957/CHILDPHILO.2021.54386
Caroline Schaffalitzky, Anne Klara Bom
En Dinamarca, ensenar los famosos cuentos de hadas de Hans Christian Andersen plantea un desafio en la educacion primaria porque el estatuto de ‘herencia cultural nacional’ de la produccion de este autor y las lecturas simplificadas de sus textos dificultan que los estudiantes se comprometan en lecturas autenticas. Una estrategia podria ser utilizar dialogos filosoficos de la tradicion de filosofia para ninos y ninas porque ofrece un enfoque de ensenanza centrado en los estudiantes, en el que los estudiantes exploran preguntas e ideas juntos, y en el que el maestro o maestra asume su papel ya no como autoridad, sino como facilitador del dialogo. Este tipo de ensenanza dialogica se ha fomentado por ser especialmente adecuada para la educacion literaria, en la que los y las docentes tienen como objetivo involucrar a los estudiantes en la lectura de la literatura con una mente abierta. Sin embargo, este articulo presenta un estudio de caso sobre los materiales preparados por un pionero en FpN, Per Jespersen, para dialogos filosoficos y cuentos de hadas de Hans Christian Andersen. Nuestro estudio da motivos para ser cautelosos. Analizamos el diseno de las preguntas en los manuales de cuentos de hadas y los comparamos con los manuales de las propias historias de Jespersen, y descubrimos que el diseno del cuestionamiento en los manuales para sus propias historias es, en general, mucho mas enfocado y accesible, basandose en preguntas conceptualmente abiertas. Argumentamos que, a pesar de los ideales dialogicos, el diseno de manuales para cuentos de hadas cede ante el peso del impacto cultural e historico de Hans Christian Andersen y su trabajo en Dinamarca.
在丹麦，教授汉斯·克里斯蒂安·安徒生(Hans Christian Andersen)著名的童话故事在小学教育中是一个挑战，因为这位作者的作品作为“民族文化遗产”的地位，以及对其文本的简化阅读，使学生很难从事真实的阅读。战略可能是使用dialogos filosoficos传统的基本为孩子和孩子因为ensenanza提供了一种方法,重点探索学生,学生的问题和想法在一起,在辅导老师的作用不再作为对话的权威,而是作为主持人。这种对话教学之所以受到鼓励，是因为它特别适合文学教育，教师的目标是让学生以开放的心态阅读文学。然而，本文提出了一个由FpN先驱Per Jespersen为安徒生的哲学对话和童话编写的材料的案例研究。我们的研究提供了谨慎的理由。分析了设计问题在童话故事和各教科书与故事本身Jespersen手册中的讯问,发现设计手册诉说自己的故事,是更专注和basandose公开问题概念化平易近人。我们认为，尽管有对话的理想，童话手册的设计还是被安徒生及其作品在丹麦的文化和历史影响所影响。
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