Pub Date : 2020-07-20DOI: 10.12957/childphilo.2020.48213
S. Lopes
The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethical-educational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari.
{"title":"a formação continuada e a experiência ética do corpo na produção do currículo da educação infantil","authors":"S. Lopes","doi":"10.12957/childphilo.2020.48213","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48213","url":null,"abstract":"The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethical-educational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's \"Ethics\". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"7 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90160139","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 : 2020-07-17DOI: 10.12957/childphilo.2020.49438
D. Pereira, Wilson Alves de Paiva
Este trabajo tiene la intencion de sobrevolar el proyecto de Filosofia para Ninos, escrito por el filosofo y profesor Matthew Lipman, de los Estados Unidos, para, a pesar de las afirmaciones y propuestas de universalidad del autor, caracterizar y problematizar los limites ideologicos y filosoficos de su programa, asi como de su filosofia. Por lo tanto, el camino metodologico elegido para escribir este trabajo fue volver al principio y preguntar acerca de "como surgio filosofia para ninos"; como se desarrollo en una metodologia y, despues de eso, tratar de resaltar que la propuesta de pensar filosoficamente con ninos aparece, en parte, como una respuesta del filosofo Matthew Lipman a los movimientos estudiantiles de 1968, es decir, en un contexto politico especifico, marcado por fuertes disputas sociales e ideologicas. Habiendo recorrido este camino, finalmente proponemos una critica basada en la filosofia latinoamericana. Para llevar a cabo tales criticas, notamos elementos que ubican el pensamiento lipmaniano en un contexto cultural determinado, y cuyo fundamento principal es el pragmatismo, una filosofia originalmente estadounidense; destacamos la diferencia en el proceso de colonizacion angloamericana y latinoamericana; y finalmente buscamos caracterizar, a partir del trabajo Discurso desde la marginacion y la barbarie , del filosofo mexicano Leopoldo Zea, ciertos logotipos "universales" a los que esta vinculado el proyecto de Lipman, para comprender los limites "del" pensamiento que la filosofia para ninos tiene la intencion de cultivar.
{"title":"lipman e a filosofia para crianças: cultivo “do” pensamento ou cultivo de “um” pensamento?","authors":"D. Pereira, Wilson Alves de Paiva","doi":"10.12957/childphilo.2020.49438","DOIUrl":"https://doi.org/10.12957/childphilo.2020.49438","url":null,"abstract":"Este trabajo tiene la intencion de sobrevolar el proyecto de Filosofia para Ninos, escrito por el filosofo y profesor Matthew Lipman, de los Estados Unidos, para, a pesar de las afirmaciones y propuestas de universalidad del autor, caracterizar y problematizar los limites ideologicos y filosoficos de su programa, asi como de su filosofia. Por lo tanto, el camino metodologico elegido para escribir este trabajo fue volver al principio y preguntar acerca de \"como surgio filosofia para ninos\"; como se desarrollo en una metodologia y, despues de eso, tratar de resaltar que la propuesta de pensar filosoficamente con ninos aparece, en parte, como una respuesta del filosofo Matthew Lipman a los movimientos estudiantiles de 1968, es decir, en un contexto politico especifico, marcado por fuertes disputas sociales e ideologicas. Habiendo recorrido este camino, finalmente proponemos una critica basada en la filosofia latinoamericana. Para llevar a cabo tales criticas, notamos elementos que ubican el pensamiento lipmaniano en un contexto cultural determinado, y cuyo fundamento principal es el pragmatismo, una filosofia originalmente estadounidense; destacamos la diferencia en el proceso de colonizacion angloamericana y latinoamericana; y finalmente buscamos caracterizar, a partir del trabajo Discurso desde la marginacion y la barbarie , del filosofo mexicano Leopoldo Zea, ciertos logotipos \"universales\" a los que esta vinculado el proyecto de Lipman, para comprender los limites \"del\" pensamiento que la filosofia para ninos tiene la intencion de cultivar.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"127 1","pages":"01-27"},"PeriodicalIF":0.3,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73608568","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 : 2020-07-15DOI: 10.12957/childphilo.2020.48283
S. Richter, Márcia Vilma Murillo
In order to highlight the intimate relationship between imagining, drawing and making worlds, this essay questions the educational meaning of children to initiate in the action of drawing in face of the growing cultural tendency of the body being less and less required to produce senses. The incarnated action of drawing, as an aesthetic action of touching and being touched by the world when transposing the visible limits and entering into the intimacy of worldly invisibility, constitutes an experience that is as recurrent and trivialized in school daily life as it is existentially complex due to its poetic power to enter the invisible and inaugurate worldviews. The historical disqualification of the image and imagination in Western thought, supported by the separation between subjectivity of the body and objectivity of the world, does not allow educational thought to consider the phenomenon of poetic imagination as an existential experience of language insertion in the world from the gesture of drawing. Gesture that finds its specificity in the instant the hand traces and inscribes lines on the surface of the supports as infinitely creative writing. The aesthetic gesture of drawing, temporalized by the rhythm of the body in the emergence of the fabulation that accompanies the repetition of the marks, implies a poetic experience of language that involves the fusion of two senses: that of the gesture in materiality and that of the mark configured in it, marked and cicatrized in the surface of the support by the body’s action that performed it. The approximation between education, arts and childhood allows us to highlight the philosophical and pedagogical tensions that involve the question of poetic imagination and to take another look at the action of drawing in the context of children's education. What emerges, from the dialogue between Gaston Bachelard, Maurice Merleau-Ponty and Jean-Luc Nancy, is the relevance of the educational intention of caring for the vital function of language as an aesthetic and poetic experience that is constituted in the processuality of the body to make something appear that produces and contains presence, that which promotes and expands the existential density of the real.
{"title":"ação de desenhar na infância como iniciação aos segredos do mundo","authors":"S. Richter, Márcia Vilma Murillo","doi":"10.12957/childphilo.2020.48283","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48283","url":null,"abstract":"In order to highlight the intimate relationship between imagining, drawing and making worlds, this essay questions the educational meaning of children to initiate in the action of drawing in face of the growing cultural tendency of the body being less and less required to produce senses. The incarnated action of drawing, as an aesthetic action of touching and being touched by the world when transposing the visible limits and entering into the intimacy of worldly invisibility, constitutes an experience that is as recurrent and trivialized in school daily life as it is existentially complex due to its poetic power to enter the invisible and inaugurate worldviews. The historical disqualification of the image and imagination in Western thought, supported by the separation between subjectivity of the body and objectivity of the world, does not allow educational thought to consider the phenomenon of poetic imagination as an existential experience of language insertion in the world from the gesture of drawing. Gesture that finds its specificity in the instant the hand traces and inscribes lines on the surface of the supports as infinitely creative writing. The aesthetic gesture of drawing, temporalized by the rhythm of the body in the emergence of the fabulation that accompanies the repetition of the marks, implies a poetic experience of language that involves the fusion of two senses: that of the gesture in materiality and that of the mark configured in it, marked and cicatrized in the surface of the support by the body’s action that performed it. The approximation between education, arts and childhood allows us to highlight the philosophical and pedagogical tensions that involve the question of poetic imagination and to take another look at the action of drawing in the context of children's education. What emerges, from the dialogue between Gaston Bachelard, Maurice Merleau-Ponty and Jean-Luc Nancy, is the relevance of the educational intention of caring for the vital function of language as an aesthetic and poetic experience that is constituted in the processuality of the body to make something appear that produces and contains presence, that which promotes and expands the existential density of the real.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"60 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80262134","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}
This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and are generated by this association. It also discusses the genesis of these presumptions and the images they generate through a philosophical approach, questioning the role of education in a culture tied to the media, and about how children, who are familiar with multiple screens, presage a new visual literacy. We see how images play a fundamental role in the way children give meaning to the world around them and to themselves, in the context of their local culture. Given this context, it is necessary to consider how visual culture is tied to the elementary school, and what challenges confront the generation of wider and more creative ways to approach visual framing in children’s education.
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Pub Date : 2020-07-11DOI: 10.12957/childphilo.2020.48358
Anete Abramowicz
This essay seeks to answer the questions of which children in the contemporary world have been targeted and killed "unintentionally”or "at random" by the Brazilian State. In order to understand the place of children in this “war” we rely on the work, among others, of Achille Mbembe, Maurizio Lazzarato and Peter Pál Pelbart. Our text is structured in six sections. First, we take up the concepts of biopolitics, biopower and necropolitics , in an attempt to specify the type of governmental power that is exercised nowadays. Biopower is understood, not only as a military or political concept, but also in relation to a “biological” war (Lazzarato, 2016) against blacks, against certain sexualities, against some women and against some children. We than show how the construction of the universal idea of “child” excludes children who do not belong to this representation, which is, in general, disseminated as being the only image of a child. This diffusion of a single, universal notion of “child” is made through countless discursive and audiovisual imagery, and excludes black children and all those who diverge from or “flee” the hegemonic way of representing, thinking and writing about what a child is. Finally, we verify that the dead children are black and poor and we demonstrate the importance of children's political participation in social life.
本文试图回答下述问题:在当代世界，哪些儿童成为巴西国家“无意”或“随意”杀害的目标。为了了解儿童在这场“战争”中的地位，我们依靠Achille Mbembe、Maurizio Lazzarato和Peter Pál Pelbart等人的工作。我们的课文分为六个部分。首先，我们采用了生命政治、生命权力和死亡政治的概念，试图明确当今行使的政府权力的类型。生物权力不仅被理解为一个军事或政治概念，而且与针对黑人，针对某些性行为，针对一些妇女和一些儿童的“生物”战争(Lazzarato, 2016)有关。然后，我们将展示“儿童”这一普遍概念的建构是如何排除那些不属于这种表象的儿童的，这种表象通常被作为儿童的唯一形象传播开来。这种单一的、普遍的“儿童”概念的传播是通过无数的话语和视听意象来实现的，它排除了黑人儿童和所有那些偏离或“逃离”代表、思考和写作儿童是什么的霸权方式的人。最后，我们证实了死亡的儿童是黑人和穷人，我们证明了儿童在社会生活中的政治参与的重要性。
{"title":"crianças e guerra: as balas perdidas!","authors":"Anete Abramowicz","doi":"10.12957/childphilo.2020.48358","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48358","url":null,"abstract":"This essay seeks to answer the questions of which children in the contemporary world have been targeted and killed \"unintentionally”or \"at random\" by the Brazilian State. In order to understand the place of children in this “war” we rely on the work, among others, of Achille Mbembe, Maurizio Lazzarato and Peter Pál Pelbart. Our text is structured in six sections. First, we take up the concepts of biopolitics, biopower and necropolitics , in an attempt to specify the type of governmental power that is exercised nowadays. Biopower is understood, not only as a military or political concept, but also in relation to a “biological” war (Lazzarato, 2016) against blacks, against certain sexualities, against some women and against some children. We than show how the construction of the universal idea of “child” excludes children who do not belong to this representation, which is, in general, disseminated as being the only image of a child. This diffusion of a single, universal notion of “child” is made through countless discursive and audiovisual imagery, and excludes black children and all those who diverge from or “flee” the hegemonic way of representing, thinking and writing about what a child is. Finally, we verify that the dead children are black and poor and we demonstrate the importance of children's political participation in social life.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"46 6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029096","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 : 2020-07-11DOI: 10.12957/childphilo.2020.48030
M. T. Tavares
This article derives from my participation in the II Congress of Childhood Studies: Politicizations and Aesthetics, held in September 2019, at UERJ/Maracanã. My speech entitled Childhoods, Culture and Intergenerational Relations in everyday life, was delivered in the conference “The ethnic-racial issue and the generational issue in childhood” having at its core extreme burning issues in Childhood Studies: both ethnic-racial and generational issues, arguing how these intersecting points (Collins, 2017) have effects on the daily life of Brazilian children, especially children from the popular classes who live in the outskirts of the big cities, such as the slums and urban borders of the state of Rio de Janeiro. In this pre-text, I chose to speak of this Other, named the child from the popular classes, the one who lives in the outskirts, in slums and popular areas. Those who, despite being infants deprived of speech, dare to speak among themselves and are spoken of by us, teachers and researchers of childhood. Considering our proposal of establishing conversation as a device for an encounter (Deleuze, 1998), I tried to speak of this Other, using my notes from the day of the conference, and the voices of authors with whom I dialogue in my studies, researches and daily work in different territories of the city (Tavares, 2019), understanding the contemporary city as a place of encounters, both good and bad. Above all, the city is a place of intergenerational meetings where the co-existence is possible.
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Pub Date : 2020-07-11DOI: 10.12957/childphilo.2020.48349
Sandra Mara da Cunha
Children and music are the theme of this article conceived as a sort of rehearsal, with the aim of thinking a musical education of childhood. Its theoretical foundations emerge from conversations between music education and childhood studies, and formed the basis for the lecture workshop held at the II Congress of Childhood Studies, in September 2019, at the University of the State of Rio de Janeiro. The text addresses methodological openings present in creative approaches to curricula based on network formats and circles. Improvisations and compositions made by children and guided by professor-artists who know their craft, emerge from these experimental dynamics. The participation of children in collaborative action with their teachers gives, in turn, new meanings to the teacher’s role in the form of “double listening”—listening both to children and to their musical expressions. The development of research in children’s music has powerful implications both for musical education and for the field of education. This research also contributes to childhood studies, since listening to children's musical expressions makes it possible to know more about what they think, feel and do when they create their music. It also promises to result in greater visibility and audibility for the songs invented by them, and for the recognition of the importance of music education in schools.
{"title":"crianças e música: educação musical e estudos da infância em diálogo","authors":"Sandra Mara da Cunha","doi":"10.12957/childphilo.2020.48349","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48349","url":null,"abstract":"Children and music are the theme of this article conceived as a sort of rehearsal, with the aim of thinking a musical education of childhood. Its theoretical foundations emerge from conversations between music education and childhood studies, and formed the basis for the lecture workshop held at the II Congress of Childhood Studies, in September 2019, at the University of the State of Rio de Janeiro. The text addresses methodological openings present in creative approaches to curricula based on network formats and circles. Improvisations and compositions made by children and guided by professor-artists who know their craft, emerge from these experimental dynamics. The participation of children in collaborative action with their teachers gives, in turn, new meanings to the teacher’s role in the form of “double listening”—listening both to children and to their musical expressions. The development of research in children’s music has powerful implications both for musical education and for the field of education. This research also contributes to childhood studies, since listening to children's musical expressions makes it possible to know more about what they think, feel and do when they create their music. It also promises to result in greater visibility and audibility for the songs invented by them, and for the recognition of the importance of music education in schools.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"51 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81676495","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 : 2020-05-09DOI: 10.12957/childphilo.2020.45025
Morteza Mhosronejad, Soudabeh Shokrollahzadeh
This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.
{"title":"from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement","authors":"Morteza Mhosronejad, Soudabeh Shokrollahzadeh","doi":"10.12957/childphilo.2020.45025","DOIUrl":"https://doi.org/10.12957/childphilo.2020.45025","url":null,"abstract":"This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"39 1","pages":"01-30"},"PeriodicalIF":0.3,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77431607","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 : 2020-03-26DOI: 10.12957/childphilo.2020.46692
E. Zorzi, M. Santi
Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in the community. To develop these two educational and formative perspectives, participants students and particularly teachers must first acquire a “readiness” for improvisation which is a sort of complex attitude. Some results of previous research on improvisation are presented to explain and emphasize the features of this complex disposition. Teachers who improvise suddenly open a window on events happening in the community, serving as an example for the class which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time.
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Pub Date : 2020-03-26DOI: 10.12957/childphilo.2020.46431
Maria Kasmirli
Hay una paradoja en la idea de filosofia para ninos (P4C). La buena ensenanza comienza desde lo concreto y lo particular, y se relaciona con los intereses, creencias y experiencias individuales de cada estudiante. Los preadolescentes (y en cierta medida todos) encuentran este enfoque mas natural que uno mas impersonal y responden mejor a el. Pero hacer filosofia implica enfocarse en lo abstracto y general y, a veces, desconectarse de los intereses y creencias personales para razonar desde la perspectiva de los demas. Implica criticar las actitudes de uno, ver relaciones abstractas y aplicar principios generales. Entonces, si, en terminos generales, la buena ensenanza se enfoca en lo concreto y lo personal, y la buena filosofia en lo abstracto y general, ?como puede haber una buena ensenanza de filosofia para ninos? Llamo a esto la paradoja de la filosofia para ninos, y en este articulo, exploro como los maestros deben responder a ella. ?Deberian sacrificar las buenas practicas de ensenanza, adoptando un enfoque fuertemente centrado en el maestro para corregir los prejuicios naturales de sus alumnos? ?Deberian reducir sus expectativas sobre las habilidades filosoficas que los ninos pueden adquirir? ?Deberian incluso intentar ensenar filosofia a los ninos? Este texto argumentara que existe una mejor opcion, que se basa en las habilidades imaginativas de los ninos. La idea central es que al alentar a los ninos a identificarse imaginativamente con otras perspectivas, podemos usar su enfoque natural en lo concreto y particular para ayudarlos a adoptar formas de pensamiento mas abstractas y criticas. De esta manera, su enfoque en lo concreto y personal puede ser el medio para lograr que piensen de manera mas abstracta y critica. El texto continuara describiendo una estrategia general para implementar este enfoque, el metodo Escenario-Identificacion-Reflexion (SIR), que se ilustrara con ejemplos extraidos de la practica en el aula de la autora. El texto tambien respondera a algunas objeciones a la estrategia propuesta y ofrecera algunas reflexiones generales sobre el metodo SIR.
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