Pub Date : 2020-12-05DOI: 10.12957/childphilo.2020.53518
A. Venkatasubramanian
India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.
{"title":"the conundrum in the collective indian psyche regarding teaching philosophy in schools","authors":"A. Venkatasubramanian","doi":"10.12957/childphilo.2020.53518","DOIUrl":"https://doi.org/10.12957/childphilo.2020.53518","url":null,"abstract":"India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"44 1","pages":"01-26"},"PeriodicalIF":0.3,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88289113","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 : 2020-11-23DOI: 10.12957/childphilo.2020.53125
J. Wozniak
En este articulo, examino cuales son las implicaciones eticas y politicas de conceptualizar y practicar filosofia para / con ninos y ninas (P4wC) en la economia neoliberal de deuda. Aunque P4wC no puede provocar por si sola ninguna transformacion significativa en las realidades politica-economicas de la deuda, puede desempenar un papel importante en el cultivo de una etica y una conciencia de la deuda opuestas. La primera mitad de este articulo situa a P4wC dentro de la economia de deuda global actual. Aqui, resumo los analisis realizados por teoricos criticos sobre las formas en que la deuda afecta a las instituciones publicas (incluidas las escuelas) y configura la subjetividad individual. La segunda mitad de este articulo se basa en la conceptualizacion de la "contra-conducta" de Michel Foucault. Para Foucault, la contra-conducta es un acto etico / politico de resistencia contra la gubernamentalidad, que posibilita relaciones sociales y formas de estar en el mundo alternativas. Sostengo en esta seccion que P4wC debe conceptualizarse y practicarse como una forma de contra-conducta que desafia el poder en la economia de la deuda. Tanto la forma pedagogica de P4wC, como su contenido adoptado de manera colectiva en las comunidades de investigacion, hacen de P4wC un sitio potencial para las practicas de contra-conducta de la deuda. Pensada como una contra-conducta, P4wC es una practica educativa con promesa liberadora. Concluyo este articulo con breves reflexiones sobre la practica de P4wC en la epoca de COVID y de los alzamientos en todo el mundo contra el capitalismo racial. Aqui se sugiere que P4wC no solo se practique dentro de los entornos de educacion formal, sino tambien en los movimientos sociales que luchan por crear un mundo mas justo para todos y todas.
{"title":"cultivating oppositional debt ethics and consciousness: philosophy for/with children as counter-conduct in the neoliberal debt economy","authors":"J. Wozniak","doi":"10.12957/childphilo.2020.53125","DOIUrl":"https://doi.org/10.12957/childphilo.2020.53125","url":null,"abstract":"En este articulo, examino cuales son las implicaciones eticas y politicas de conceptualizar y practicar filosofia para / con ninos y ninas (P4wC) en la economia neoliberal de deuda. Aunque P4wC no puede provocar por si sola ninguna transformacion significativa en las realidades politica-economicas de la deuda, puede desempenar un papel importante en el cultivo de una etica y una conciencia de la deuda opuestas. La primera mitad de este articulo situa a P4wC dentro de la economia de deuda global actual. Aqui, resumo los analisis realizados por teoricos criticos sobre las formas en que la deuda afecta a las instituciones publicas (incluidas las escuelas) y configura la subjetividad individual. La segunda mitad de este articulo se basa en la conceptualizacion de la \"contra-conducta\" de Michel Foucault. Para Foucault, la contra-conducta es un acto etico / politico de resistencia contra la gubernamentalidad, que posibilita relaciones sociales y formas de estar en el mundo alternativas. Sostengo en esta seccion que P4wC debe conceptualizarse y practicarse como una forma de contra-conducta que desafia el poder en la economia de la deuda. Tanto la forma pedagogica de P4wC, como su contenido adoptado de manera colectiva en las comunidades de investigacion, hacen de P4wC un sitio potencial para las practicas de contra-conducta de la deuda. Pensada como una contra-conducta, P4wC es una practica educativa con promesa liberadora. Concluyo este articulo con breves reflexiones sobre la practica de P4wC en la epoca de COVID y de los alzamientos en todo el mundo contra el capitalismo racial. Aqui se sugiere que P4wC no solo se practique dentro de los entornos de educacion formal, sino tambien en los movimientos sociales que luchan por crear un mundo mas justo para todos y todas.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"108 1","pages":"01-32"},"PeriodicalIF":0.3,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80839189","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 : 2020-11-21DOI: 10.12957/childphilo.2020.52641
Oscar Espinel
the inquiry into teaching in philosophy entails two different questions, namely: What does it mean to teach? And, what is understood by “philosophy”? The first of these questions constitutes the starting point of this article – product of the research project Balance of the Ways of Teaching Philosophy in Colombia –, specifically regarding the topics of teaching as an area, and the task of teaching. However, the methodological potential of studying the task of teaching from the perspective of learning arose while enquiring into the notions of translation, “plagiarism”, repetition, and creation. What kind of relation brings together teaching with learning and learning with teaching? In other words: How much does learning require from teaching? How much learning can we find in teaching? Can teaching and learning be thought of independently from one another? What happens in a philosophy classroom? In short, what does it mean to think about the relation between philosophy and teaching from the perspective of learning? In this way, as can be observed, positing the question of teaching on the axis of learning situates the discussion within the sphere of experience, and of the exercise and practices of the self. This is a different dimension of teaching from that determined by emulation, explanation, and monologue.
{"title":"Enseñanza y filosofía. Una mirada desde la perspectiva del aprender","authors":"Oscar Espinel","doi":"10.12957/childphilo.2020.52641","DOIUrl":"https://doi.org/10.12957/childphilo.2020.52641","url":null,"abstract":"the inquiry into teaching in philosophy entails two different questions, namely: What does it mean to teach? And, what is understood by “philosophy”? The first of these questions constitutes the starting point of this article – product of the research project Balance of the Ways of Teaching Philosophy in Colombia –, specifically regarding the topics of teaching as an area, and the task of teaching. However, the methodological potential of studying the task of teaching from the perspective of learning arose while enquiring into the notions of translation, “plagiarism”, repetition, and creation. What kind of relation brings together teaching with learning and learning with teaching? In other words: How much does learning require from teaching? How much learning can we find in teaching? Can teaching and learning be thought of independently from one another? What happens in a philosophy classroom? In short, what does it mean to think about the relation between philosophy and teaching from the perspective of learning? In this way, as can be observed, positing the question of teaching on the axis of learning situates the discussion within the sphere of experience, and of the exercise and practices of the self. This is a different dimension of teaching from that determined by emulation, explanation, and monologue.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"4 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79980265","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 : 2020-11-21DOI: 10.12957/childphilo.2020.49411
Tahereh Javidi kalatehjafarabadi
Este artigo tem como objetivo considerar as implicacoes da teoria da etica do cuidado de Noddings para projetos amigo da crianca e seus pressupostos filosoficos subjacentes. Explica-se que esta teoria com sua enfase nas necessidades e direitos das criancas e, mais importante, a enfase na relacao de cuidado e no encontro de cuidado indica como os principais conceitos e ideias de Noddings podem ser levados em consideracao na exploracao dos desafios da implementacao de projetos amigaveis as criancas. Portanto, os principais conceitos da teoria da etica do cuidado incluindo necessidade e direito, empatia e simpatia, receptivo e projetivo, cuidado e cuidado, necessidades expressas e inferidas foram investigadas considerando sua conexao com a origem e o destino do amigo da crianca projetos. Consequentemente, uma serie de questoes foram formuladas para ilustrar os desafios teoricos que sao colocados na implementacao de qualquer projeto amigo da crianca. Essas perguntas tambem foram categorizadas a luz de tres caracteristicas centrais da teoria do cuidado de Noddings: 1) ontologia relacional; que se refere a natureza relacional da vida das criancas, 2) atencao com preocupacao; que se refere ao sentimento moral/vida nao racional das criancas e 3) particularismo; que se refere a singularidade da vida das criancas. Como individuos/pesquisadores e como membros da comunidade amiga da crianca, podemos nos concentrar nessas questoes para entender os desafios do projeto e fornecer um instrumento potencial para sua avaliacao qualitativa.
{"title":"ethics of caring in the child-friendly projects: new challenges","authors":"Tahereh Javidi kalatehjafarabadi","doi":"10.12957/childphilo.2020.49411","DOIUrl":"https://doi.org/10.12957/childphilo.2020.49411","url":null,"abstract":"Este artigo tem como objetivo considerar as implicacoes da teoria da etica do cuidado de Noddings para projetos amigo da crianca e seus pressupostos filosoficos subjacentes. Explica-se que esta teoria com sua enfase nas necessidades e direitos das criancas e, mais importante, a enfase na relacao de cuidado e no encontro de cuidado indica como os principais conceitos e ideias de Noddings podem ser levados em consideracao na exploracao dos desafios da implementacao de projetos amigaveis as criancas. Portanto, os principais conceitos da teoria da etica do cuidado incluindo necessidade e direito, empatia e simpatia, receptivo e projetivo, cuidado e cuidado, necessidades expressas e inferidas foram investigadas considerando sua conexao com a origem e o destino do amigo da crianca projetos. Consequentemente, uma serie de questoes foram formuladas para ilustrar os desafios teoricos que sao colocados na implementacao de qualquer projeto amigo da crianca. Essas perguntas tambem foram categorizadas a luz de tres caracteristicas centrais da teoria do cuidado de Noddings: 1) ontologia relacional; que se refere a natureza relacional da vida das criancas, 2) atencao com preocupacao; que se refere ao sentimento moral/vida nao racional das criancas e 3) particularismo; que se refere a singularidade da vida das criancas. Como individuos/pesquisadores e como membros da comunidade amiga da crianca, podemos nos concentrar nessas questoes para entender os desafios do projeto e fornecer um instrumento potencial para sua avaliacao qualitativa.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"18 1","pages":"01-17"},"PeriodicalIF":0.3,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82801243","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 : 2020-11-20DOI: 10.12957/childphilo.2020.51709
Mauro Britto Cunha, J. Paiva
this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood—a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, "unraveling", "overturning" the world--in other words, seeing the world from several angles not yet explored, with new childlike lenses. This approach is potent enough potent to bring to life educational activities that provoke the teacher, in the complex art of building or inventing themselves, and developing the capacity to preserve the creativity of children of all ages. This perspective enables the act of thinking to be experienced in infinite and unimaginable ways, not only enriching but also transforming the practices and knowledge that inhabit the time of searching—the time of becoming teacher, becoming learner, becoming school. This paper does not seek to provide answers to the challenges and concerns presented, but, it is intended to be a careful exercise of looking at the issues that directly or indirectly affect the journey of all who venture out and challenge themselves to build educational experiences committed to the transformation and creation of other ways of relating to childhood, with children, with school, in short, with the very invention of the self, as an art of traversing the paths along which one becomes an educatorinvention, childhood, teacher, philosophy
{"title":"a infância de ensinar e aprender: inventando com e como criança a arte de ser professor","authors":"Mauro Britto Cunha, J. Paiva","doi":"10.12957/childphilo.2020.51709","DOIUrl":"https://doi.org/10.12957/childphilo.2020.51709","url":null,"abstract":"this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood—a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, \"unraveling\", \"overturning\" the world--in other words, seeing the world from several angles not yet explored, with new childlike lenses. This approach is potent enough potent to bring to life educational activities that provoke the teacher, in the complex art of building or inventing themselves, and developing the capacity to preserve the creativity of children of all ages. This perspective enables the act of thinking to be experienced in infinite and unimaginable ways, not only enriching but also transforming the practices and knowledge that inhabit the time of searching—the time of becoming teacher, becoming learner, becoming school. This paper does not seek to provide answers to the challenges and concerns presented, but, it is intended to be a careful exercise of looking at the issues that directly or indirectly affect the journey of all who venture out and challenge themselves to build educational experiences committed to the transformation and creation of other ways of relating to childhood, with children, with school, in short, with the very invention of the self, as an art of traversing the paths along which one becomes an educatorinvention, childhood, teacher, philosophy","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79608077","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 : 2020-11-20DOI: 10.12957/childphilo.2020.52894
Roque Farrán
In this article, I intend to link four topics or essential acts of philosophical practice: listening, caring, writing and transmitting, with special attention to children--what they inspire and teach us about philosophical practice, with special attention to the situation of confinement caused by the Covid-19 pandemic. A first task is to recover the function of listening and desire, in the context of the concept and the game, and against any abuse or violence. Second, we emphasize the role of care--its expansion and reformulation in these difficult circumstances, especially in interrupting the logic of servitude and of the activity-debt-reward circuit by way of the pleasure of inquiry. Third, we practice writing as a technology of self that overcomes the dichotomy between personal and academic form, in order to become a practice of care and transmission, along with other self-practices: abstinence, self-examination, exercises, etc. Finally, we consider the question of the “Name of the Father”--how to understand the decline of patriarchy in relation to love, self-esteem, the transmission and the use of a symbolic legacy, given that the decline in question is not merely a weakening, but an unfolding of a singular-generic power that binds us together: learning to decline names, words, concepts, and traditions, which is what drives true subject formation.
{"title":"la filosofía (no solo) con niños: escuchar, cuidar, escribir, transmitir","authors":"Roque Farrán","doi":"10.12957/childphilo.2020.52894","DOIUrl":"https://doi.org/10.12957/childphilo.2020.52894","url":null,"abstract":"In this article, I intend to link four topics or essential acts of philosophical practice: listening, caring, writing and transmitting, with special attention to children--what they inspire and teach us about philosophical practice, with special attention to the situation of confinement caused by the Covid-19 pandemic. A first task is to recover the function of listening and desire, in the context of the concept and the game, and against any abuse or violence. Second, we emphasize the role of care--its expansion and reformulation in these difficult circumstances, especially in interrupting the logic of servitude and of the activity-debt-reward circuit by way of the pleasure of inquiry. Third, we practice writing as a technology of self that overcomes the dichotomy between personal and academic form, in order to become a practice of care and transmission, along with other self-practices: abstinence, self-examination, exercises, etc. Finally, we consider the question of the “Name of the Father”--how to understand the decline of patriarchy in relation to love, self-esteem, the transmission and the use of a symbolic legacy, given that the decline in question is not merely a weakening, but an unfolding of a singular-generic power that binds us together: learning to decline names, words, concepts, and traditions, which is what drives true subject formation.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"239 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76779038","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 : 2020-11-18DOI: 10.12957/childphilo.2020.48116
Marcos Ribeiro de Melo, Michele de Freitas Faria de Vasconcelos, Edson Augusto de Souza neto
in this article, we experience the exercise of a screen ethnocartography in agency with the film Beasts of the southern wild (2012) by the director Benh Zeitlin. We tested a film experimentation that led to a renewed writing (our) ways of life. We bet on cinema and childhood as possibilities for creating cracks and a stutter of language for the creation of new worlds and ways of living. In cinema images less as a representation, and more as art that proposes incompleteness, fissure, a hole in appearances. In childhood as an exercise of differentiation and resistance to dominant narratives in a given context. In childhood as a limiting experience of/in language, tirelessly exposing the human condition in front of the world. Thus, accompanying the main character of the plot, little Hushpuppy — a six-year-old resident of the “Charles Doucet Island”, experienced as “the Bathtub” —, we are shaken by the forms of life there, considered bestial and not recognized by city humans. Hushpuppy, his father and friends resist attempts to destroy their existence by the forms of the state that try to domesticate them, imbued with the logic that primitives must come to civilization, just as children must become adults.
{"title":"“os dentes afiados da vida preferem a carne na mais tenra infância ”: etnocartografar com olhos de besta","authors":"Marcos Ribeiro de Melo, Michele de Freitas Faria de Vasconcelos, Edson Augusto de Souza neto","doi":"10.12957/childphilo.2020.48116","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48116","url":null,"abstract":"in this article, we experience the exercise of a screen ethnocartography in agency with the film Beasts of the southern wild (2012) by the director Benh Zeitlin. We tested a film experimentation that led to a renewed writing (our) ways of life. We bet on cinema and childhood as possibilities for creating cracks and a stutter of language for the creation of new worlds and ways of living. In cinema images less as a representation, and more as art that proposes incompleteness, fissure, a hole in appearances. In childhood as an exercise of differentiation and resistance to dominant narratives in a given context. In childhood as a limiting experience of/in language, tirelessly exposing the human condition in front of the world. Thus, accompanying the main character of the plot, little Hushpuppy — a six-year-old resident of the “Charles Doucet Island”, experienced as “the Bathtub” —, we are shaken by the forms of life there, considered bestial and not recognized by city humans. Hushpuppy, his father and friends resist attempts to destroy their existence by the forms of the state that try to domesticate them, imbued with the logic that primitives must come to civilization, just as children must become adults. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82120328","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 : 2020-11-05DOI: 10.12957/CHILDPHILO.2020.46710
Lucia Scipione
O curriculo de Filosofia para Criancas e outras experiencias de Filosofia com Criancas de todo o mundo estao promovendo contextos dialogicos na escola com o objetivo de fomentar um pensamento de ordem superior. Com um modelo de pensamento complexo e um marco de comunidade de investigacao, Lipman (2003) sustenta a ideia de que o pensamento nao consiste simplesmente no raciocinio ou a logica em si, mas que se realiza por meio de diferentes dimensoes de pensamento, tanto intrapessoais como interpessoais. O espaco de pensamento que pode abrir-se em uma discussao filosofica apoia o exercicio do raciocinio nas comunidades de investigacao; isto, por sua vez, promove a competencia cognitiva, social e civica. Reconhecendo o papel crucial das dimensoes racional e social do pensamento, a investigacao atual sobre a argumentacao na infância e no entorno escolar esta crescendo de forma coerente com os estudos em Educacao. Neste texto nos referiremos a "argumentacao" como uma forma fundamental de raciocinio/pensamento e uma pratica social, que encontra seu contexto ideal de desenvolvimento no exercicio da discussao (Muller-Mirza, Perret-Clermont, 2009). Com a intencao de contribuir com o campo da educacao, o objetivo deste texto e destacar as perspectivas e criticas sobre a argumentacao relevante para FpC e FcC no ensino fundamental. Argumentar e mais que raciocinar, justificar, negociar e explicar. No entanto, pode ser todas estas coisas, como e evidente quando as criancas participam de uma interacao dialogica. Os aspectos racionais e sociais da competencia argumentativa poderiam fomentar-se em um contexto filosofico na idade da escola inicial. A filosofia parece ser uma ferramenta privilegiada para construir uma comunidade de investigacao na qual as criancas dao e aceitam argumentos como participantes ativos de eventos argumentativos. Entre a pre-escola, quando a argumentacao se manifesta atraves das necessidades comunicativas e raciocinio argumentativo, e o ensino medio, quando se busca a argumentacao para desenvolver as habilidades do discurso argumentativo, esta o ensino fundamental. E nesta etapa quando o exercicio das habilidades racionais e sociais atraves do ensino da filosofia e o dialogo se converte em algo crucial para desenvolver e alimentar uma experiencia mais complexa de argumentacao.
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Pub Date : 2020-11-03DOI: 10.12957/CHILDPHILO.2020.50213
sylvia contreras-salinas, Mónica Ramírez Pavelic
this article has the purpose of exposing some findings deployed from the hermeneutical activity from the narratives of LGBT subjects (Lesbians, Gays, transsexuals and Bisexuals) located in a past / present, in relation to the corporality expressed in the school settings. Narratives that were produced in an investigation developed between the years 2012-2013. It is recognized that this trope would be one of many that allude to the binary classification and separation of sex-gender, male / female, male / female, in this case, reproduced by subjects whose forms and desires do not conform to the established. This trope referred to in the stories allows to reveal both the gender constructions of LGBT subjects, as well as the experiences of themselves that explode in circumstances in which the difference and visibility are repressed and subalternized from a normalizing pedagogical practice. The "pen" is an unwanted or expected irruption, which obtains as a response homo / lesbo / bi / trans phobic practices that rise to hurt anyone who dares to appear in front of others in their difference or from a divergent position. This trope would be one of the many that allude to the classification and binary separation of sex-gender, man / woman, male / female, in this case, reproduced by subjects whose forms and desires do not conform to what is established. Together, it can be seen in the speeches that the presence of the pen is not completely transparent, if not, by the contrary, it sets voids and contradictions, in addition to persisting resistance that denies the diversity of bodily materializations.
{"title":"the “pluma”: corporalities that challenge the normativity in school settings","authors":"sylvia contreras-salinas, Mónica Ramírez Pavelic","doi":"10.12957/CHILDPHILO.2020.50213","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.50213","url":null,"abstract":"this article has the purpose of exposing some findings deployed from the hermeneutical activity from the narratives of LGBT subjects (Lesbians, Gays, transsexuals and Bisexuals) located in a past / present, in relation to the corporality expressed in the school settings. Narratives that were produced in an investigation developed between the years 2012-2013. It is recognized that this trope would be one of many that allude to the binary classification and separation of sex-gender, male / female, male / female, in this case, reproduced by subjects whose forms and desires do not conform to the established. This trope referred to in the stories allows to reveal both the gender constructions of LGBT subjects, as well as the experiences of themselves that explode in circumstances in which the difference and visibility are repressed and subalternized from a normalizing pedagogical practice. The \"pen\" is an unwanted or expected irruption, which obtains as a response homo / lesbo / bi / trans phobic practices that rise to hurt anyone who dares to appear in front of others in their difference or from a divergent position. This trope would be one of the many that allude to the classification and binary separation of sex-gender, man / woman, male / female, in this case, reproduced by subjects whose forms and desires do not conform to what is established. Together, it can be seen in the speeches that the presence of the pen is not completely transparent, if not, by the contrary, it sets voids and contradictions, in addition to persisting resistance that denies the diversity of bodily materializations.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"3 1","pages":"01-24"},"PeriodicalIF":0.3,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80989082","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 : 2020-11-03DOI: 10.12957/CHILDPHILO.2020.50438
Nigel Manchini
Diversos enfoques filosoficos y cientificos senalan la importancia del cuerpo para los procesos educativos y la cognicion en general. La suspension de clases y virtualizacion de cursos debido a la pandemia de COVID-19 ofrece una ventana para investigar esas afirmaciones en el campo concreto de la ensenanza de la filosofia. En este trabajo se presentan los resultados de una exploracion educativa mixta llevada a cabo con 99 docentes de filosofia durante las primeras semanas del distanciamiento social en Uruguay. Se analizan, entre otras variables, las practicas educativas usuales de estos/as docentes, el nivel y estrategias de trabajo durante el distanciamiento, asi como sus posiciones con respecto a la educacion no presencial y la importancia de la dimension corporal. Aunque en su mayoria este grupo trabajo durante el distanciamiento social, hay escepticismo acerca de la posibilidad de ensenar filosofia de manera virtual y varios/as consideran que no podrian adaptarse. En general se considera importante la dimension corporal en la ensenanza de la filosofia. Algunos elementos con que justifican esta importancia son la riqueza que aporta al encuentro a nivel emocional, de comunicacion, de flujo de interaccion y de contacto con la otredad. Estos datos permiten pensar las posibilidades y limitaciones de la virtualizacion de la ensenanza de la filosofia. Mas en profundidad, sugieren que la ensenanza de la filosofia -incluso en las clases mas tradicionales y menos corporizadas- tiene como trasfondo una compleja dinamica corporal, pocas veces explicitada.
{"title":"cuerpo, presencia y distancia en la enseñanza de la filosofía. exploración educativa durante el distanciamiento social.","authors":"Nigel Manchini","doi":"10.12957/CHILDPHILO.2020.50438","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.50438","url":null,"abstract":"Diversos enfoques filosoficos y cientificos senalan la importancia del cuerpo para los procesos educativos y la cognicion en general. La suspension de clases y virtualizacion de cursos debido a la pandemia de COVID-19 ofrece una ventana para investigar esas afirmaciones en el campo concreto de la ensenanza de la filosofia. En este trabajo se presentan los resultados de una exploracion educativa mixta llevada a cabo con 99 docentes de filosofia durante las primeras semanas del distanciamiento social en Uruguay. Se analizan, entre otras variables, las practicas educativas usuales de estos/as docentes, el nivel y estrategias de trabajo durante el distanciamiento, asi como sus posiciones con respecto a la educacion no presencial y la importancia de la dimension corporal. Aunque en su mayoria este grupo trabajo durante el distanciamiento social, hay escepticismo acerca de la posibilidad de ensenar filosofia de manera virtual y varios/as consideran que no podrian adaptarse. En general se considera importante la dimension corporal en la ensenanza de la filosofia. Algunos elementos con que justifican esta importancia son la riqueza que aporta al encuentro a nivel emocional, de comunicacion, de flujo de interaccion y de contacto con la otredad. Estos datos permiten pensar las posibilidades y limitaciones de la virtualizacion de la ensenanza de la filosofia. Mas en profundidad, sugieren que la ensenanza de la filosofia -incluso en las clases mas tradicionales y menos corporizadas- tiene como trasfondo una compleja dinamica corporal, pocas veces explicitada.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"1 1","pages":"01-25"},"PeriodicalIF":0.3,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90036980","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}
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