Journal articles: 'Children's literature – Philosophy'

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Sprod, Tim. "Cognitive development, philosophy and children's literature." Early Child Development and Care 107, no. 1 (January 1995): 23–33. http://dx.doi.org/10.1080/0300443951070104.

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JOHANSSON, VIKTOR. "‘In Charge of the Truffula Seeds’: On Children's Literature, Rationality and Children's Voices in Philosophy." Journal of Philosophy of Education 45, no. 2 (May 2011): 359–77. http://dx.doi.org/10.1111/j.1467-9752.2011.00802.x.

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Mhosronejad, Morteza, and Soudabeh Shokrollahzadeh. "from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement." childhood & philosophy 16, no. 36 (May 9, 2020): 01–30. http://dx.doi.org/10.12957/childphilo.2020.45025.

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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.

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Inggs, Judith. "Translation and Transformation: English-Language Children's Literature in (Soviet) Russian Guise." International Research in Children's Literature 8, no. 1 (July 2015): 1–16. http://dx.doi.org/10.3366/ircl.2015.0145.

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This article investigates the perceived image of English-language children's literature in Soviet Russia. Framed by Even-Zohar's polysystem theory and Bourdieu's philosophy of action, the discussion takes into account the ideological constraints of the practice of translation and the manipulation of texts. Several factors involved in creating the perceived character of a body of literature are identified, such as the requirements of socialist realism, publishing practices in the Soviet Union, the tradition of free translation and accessibility in the translation of children's literature. This study explores these factors and, with reference to selected examples, illustrates how the political and sociological climate of translation in the Soviet Union influenced the translation practices and the field of translated children's literature, creating a particular image of English-language children's literature in (Soviet) Russia.

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Cadden, Mike. "Philosophy in Children's Literature ed. by Peter R. Costello (review)." Children's Literature Association Quarterly 38, no. 2 (2013): 246–48. http://dx.doi.org/10.1353/chq.2013.0029.

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Lesnik-Oberstein, Karin. "The Psychopathology of Everyday Children's Literature Criticism." Cultural Critique, no. 45 (2000): 222. http://dx.doi.org/10.2307/1354372.

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Sasi, Galuh Ambar, Emy Wuryani, and Sunardi. "Modifikasi Atau Modernisasi (?): Permainan Anak di Sekolah Kartini Semarang." Scholaria: Jurnal Pendidikan dan Kebudayaan 11, no. 1 (January 21, 2021): 80–90. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p80-90.

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This paper examines the children's playings at Kartini School Semarang. By Combining the annual reports, memorial albums, colonial magazines and newspapers, archives, literature, ego documents, then approached with history of mentality perspectives, we point out that they developed following Froebel's education system. Therefore, they integrated into the curriculum for the 1st-3rd grade, unlimited by type, philosophy, languages, or its influence on students, while the school resembled a children's playground.

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Kate Mclnally. "Fantasy as philosophy in children's literature: The multicultural landscape of The Clockwork Forest." Bookbird: A Journal of International Children's Literature 48, no. 1 (2009): 42–49. http://dx.doi.org/10.1353/bkb.0.0229.

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Wartenberg, Thomas E. "Philosophy for Children goes to college." Theory and Research in Education 5, no. 3 (November 2007): 329–40. http://dx.doi.org/10.1177/1477878507081802.

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This article presents the general framework for a course at college level in which philosophy students learn to teach philosophy to students in elementary school. As well as addressing the rationale for such a course, the article outlines the organization of the course and the various requirements students in it must fulfill. In so doing, it explains how this course diverges from other ways of teaching philosophy to children. It argues that this course, in addition to providing a rewarding experience to both the College and elementary school students, addresses a need that is generally overlooked by college and university philosophy departments: providing an alternative career path for philosophy majors who are not intending to go to graduate school. Information on a website for teaching philosophy through children's literature is also provided.

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Wolosky, S. "Children's Literature: A Reader's History from Aesop to Harry Potter." Common Knowledge 16, no. 1 (December 15, 2009): 160. http://dx.doi.org/10.1215/0961754x-2009-083.

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Rustemova, Z. "THE TRADITION OF ABAY, IBRAY THE KAZAKH CHILDREN'S POETRY." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 260–67. http://dx.doi.org/10.51889/2020-3.1728-7804.39.

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The article devotes theespesialities of Showinq of Abay, Ibyray`s traditions in Kazakh children literature for beqinninq of ХХ century. So, author have been qivinq his opinion to problems of thematic, ideas, qarmony, structurinq and Same in verses of poets-democtrats. In the history of culture, as you know, which people have developed and developed over the centuries, has its own national Outlook, a peculiar philosophy, folklore heritage, in a word, its own spiritual world. It is proved that at different times one of the richest zhurttardyns comes to the Treasury of national spirituality of the people. In recent years, the amount of spiritual wealth has been achieved further, both in different ways and in terms of aesthetic effect. One of the most striking examples of this concept is the Kazakh written children's literature. Today it is one of the richest in Kazakh literature, the history of which has a deep, philosophical and aesthetic meaning, always rich in thought and content.The study of the subject of literature, on the basis of which comprehensive education of children should be an in-depth study and practical use of various types of folklore for children, samples of written literature.

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Hochman, Barbara. "Who Writes for Black Children? African American Children's Literature before 1900." Journal of American History 106, no. 1 (June 1, 2019): 165–66. http://dx.doi.org/10.1093/jahist/jaz203.

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Sztobryn-Bochomulska, Justyna. "Meeting in Children's Literature Concerning Death – Finding Connections with Andrzej Nowicki’s Incontrology. With the Example of the Relationship with the Oldest Generation." Nauki o Wychowaniu. Studia Interdyscyplinarne 10, no. 1 (June 24, 2020): 40–50. http://dx.doi.org/10.18778/2450-4491.10.04.

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Philosophy in literature may also be found in children’s books, especially those concerning such serious subjects as death. The authors of these books often introduce the philosophy of life and the meaning of death by showing them through the prism of a meeting of a child and an elderly person. What results from these meetings and what other qualities, apart from the context of familiarizing with death, can be found in these literary meetings? The reference point in the paper is Andrzej Nowicki’s philosophy of a meeting, i.e. incontrology.

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Pohl, Jana. ",,Only darkness in the Goldeneh Medina?" Die Lower East Side in der US-amerikanischen Kinder- und Jugendliteratur." Zeitschrift für Religions- und Geistesgeschichte 58, no. 3 (2006): 227–42. http://dx.doi.org/10.1163/157007306777834546.

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AbstractThe paper deals with the Lower East Side as a site of memory in children's literature in the United States. Contemporary children's books depict the Lower East Side in migration narratives about Eastern European Jews who came to America around the turn of the last century. They do so both verbally and visually by incorporating an often reproduced photograph that has come to symbolize the imaginary place. The Lower East Side is a Jewish site of immigrant poverty, crowded tenement houses, and sweat shops. In the examples given, it is used to dismantle the image of the Goldeneh Medina.

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Hedemark, Åse. "Constructing the literate child: an analysis of Swedish literature policy." Library and Information History 36, no. 2 (August 2020): 73–88. http://dx.doi.org/10.3366/lih.2020.0018.

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This article examines Swedish literature policies since the 1970s and the construction of the literate child as expressed in policy texts. Literacy has in the past few decades, in Sweden as well as in other countries, been linked to economic growth and citizenship. In these political processes, some reading practices are considered beneficial and others less beneficial or even harmful. Using Carol Bacchi's policy analysis, this study reveals an increased interest in children's reading practices. There has been a movement in the argumentation from identifying the lack of access to high-quality literature to emphasising lack of reading ability as the main problem. Also noticeable is that the responsibility of educating children about the virtues of reading is placed on parents in the later policy texts, whereas institutions such as school and libraries are defined as the sole reading educators in earlier policies. The results presented in this study shed light on the changing conditions for library work.

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Haynes, Joanna, and Karin Murris. "Taking Age Out of Play: Children's Animistic Philosophising Through a Picturebook." Oxford Literary Review 41, no. 2 (December 2019): 290–309. http://dx.doi.org/10.3366/olr.2019.0284.

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This paper emerges from experiences of putting picturebooks, philosophy with children and posthumanism into play. Responding to Derrida's notion of a ‘return to childhood’, we propose a different move of ‘re-turning to child/ren’, drawing from various entangled sources. First, the figuration of posthuman child (Murris, 2016) disrupts the conception of temporality that takes development and progress as inevitable. The posthuman child expresses the idea of the knowing subject as an unbounded sympoietic system. We put to work Miranda Fricker's notion of epistemic injustice to reanimate thought, with Tim Ingold and Jane Bennett. In respect of children's animistic philosophizing, our writing explores the materiality of philosophizing between adult/s and a class of 4–7-year-olds enquiring through an animated picturebook called Corduroy (Freeman, 1976). They are engaged in an epistemology of learning with, rather than about, the world. Ingold proposes that ‘knowing is movement to be taught by the world’ (2013:5) and that our inquiries should not set out to describe or represent the world but rather to open our perception to what is going on there, so we can respond to it. Making enquiries draws attention away from description and re-presentation to the movement, plurality and animatedness of knowing.

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Gabel, Susan L. "Shatter Not the Branches of the Tree of Anger: Mothering, Affect, and Disability." Hypatia 33, no. 3 (2018): 553–68. http://dx.doi.org/10.1111/hypa.12410.

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Using the social interpretation of disability, Foucault's theory of disciplinary power, literary devices, and feminist literature, I write an affective narrative of mothering disabled children. In doing so I illustrate the ways in which the materiality of normalcy, surveillance, and embodiment can produce emotions that create docile mothers ashamed of their contribution to the world, conflicted mothers struggling with dissonant affects, and unruly, angry mothers battling against the architectures of their children's oppression.

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Cottrell, R. C. "Learning from the Left: Children's Literature, the Cold War, and Radical Politics in the United States." Journal of American History 93, no. 3 (December 1, 2006): 927. http://dx.doi.org/10.2307/4486532.

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Giles, Geoffrey J. "Temperance before the temperance movements: some examples from eighteenth‐century children's literature in England and Germany." History of Education 20, no. 4 (December 1991): 295–305. http://dx.doi.org/10.1080/0046760910200401.

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Silvério, Valter Roberto. "the brownies’ book: du bois e a construção de uma referência literária para identidade negra infanto-juvenil." childhood & philosophy 17 (July 23, 2021): 01–27. http://dx.doi.org/10.12957/childphilo.2021.58430.

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In the period from January 1920 to December 1921 a cooperation between Jessie Fauset, Augustus Dill and W.E.B. Du Bois resulted in the publication of a periodical called “The Brownies’ Book” (TBB) the first publication for North American black, and not white (colored people) children and young people. The creation of “The Brownies' Book” (TBB) was a pioneering event in African American literature in general and, more specifically, in the field of African American children's literature, as it was the first periodical composed and published by African Americans for black children who, until then, searched in vain for material that included a perspective on their experience and history. This article argues that the TBBs were one of the harbingers of the movement called the Harlem Renaissance, constituting a children's literary materialization of the path towards the emergence of what the philosopher Alain Locke called the New Negro. What was being formulated was both the deconstruction of stereotypes associated with blacks and the active projection/creation of a positive identification with their local and ancestral community. This paper seeks to identify the post-WWI discursive strategies and practices of de-racialization proposed for “the children of the sun”, as W.E.B. Du Bois called them, in order to stop seeing themselves “through the eyes of others” (Du Bois, 1903).

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Gray, Donald J. "The Making of the Alice Books: Lewis Carroll's Use of Earlier Children's Literature (review)." Victorian Studies 43, no. 4 (2001): 653–54. http://dx.doi.org/10.1353/vic.2001.0102.

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Higonnet. "Artful Dodgers: Reconceiving the Golden Age of Children's Literature, by Marah Gubar." Victorian Studies 52, no. 1 (2009): 143. http://dx.doi.org/10.2979/vic.2009.52.1.143.

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McBratney. "Kipling's Children's Literature: Language, Identity, and Constructions of Childhood, by Sue Walsh." Victorian Studies 54, no. 1 (2011): 115. http://dx.doi.org/10.2979/victorianstudies.54.1.115.

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Ruddick, Sue, Lindsay Stephens, and Patricia McKeever. "Diagramming Disability: A Deleuzian Approach to Researching Childhood Disability." Deleuze and Guattari Studies 15, no. 1 (February 2021): 15–39. http://dx.doi.org/10.3366/dlgs.2021.0427.

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This article presents diagrams (in the Deleuzian sense) developed from the insights of three middle school children with limited mobility about their experiences navigating social and spatial relations in their home, school and neighbourhoods. The paper explores the concept of assemblage as well as operationalising the Deleuzian idea of the diagram. The diagrams we produce (and the experiences they express) are developed in connection with dominant idealisations of neighbourhood and home range that function in North America to choreograph children's progression from infancy through adolescence. We undertake this diagramming in order to immediately and affectively illustrate the limits and possibilities of the challenges these young people face.

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Gorman, Ben. "Philosophy in Children’s Literature." Questions: Philosophy for Young People 12 (2012): 17–18. http://dx.doi.org/10.5840/questions2012128.

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Fadli, M., and Sabaruddin. "RESILIENSI PENDIDIKAN PEREMPUAN DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM." Jurnal Pendidikan Islam 11, no. 1 (May 31, 2020): 17–30. http://dx.doi.org/10.22236/jpi.v11i1.5031.

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The equality of the rights of men and women is not only in a career in the world of work during, but more importantly in the review of Islamic philosophy is the equal right to education both religious and general education. The purpose of this article is to examine how the resilience of women's education in the philosophy of Islamic education. This study uses a literature review approach, first the author examines how the resilience of women's education then views of some Muslim philosophers on women's education. Furthermore, it examines the role and position of women, the verses of the Koran that deal with the role of women, children's education and women's education and women's public space in the perspective of Islamic education philosophy. This article concludes that in Islam every Muslim male and female are required to know about aqeedah, halal and haram and other legal issues, so that the position of women is equal to men in obtaining teaching with the provisions that they must be able to maintain their nature as Muslim women and there are no restrictions in getting more knowledge for women than that Islam gave them the right to learn in the same opportunities as men, even the Prophet Muhammad gave permission for them to go out to prepare their future on condition that they should cover their genitals.

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Santoso, Dri, and Muhamad Nasrudin. "POLYGAMY IN INDONESIA AND ITS RELEVANCE TO THE PROTECTION OF WOMEN AND CHILDREN IN THE PERSPECTIVE OF ISLAMIC LAW PHILOSOPHY." AKADEMIKA: Jurnal Pemikiran Islam 26, no. 1 (June 30, 2021): 121. http://dx.doi.org/10.32332/akademika.v26i1.2406.

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This article discusses the regulation of polygamy in Law No. 1 of 1974 and its derivative rules, as well as the Compilation of Islamic Law with an analysis of Islamic legal philosophy/maqashid al-shari’ah. This research is based on the legitimacy of polygamy as stated in Law Number 1 of 1974 concerning Marriage, article 3, paragraph 2. Polygamy also has rules that require the husband to obtain formal permission from the wife through a court process. Why do the Marriage Regulations regulate this? This research is based on a qualitative descriptive literature review. The method of analysis employed was content analysis, which involved creating an inventory of Indonesian family law norms and analyzing them using the maqashid al-shari’ah theory. This study finds that the regulation of polygamy in Indonesia is carried out to protect women's rights and children's rights. Furthermore, the rule aims to build a happy, peaceful, and prosperous family in the long run (sakinah, mawaddah, wa rahmah). This is in accordance with maqashid al-shari’ah, particularly in terms of soul preservation and descendent preservation.

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Straley. "Popular Children's Literature in Britain, edited by Julia Briggs, Dennis Butts, and M. O. Grenby." Victorian Studies 52, no. 1 (2009): 145. http://dx.doi.org/10.2979/vic.2009.52.1.145.

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Fimi, Dimitra. "CLASSICS AND CHILDREN'S FICTION - (C.) Nelson, (A.) Morey Topologies of the Classical World in Children's Fiction. Palimpsests, Maps, and Fractals. Pp. xii + 267, ills. Oxford: Oxford University Press, 2019. Cased, £70, US$90. ISBN: 978-0-19-884603-1." Classical Review 71, no. 1 (February 22, 2021): 231–34. http://dx.doi.org/10.1017/s0009840x21000251.

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Kepler, Cynthia. "Use of Philosophy in Children’s Literature." Questions: Philosophy for Young People 7 (2007): 9–11. http://dx.doi.org/10.5840/questions200778.

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McGavock, Karen L. "Agents of Reform?: Children’s Literature and Philosophy." Philosophia 35, no. 2 (April 3, 2007): 129–43. http://dx.doi.org/10.1007/s11406-007-9048-x.

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Langbauer, Laurie. "Talking Animals in British Children's Fiction, 1786?1914, by Tess Cosslett." Victorian Studies 49, no. 3 (April 2007): 553–55. http://dx.doi.org/10.2979/vic.2007.49.3.553.

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Doughty, Terri. "From Colonial to Modern: Transnational Girlhood in Canadian, Australian, and New Zealand Children's Literature, 1840–1940 by Michelle J. Smith, Kristine Moruzi, and Clare Bradford." Victorian Periodicals Review 52, no. 3 (2019): 643–46. http://dx.doi.org/10.1353/vpr.2019.0044.

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Gubar. "Who Watched The Children's Pinafore? Age Transvestism on the Nineteenth-Century Stage." Victorian Studies 54, no. 3 (2012): 410. http://dx.doi.org/10.2979/victorianstudies.54.3.410.

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Aykanat Girgin, Burcu. "The Importance of Family Centered Care and Assessment." New Trends and Issues Proceedings on Advances in Pure and Applied Sciences, no. 7 (November 30, 2016): 29–33. http://dx.doi.org/10.18844/gjpaas.v0i7.3158.

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Abstract Development and protection of children's health is important for the promotion and protection of public health. Primary responsibility for the development and protection of public health isin the family then the health care team members and the social environment. Hospitalization of a child is a stressful process both for the child and the family. In the literature, requirements of families are reported about staying with their children at hospital during hospitalization, taking active role in caring for their children and being informed for the health condition of the child, diagnosis and treatment tests. Therefore, family centered care is suggested for accelerating child’s recovery process with decreased child’s and families anxiety and providing the most convenient health service for expectations and needs of families in the hospital environment. Family centered care philosophy is based on recognition of the family’s central role in the child’s life and providing active participation of the family for health related decisions about their children. To effectively practice family centered care, nurses must be clear and consistent in their understanding and practices about the care of children and their families. Child Health Nurses need valid and reliable measurement tools to show their perceptions and practices regarding family centered care. In the literature, Family Centered Care Questionnaire, Family Centered Care Survey and Measure of Processes of Care for Service Providers were found to assess family centered care applications. However, the studies showing status of family centered care model in our country and studies introduce this measurement tools are very limited. Introduction and use of this measurement tools is very important for the quality of care given by nurses. Keywords: family centered care, child health nurses, assessment.

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Gray, Donald. "BOOK REVIEW: Ronald Reichertz.THE MAKING OF THE ALICE BOOKS: LEWIS CARROLL'S USE OF EARLIER CHILDREN'S LITERATURE. Montreal, QC and Kingston, ON: McGill-Queen's University Press, 1997." Victorian Studies 43, no. 4 (July 2001): 653–54. http://dx.doi.org/10.2979/vic.2001.43.4.653.

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Pomelov, Vladimir B. "The William Heard Kilpatrick’s Project Method: on the 150th anniversary of the American educator." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 436–47. http://dx.doi.org/10.32744/pse.2021.4.29.

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Introduction. The project method has been actively used as an important form of organizing the practice of teaching in the educational systems of many countries around the world over the past hundred years. This method is increasingly being used in our country. The very concept of "project method" is invariably associated with the name of its author and popularizer, a major American educator of the late XIX – first half of the XXth centuries. William Heard Kilpatrick (1871-1965). The purpose of the issue is to study the circumstances of the process of formation of W. H. Kilpatrick as a didactic scientist and the creation of a method of projects by him and his associates. Materials and methods. The leading research methods are the analysis of scientific historical and pedagogical literature and other sources, biographical and historical methods, as well as an axiological approach aimed at identifying the value content of the studied scientific subject. Results. The author traces the evolution of W. H. Kilpatrick's views, the stages of his formation as a didactic scientist and a practical teacher. Little-known facts of his biography, which were not previously reflected in the Russian historical and pedagogical literature, are given. Special attention is paid to the disclosure of the essence of the proposed method of projects, which is widely used in pedagogy and education in many countries of the world. The educational system of W. H. Kilpatrick's "experimentalism" was based on the philosophy of pragmatism and the psychology of behaviorism. Instead of a traditional school, he proposed to build a so-called "educational process", which he considered as the organization of children's activities in a social environment focused on enriching their individual experience. Training according to the project method was to be carried out through the organization of target acts, which included the formulation of the problem, the preparation of a plan for its implementation and the assessment of implementation. The use of these projects, according to W. H. Kilpatrick, wouldn’t only prepare the child for life after school, but also help him organize his life in the present. Data on the teacher E. Collings, who also worked on the problem of developing the project method, is included. The project classifications are given according to E. Collings and W. H. Kilpatrick. The author shows the scientific relations of W. H. Kilpatrick with a number of well-known teachers-contemporaries (J. Dewey, E. L. Thorndike, E. Collings, F. W. Parker, C. DeGarmo, etc.). Conclusion. The scientific novelty of the study consists in a meaningful analysis of the views of W. H. Kilpatrick. The legitimacy of the very concept of the project method has long been beyond doubt among serious researchers and practitioners of education. At present, the project method has actually received a rebirth in various spheres of social and industrial life. The main conclusion of the article: the didactic legacy of this major American teacher is significant. It contains a value potential, requires further full-fledged study and deserves active use in modern domestic education.

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Hager. "The Place of Lewis Carroll in Children's Literature, by Jan SusinaAlice beyond Wonderland: Essays for the Twenty-First Century, edited by Cristopher Hollingsworth." Victorian Studies 53, no. 4 (2011): 758. http://dx.doi.org/10.2979/victorianstudies.53.4.758.

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Reynolds, Kimberley. "BOOK REVIEW: Edited by Donelle Ruwe.CULTURING THE CHILD, 1690-1914: ESSAYS IN MEMORY OF MITZI MYERS. Lanham, MD: Scarecrow Press in association with the Children's Literature Association, 2005." Victorian Studies 48, no. 3 (April 2006): 564–66. http://dx.doi.org/10.2979/vic.2006.48.3.564.

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Adams, Aileen K., and B. Hofestädt. "Georg Händel (1622–97): The Barber-Surgeon Father of George Frideric Handel (1685–1759)." Journal of Medical Biography 13, no. 3 (August 2005): 142–49. http://dx.doi.org/10.1177/096777200501300308.

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George Frideric Handel was born in Halle (Saale) in Germany. After initial musical education in Germany and Italy, he came to London as a young man and spent the rest of his life in England. Until recently, little has been written of his early life in either the English or the German literature, and it is not widely known that he was the son of Georg Händel, a barber-surgeon of repute. When his father's name is mentioned, it is usually to claim that he actively discouraged his son's musical education. Georg Händel lived in a turbulent time; he became an eminent surgeon who served as valet and barber to the Courts of Saxony and Brandenburg, as well as a distinguished citizen of Halle. In describing his surgical duties, we show how these differed from those of barbers in England and France at that time. Barbers in Germany were less controlled, freer to practise as they pleased, and Händel himself had important duties in public health and forensic medicine. George Frideric was the first son of the second marriage, born when his father was 63 years of age. We aim also to dispel the notion that Händel's influence on his son's career was as obstructive as has been claimed, but rather that he was a responsible father with his children's interests at heart. This is shown in the success achieved by all his children, most of whom followed their father into medicine, while George Frideric became the most famous of them all, being regarded by posterity as one of the greatest composers.

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Beresneva, Natalia, and Alexander Vnutskikh. "Children’s literature of the Soviet period as a source of philosophical ideas (case of Nikolai Nosov)." Human Affairs 28, no. 2 (April 25, 2018): 160–70. http://dx.doi.org/10.1515/humaff-2018-0013.

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Abstract The relevance of the research is due to the interest of modern science in the successful experience of comprehending social reality and of social forecasting in forms nontrivial for systematic rational thinking. T topic is especially important in the context of global instability, in which human civilization has been living for the last decades. The main question is the possible existence of a critical philosophy in terms of the ideological pressure of the Soviet period. The author substantiates the hypothesis that children’s literature could be a form of free development of philosophical thinking, permissible in these circumstances. The research is of practical value to humanities scholars studying Soviet and post-Soviet period Russian culture, literature, philosophy, regardless of their theoretical and ideological orientations, since it examines the philosophical aspects in the works by the Soviet children’s writer Nikolai Nosov, author of trilogy about Dunno (rus. Neznajka), and not well-known abroad. The article justifies the opinion that Nosov’s creative heritage is underestimated both in Russian and foreign humanities and not sufficiently analyzed. Through the analysis of N. Nosov’s texts, undertaken by Russian and foreign scholars and publicists (among which L. Abdel-Rahim and L. Karawan deserve a special mention), implicit social and philosophical ideas are revealed, and the basic social forecasting is determined in relation to the society of ‘developed socialism’. Marxist philosophy had a significant impact on N. Nosov’s worldview; however, the writer is alien to the ideological blinders of the dominant forms of Soviet philosophy. Nosov’s Marxism in the form of popular ‘children’s’ discourse suddenly finds itself able to effectively implement critical and prognostic function of philosophy. Being decades ahead of Soviet ideologists and philosophers in this respect, N. Nosov convincingly showed the problem nature of ‘developed socialism’. An important diagnosis of this society and a forecast for its future is possible ‘breakdown’ of the historical process (despite scientific and technical achievements) due to the insufficient level of culture and consciousness, the immaturity of social relations.

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Merkulova, Irina A., and Vladimir B. Pomelov. "Features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 478–90. http://dx.doi.org/10.32744/pse.2021.1.33.

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The problem of forming spiritual and moral values in the educational practice of Germany in the second half of the twentieth century is of theoretical interest and practical value for Russian teachers in terms of using the experience accumulated by foreign colleagues in the course of reforming the national school. The hypothesis of the study was that the various forms of work practiced by teachers of the two countries – the GDR and the FRG, – during this period contributed to the formation of spiritual and moral values among the youth of the two German states. The following research methods were used: literature analysis, scientific and pedagogical interpretation of information contained in sources; comparative method; axiological method that allows to identify the positive content in the scientific subject. Main results of the study. The fundamental difference in socio-political and ideological attitudes that took place in the GDR and the FRG in 1949-1989 determined to a decisive extent the choice of forms and content of educational work carried out in educational institutions in both countries. In the GDR, there was a single comprehensive public school, which was under the full ideological and administrative control of the ruling Socialist United Party of Germany. Special attention was paid to educating the younger generation in the spirit of devotion to the ideals of socialism, rejection of religion and the values of bourgeois society. The Union of Free German Youth and the children's pioneer organization named after Ernst Telman were actively used in the process of socialist education of young people. At the same time, they actually copied the forms and methods of work of the corresponding organizations that operated in the USSR, – the Komsomol and the Lenin Pioneer organization. In Germany, on the contrary, there was a significant number of types of secondary educational institutions, many of which were non-governmental: private, Waldorf, Catholic and Evangelical, etc. Ideological education, aimed, among other things, at the assimilation of spiritual and moral values, was carried out mainly at school, in accordance with the guidelines adopted in this educational institution. The study allowed us to characterize the features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century. The significance of the results obtained is that they to a certain extent factual enrich modern Russian historical and pedagogical science. The main conclusion of the study is that in the GDR, the concept of the goal of education was inextricably linked with collective interests and orientation to the socialist ideology, while the liberal-democratic ideology in the FRG gave absolute priority to the individual over the collective. A scientifically formulated study of this approach provides a perspective for further research.

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Papuzińska-Beksiak, Joanna. "Children’s Folklore and Its History in Poland." Tekstualia 1, no. 1 (January 2, 2013): 289–301. http://dx.doi.org/10.5604/01.3001.0013.6150.

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The article discusses the phenomenon of children’s folklore in the age of the Internet, especially with respect to the forms of communication that the Internet facilitates. Children’s folklore has always been connected with the evolving philosophy of childhood. The turn of the turn of the twentieth century marks the emergence of serious studies in children’s oral and textual folklore. This kind of creative output has been recognized as a subcategory of children’s literature (J. Korczak, J. Brzechwa, J. Tuwim etc.). Nowadays the theory of anti-pedagogy (R. Dahl) seems to be the most closely related to children’s folklore.

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McCulloch. "Perceptions of Childhood in the Victorian Fin-de-Siècle, by Jennifer SattaurHistory and the Construction of the Child in Early British Children's Literature, by Jackie C. Horne." Victorian Studies 55, no. 2 (2013): 346. http://dx.doi.org/10.2979/victorianstudies.55.2.346.

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Ankomah, William Sarfo. "Animal Studies: Let’s Talk About Animal Welfare and Liberation Issues in Childhood." Society & Animals 28, no. 3 (October 26, 2018): 311–26. http://dx.doi.org/10.1163/15685306-12341565.

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Abstract This article examined reasons why information pertaining to nonhuman animal welfare and liberation should be introduced during childhood. Studies indicate that animal-welfare activists’ and abolitionists’ efforts to date may be insufficient given the pervasive environmental destruction and ongoing animal suffering. Moreover, research reveals that education related to animal welfare and liberation is systematically excluded from children’s education, and they thus remain unaware of the sources and associated health hazards of meat they consume. Conversely, children’s knowledge about animal welfare increases when exposed to literature on the topic, which enables them to make informed choices regarding meat consumption. This paper draws on animal-welfare and liberation literature to argue that augmenting children’s knowledge about animal welfare and liberation can foster children’s understanding, language, philosophy, and ability to make informed choices about their relationship with animals and the environment in general.

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Matthews, Gareth B. "Children, irony and philosophy." Theory and Research in Education 3, no. 1 (March 2005): 81–95. http://dx.doi.org/10.1177/1477878505049836.

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In her very influential book, The Point of Words (1988), Ellen Winner presents strong evidence that children younger than six can understand and use metaphors, but not irony. Winner, however, fails to consider ‘philosophical story irony’ in her research. This sort of irony is a little like dramatic irony. We have a case of such irony whenever there is some proposition, p, such that (1) according to a story, or some character in a story, it is true that p, even though (2) we, the audience, understand that not p, and (3) we won’t be able to offer a helpful explanation of why anyone would think that p without clarifying some philosophically problematic concept basic to the supposition that p. Even very young children can understand and appreciate examples of philosophical story irony, as the popularity of a certain kind of children’s literature reveals.

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Madden, Thomas F. "Gary Dickson, The Children's Crusade: Medieval History, Modern Mythistory. Basingstoke, Eng., and New York: Palgrave Macmillan, 2008. Pp. xvii, 246; 13 black-and-white figures and 1 map. $35." Speculum 85, no. 1 (January 2010): 134–36. http://dx.doi.org/10.1017/s0038713409990169.

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Kitzan, Laurence. "Dickens and the Children of Empire, and: Kipling's Imperial Boy: Adolescence and Cultural Hybridity, and: Empire's Children: Empire and Imperialism in Classic British Children's Books (review)." Victorian Studies 44, no. 4 (2002): 708–11. http://dx.doi.org/10.1353/vic.2003.0026.

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Demiral, Seran. "Considering Discourse with Children through Animations." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 47–57. http://dx.doi.org/10.5604/01.3001.0014.6865.

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Children’s literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children’s potentials by building a “community of inquiry” at classrooms. Children’s books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children’s literature used to include ‘softer’ topics, which is likewise to be ‘censored’ compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced ‘for’ children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children’s perspectives, with their expressions.

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Ph.D, Anastasia Chournazidi. "The Pedagogic Role of Children’s Literature Walter Benjamin’s Theory in Modern Education." World Journal of Educational Research 4, no. 3 (July 5, 2017): 395. http://dx.doi.org/10.22158/wjer.v4n3p395.

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This article focuses on the theory of German philosopher and literature critic Walter Benjamin (1892-1940) on the role of children’s literature and the degree by which his aesthetical theory, as expressed in the early 20th century, may be applied in modern education. Particularly in preschool ages, children’s literature plays a defining role in children’s development, stimulating learning memory and providing the foundations for the child’s perception of the world around him/her. Children’s literature and illustrations of children’s books, introduce children in learning and writing. In his theory, Benjamin describes how literature, and in particular the magic perceived by children’s mentality in fairytale, can and should be an integral part of education that does not apply standardized pedagogic norms or psychological interpretations, but promotes the way in which the child observes the world, imagination and intuitive perception.

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Journal articles on the topic 'Children's literature – Philosophy'

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