This article looks at Maughn Rollins Gregory and Megan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher, specifically considering how Matthews conceptualized philosophy and how he found philosophy in children’s literature.
这篇文章着眼于Maughn Rollins Gregory和Megan Jane Laverty的《儿童哲学家加雷斯·B·马修斯》，特别考虑了马修斯是如何概念化哲学的，以及他是如何在儿童文学中发现哲学的。
{"title":"Children’s literature and Philosophy: Comments on Gareth B Matthews, The Child’s Philosopher","authors":"Harry Brighouse","doi":"10.1093/jopedu/qhad035","DOIUrl":"https://doi.org/10.1093/jopedu/qhad035","url":null,"abstract":"\u0000 This article looks at Maughn Rollins Gregory and Megan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher, specifically considering how Matthews conceptualized philosophy and how he found philosophy in children’s literature.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44855280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores Philosophy for Children movement, and the way the work of Gareth Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and Non-Western approaches to P4C. I argue that the social contexts of culture, ethnicity, and nationality can serve to broaden P4C curricula and pedagogy, making it fit for schools in a liberal democratic society.
Maughn Rollins Gregory和Meghan Jane Laverty的Gareth B.Matthews，《儿童哲学家》探讨了儿童哲学运动，以及Gareth Matthews的作品如何推进其关键组成部分。在这篇论文中，我考虑了马修斯嵌入西方哲学传统的影响，尽管他极力提出一种宽广的P4C方法。我借鉴了Amasa Philip Ndofirepi的工作，探讨了调和西方和非西方P4C方法的紧张关系和可能性。我认为，文化、种族和国籍的社会背景可以拓宽P4C课程和教学法，使其适合自由民主社会的学校。
{"title":"Democratizing Philosophy for Children: Of Difference & Diverse Ideas in Gareth Matthew’sCorpus","authors":"Sheron Fraser-Burgess","doi":"10.1093/jopedu/qhad037","DOIUrl":"https://doi.org/10.1093/jopedu/qhad037","url":null,"abstract":"\u0000 Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores Philosophy for Children movement, and the way the work of Gareth Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and Non-Western approaches to P4C. I argue that the social contexts of culture, ethnicity, and nationality can serve to broaden P4C curricula and pedagogy, making it fit for schools in a liberal democratic society.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship, in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. They assess where he broke new ground and identify developments and debates in those fields. In the reviews that follow, Harry Brighouse, David Bakhurst, and Sharon Fraser-Burgess respond to Matthews’ original essays and those of the contemporary scholars. While recognizing Matthews’ significant contribution to advancing philosophy in the lives of children, all three reviewers indicate ways to push his agenda forward. We read Brighouse as calling for engagement with philosophy in media (including television and film) beyond classical and contemporary children’s literature. Bakhurst explicitly calls for further empirical study of children’s philosophical thinking to support more realistic conceptions of childhood and philosophy—including when philosophy might not be appropriate for children. Fraser-Burgess calls for an accounting of the ways that philosophy for children may reinscribe unjust hierarchies of race, gender, and culture and of the ways it can be used to confront and combat them.
{"title":"Introduction to the Suite of Papers: A Conversation with Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess on Gareth B. Matthews, The Child’s Philosopher, edited by Maughn Rollins Gregory and Megan Jane Laverty","authors":"M. Gregory, M. Laverty","doi":"10.1093/jopedu/qhad033","DOIUrl":"https://doi.org/10.1093/jopedu/qhad033","url":null,"abstract":"\u0000 Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship, in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. They assess where he broke new ground and identify developments and debates in those fields. In the reviews that follow, Harry Brighouse, David Bakhurst, and Sharon Fraser-Burgess respond to Matthews’ original essays and those of the contemporary scholars. While recognizing Matthews’ significant contribution to advancing philosophy in the lives of children, all three reviewers indicate ways to push his agenda forward. We read Brighouse as calling for engagement with philosophy in media (including television and film) beyond classical and contemporary children’s literature. Bakhurst explicitly calls for further empirical study of children’s philosophical thinking to support more realistic conceptions of childhood and philosophy—including when philosophy might not be appropriate for children. Fraser-Burgess calls for an accounting of the ways that philosophy for children may reinscribe unjust hierarchies of race, gender, and culture and of the ways it can be used to confront and combat them.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48673791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article we respond to the reviews by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in order to become more integrated with professional philosophical and educational theory and practice. We particularly value this opportunity to dialogue with scholars outside the movement, which has generated the insights we address here. In what follows, we think with our reviewers about what Matthews’ work reveals about areas of promise and of concern in the movement.
{"title":"Response to Commentators on Gareth B. Matthews, The Child’s Philosopher (2022)","authors":"M. Gregory, M. Laverty","doi":"10.1093/jopedu/qhad034","DOIUrl":"https://doi.org/10.1093/jopedu/qhad034","url":null,"abstract":"\u0000 In this article we respond to the reviews by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in order to become more integrated with professional philosophical and educational theory and practice. We particularly value this opportunity to dialogue with scholars outside the movement, which has generated the insights we address here. In what follows, we think with our reviewers about what Matthews’ work reveals about areas of promise and of concern in the movement.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47328780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces a suite of papers devoted to Philip Kitcher’s The Main Enterprise of the World: Rethinking Education (Oxford University Press, 2021). The suite opens with a paper by Kitcher, which presents the central themes of his important book. This is followed by an assessment of the work as whole by John White, and four commentaries discussing in detail various aspects of Kitcher’s position by Ben Kotzee (on science education), Alexis Gibbs (on arts education), Sheron Fraser-Burgess (on deliberative democracy and inclusivity), and Nigel Tubbs (on Kitcher’s ‘Deweyian Society’). In the final contribution, Kitcher replies to his critics. The introduction sketches the character of Kitcher’s project and comments on his pragmatist method.
{"title":"Introduction to the Suite: Symposium on Philip Kitcher’s The Main Enterprise of the World","authors":"D. Bakhurst","doi":"10.1093/jopedu/qhad036","DOIUrl":"https://doi.org/10.1093/jopedu/qhad036","url":null,"abstract":"\u0000 This paper introduces a suite of papers devoted to Philip Kitcher’s The Main Enterprise of the World: Rethinking Education (Oxford University Press, 2021). The suite opens with a paper by Kitcher, which presents the central themes of his important book. This is followed by an assessment of the work as whole by John White, and four commentaries discussing in detail various aspects of Kitcher’s position by Ben Kotzee (on science education), Alexis Gibbs (on arts education), Sheron Fraser-Burgess (on deliberative democracy and inclusivity), and Nigel Tubbs (on Kitcher’s ‘Deweyian Society’). In the final contribution, Kitcher replies to his critics. The introduction sketches the character of Kitcher’s project and comments on his pragmatist method.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49588704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Economic and Epistemic Division of Labour: On Philip Kitcher's The Main Enterprise of the World","authors":"Ben Kotzee","doi":"10.1093/jopedu/qhad029","DOIUrl":"https://doi.org/10.1093/jopedu/qhad029","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46591797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual and on the beliefs they come to form of proximal social groups. The nature of the balance between ‘in group’ and ‘out group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher’s account of a socially based sense of fulfilment.
{"title":"Education for Individual Fulfilment as Social: Grappling with Obstructions to Growth","authors":"Sheron Fraser-Burgess","doi":"10.1093/jopedu/qhad028","DOIUrl":"https://doi.org/10.1093/jopedu/qhad028","url":null,"abstract":"\u0000 In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual and on the beliefs they come to form of proximal social groups. The nature of the balance between ‘in group’ and ‘out group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher’s account of a socially based sense of fulfilment.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61591041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I extract, and then analyze critically, the epistemological ideas that are implicit in Robin DiAngelo's best-selling book White Fragility and her other writings. On what grounds, according to DiAngelo, can people know what they claim to know? And on what grounds does DiAngelo know what she claims to know?
{"title":"The implicit epistemology of White Fragility","authors":"A. Sokal","doi":"10.1093/jopedu/qhad025","DOIUrl":"https://doi.org/10.1093/jopedu/qhad025","url":null,"abstract":"\u0000 I extract, and then analyze critically, the epistemological ideas that are implicit in Robin DiAngelo's best-selling book White Fragility and her other writings. On what grounds, according to DiAngelo, can people know what they claim to know? And on what grounds does DiAngelo know what she claims to know?","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper argues that Gareth Matthews’ writing on developmental psychology is both a central part of his philosophical legacy and a contribution of enduring interest. Although he engages with figures, such as Piaget and Kohlberg, who are no longer as influential as they once were, his critique of the ‘deficit model of childhood’ retains its relevance today. While the deficit model holds that any capacity, aptitude, virtue or skill that a child possesses is a deficient version of the same capacity, aptitude, virtue, skill, as possessed by adults, Matthews contends that there are some things adults do badly which children do well, and that children’s curiosity, wonder and imaginative insight is something we should respect—indeed envy—and try to learn from. The paper concludes by raising a number of questions and criticisms of Matthews’ approach that his contemporary followers might fruitfully seek to address.
{"title":"Gareth Matthews on Development and Deficit","authors":"D. Bakhurst","doi":"10.1093/jopedu/qhad026","DOIUrl":"https://doi.org/10.1093/jopedu/qhad026","url":null,"abstract":"\u0000 This paper argues that Gareth Matthews’ writing on developmental psychology is both a central part of his philosophical legacy and a contribution of enduring interest. Although he engages with figures, such as Piaget and Kohlberg, who are no longer as influential as they once were, his critique of the ‘deficit model of childhood’ retains its relevance today. While the deficit model holds that any capacity, aptitude, virtue or skill that a child possesses is a deficient version of the same capacity, aptitude, virtue, skill, as possessed by adults, Matthews contends that there are some things adults do badly which children do well, and that children’s curiosity, wonder and imaginative insight is something we should respect—indeed envy—and try to learn from. The paper concludes by raising a number of questions and criticisms of Matthews’ approach that his contemporary followers might fruitfully seek to address.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41435668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is intended as a precis of The Main Enterprise of the World and hopes to orient those who have not read it to the symposium discussion that follows. It outlines my own version of a radical rethinking of education. Instead of holding that educational systems should be shaped so as to satisfy socio-economic constraints, interpreted narrowly in recent decades to emphasize the preparation of the young to compete in the global economy, it proposes to view education as ‘the main enterprise of the world’ (in Emerson’s resonant phrase). I attempt to harmonize three important educational goals: equipping people to maintain themselves; providing the opportunity for fulfilling lives; and creating citizens who can live and work together to sustain democratic societies. The notion of fulfillment is elaborated by following J.S. Mill in emphasizing individual freedom to ‘pursue one’s own good in one’s own way’, and requiring the chosen project to contribute to a transhistorical pan-human enterprise. This requires a serious probing of the concept of autonomy. I argue that the reworked notion is closely linked to capacities for democratic deliberation, and, like Dewey, I view regular exchanges among citizens as crucial for genuine democracy. In light of these perspectives, shifts in the labor market, brought about by increasing automation, provide the opportunity for people to undertake rewarding (and properly respected) service work, participating throughout their lives in the education of others. The resulting position has curricular consequences, and these in turn require social and economic changes. I conclude by defending the approach I have sketched against charges of utopianism.
{"title":"The Centrality of Education","authors":"P. Kitcher","doi":"10.2307/j.ctt32bcbm.8","DOIUrl":"https://doi.org/10.2307/j.ctt32bcbm.8","url":null,"abstract":"\u0000 This article is intended as a precis of The Main Enterprise of the World and hopes to orient those who have not read it to the symposium discussion that follows. It outlines my own version of a radical rethinking of education. Instead of holding that educational systems should be shaped so as to satisfy socio-economic constraints, interpreted narrowly in recent decades to emphasize the preparation of the young to compete in the global economy, it proposes to view education as ‘the main enterprise of the world’ (in Emerson’s resonant phrase). I attempt to harmonize three important educational goals: equipping people to maintain themselves; providing the opportunity for fulfilling lives; and creating citizens who can live and work together to sustain democratic societies. The notion of fulfillment is elaborated by following J.S. Mill in emphasizing individual freedom to ‘pursue one’s own good in one’s own way’, and requiring the chosen project to contribute to a transhistorical pan-human enterprise. This requires a serious probing of the concept of autonomy. I argue that the reworked notion is closely linked to capacities for democratic deliberation, and, like Dewey, I view regular exchanges among citizens as crucial for genuine democracy. In light of these perspectives, shifts in the labor market, brought about by increasing automation, provide the opportunity for people to undertake rewarding (and properly respected) service work, participating throughout their lives in the education of others. The resulting position has curricular consequences, and these in turn require social and economic changes. I conclude by defending the approach I have sketched against charges of utopianism.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42234944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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