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Relevant bibliographies by topics / Philosophy for children (P4C)

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Academic literature on the topic 'Philosophy for children (P4C)'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Philosophy for children (P4C)"

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Reed-Sandoval, Amy. "Philosophy for Children in a Pandemic." Teaching Philosophy 44, no. 3 (2021): 297–317. http://dx.doi.org/10.5840/teachphil202176150.

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In this article, I reflect upon my experiences developing an asynchronous Philosophy for Children (P4C) course toward the beginning of the COVID-19 pandemic. I argue that P4C practitioners ought to reconsider what we mean by community in Community of Inquiry (CoI). The traditional Community of Inquiry model emphasizes face-to-face interactions in which the children and facilitator(s) are traditionally seated in a circle, synchronously wondering together. The CoI pedagogical model has, once again, served as a methodological starting-point for the place-based P4C I have tried to practice in my t

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Kennedy, David, and Walter Omar Kohan. "some ethical implications of practicing philosophy with children and adults." childhood & philosophy 17 (July 18, 2021): 01–16. http://dx.doi.org/10.12957/childphilo.2021.61025.

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This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a “new” hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the ever-increasing pressure of neoliberalism and a weaponized capitalism to construct public policies in education on an over-regulated, prescribed, state-monitored, model. C

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Leng, Lu, and Zhenyu Gao. "The Development and Contextualization of Philosophy for Children in Mainland China." Teaching Philosophy 43, no. 3 (2020): 245–80. http://dx.doi.org/10.5840/teachphil202082124.

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The past three years have seen a steady growth of interest in researching and practicing Philosophy for Children (P4C) in educational settings in China because many educators and administrators consider it as a coherent curriculum for developing student critical, creative, caring and collaborative thinking. Excited and gratified with children’s philosophical sensitivity and enthusiasm, three representative Elementary Schools in mainland China, namely South Station Elementary School from Yunnan Province, Shanghai Liuyi Elementary School, and Washi Elementary school from Zhejiang Province, start

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Ismail, Salma binti. "MATTHEW LIPMAN’S PRAGMATISM THE RELEVANCE OF PHILOSOPHY FOR CHILDREN (P4C) TO CHILDREN’S EDUCATION IN MALAYSIA." Living Islam: Journal of Islamic Discourses 3, no. 1 (2020): 167. http://dx.doi.org/10.14421/lijid.v3i1.2276.

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Matthew Lipman’s pragmatism, built and developed “Community of inquiry” (CI) in “Philosophy for Children” (P4C) starting from negative experiences while teaching philosophy to college students in the late 60's. P4C success- fully becomes part of the solution and developed in the community. P4C can not only be material for children’s education but also can be a basic principle of value edu- cation and life education for children. Through the Socra- tic Method, children have the ability to express opinions and think critically; these two abilities are very impor- tant in the process of philosoph

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Petropoulos, Georgios. "fink’s notion of play in the context of philosophical inquiry with children." childhood & philosophy 17 (April 30, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56494.

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Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to childhood, allowing it to enter a genuine dialogue with adulthoo

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Lenart, Bartlomiej A., and Carla J. Lewis. "Shaking up story time." Journal of Information Literacy 13, no. 1 (2019): 3. http://dx.doi.org/10.11645/13.1.2513.

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While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might als

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Wu, Caiwei. "Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study." Education Sciences 11, no. 5 (2021): 206. http://dx.doi.org/10.3390/educsci11050206.

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Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) o

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D'Olimpio, Laura, and Christoph Teschers. "Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life." Philosophical Inquiry in Education 23, no. 2 (2020): 114–24. http://dx.doi.org/10.7202/1070458ar.

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This article explores the meeting of two approaches towards philosophy and education: the philosophy for children (P4C) approach advocated by Lipman and others, and Schmid’s (2000) philosophical concept of Lebenskunst (the art of living). Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One aspect of Schmid’s theory is the practical application of philosophy through the notions of Bildung, (self-) refection, pru

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Mitias, Lara M. "P4C: Philosophy—Process, Perspective, and Pluralism—for Children." Thinking: The Journal of Philosophy for Children 17, no. 1 (2004): 17–23. http://dx.doi.org/10.5840/thinking2004171/213.

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Alarcon castillo, Vania. "filosofía y niños: ¿para o con?" childhood & philosophy 16, no. 36 (2020): 01–29. http://dx.doi.org/10.12957/childphilo.2020.51240.

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In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, bef

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Dissertations / Theses on the topic "Philosophy for children (P4C)"

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Clinton, Jonathan. "Fem vuxnas perspektiv på filosofiska samtal i skolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22941.

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Previous research on philosophy for children in schools has almost exclusively focused on how it is perceived by students. The aim of this study is to focus on how it is perceived by five teachers and other adults involved in implementing philosophy for children in schools, in total four teachers participated and one adult who worked with implementing took part in the study. The theoretical background is composed of Olga Dysthes view that knowledge is not only constructed but that the object that one intends to gain knowledge of has to be interacted with and how she applies this view dialogues

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Burnett, Aron J. "Multi-Cultural Model of Relational Personhood and Implementing Philosophy for Children (P4C): A Refusal of the Illusion of Individualism in America." UNF Digital Commons, 2015. https://digitalcommons.unf.edu/etd/573.

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The goal of this thesis is to influence a re-evaluation of self conceptions in America in order to influence an alternative relational understanding of one’s self and others. This thesis begins based on the premise that individualism is a prominent aspect of American societies meaning its member’s understandings of their selves are self-centered, often non-empathetic, and in general more concerned with their own lives than that of others. The first half of this thesis is dedicated analyzing the American situation through an analysis of the sources of individualism and proving that individualis

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Fiema, Gabriela. "Étude des mouvements de pensée collective lors des ateliers philosophiques au primaire et au collège : Extraction de philosophèmes en tant que structures formelles de raisonnement." Thesis, Clermont-Ferrand 2, 2014. http://www.theses.fr/2014CLF20020/document.

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Quarante ans après l’apparition des ateliers philosophiques en classe (DVP), se pose toujours la question de la valeur effective et des retombées de ces pratiques sur les apprentissages et la socialisation. Le repérage et la caractérisation des mouvements de pensée réflexive est une question clé lorsqu’on s’intéresse à mesurer l’efficience de ces pratiques. La thèse contribue à étendre et approfondir l’étude des données langagières pour mettre à disposition de la communauté scientifique des résultats inédits concernant ces dialogues d’un genre nouveau. Le travail s’appuie sur une double collec

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Lundberg, Christoffer. "CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76277.

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Syftet med studien är att presentera ett designkoncept för publika diskussioner på nätet med målet att uppnå djupare diskussioner och minska mängden information overload. Arbetet använder metoden Concept Driven Interaction Design (CDID) som går ut på att skapa ett designkoncept utifrån flera olika teorier som appliceras genom interaktionsdesign. Ett designkoncept innehåller tre delar: ett namn, ett syfte och huvudprinciper. CDID innehåller sju steg som arbetet är utformat efter: 1. Concept Generation – Summeras i en tabell som jämför diskussioner i forum (med flera antagande) och diskussi

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Juuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.

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Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations

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Burns, Stephen. "Liturgical theology : children and the city." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/4047/.

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Liturgical Theology: Children and the City engages academic liturgical theology, contextual sensitivity and key challenges faced by the church in contemporary Britain. From its initial focus on the emphasis on congregational participation in the twentieth-century Liturgical Movement, and on the Church of England prayer-book Patterns for Worship (1989, 1993) as an example of a late twentieth-century liturgical resource that stresses participation, the thesis deepens perspectives on a number of related issues. As Patterns for Worship was intended especially to encourage participation in specific

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Butler, Stephen M. "Dream development and cognitive processing in reading disabled children." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.

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Jamison, H. Elizabeth. "Religious understanding in children aged seven to eleven." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335977.

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Binik, Ariella. "Minimal risk revisited: the ethics of clinical research with children." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18445.

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One of the central problems concerning research with children is the delineation of appropriate levels of risk exposure. In the U.S. Code of Federal Regulations, the "minimal risk" concept serves as an anchoring measure for allowable risk. While the regulations sought to promote a balance between scientific advances and the protection of children's vulnerable status, ambiguities in the language of the regulations and the regulatory definition of "minimal risk" have given rise to a great deal of confusion. Research ethics boards and the medical community espouse a multitude of varying opinion

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Kachroo, Gaytri. "Children, violence, and law." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59922.

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In this dissertation, I reconceptualize the concept of violence to consider its physical, sexual, psychological and economic dimension. I attempt to add to existing meanings of "violence" to include not only forms of abuse on the individual and group level but also abuse practiced by legal, political, ideological and economic institutions in a collective and systemic manner. Due to the significance of child maltreatment around the globe, I focus on the impact of law on this problem specifically through a study of domestic and international use of the best interests' doctrine; evidentiary issue

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Books on the topic "Philosophy for children (P4C)"

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Anderson, Babs, ed. Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310.

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Socrates' children: Modern. St. Augustine's Press, 2015.

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Socrates' children: Contemporary. St. Augustines Press, 2015.

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Socrates' Children: The 100 Great Philosophers: Volume 1: Ancient Philosophers. St. Augustines Press, 2015.

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Socrates' children: Medieval. St. Augustines Press, 2015.

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Dialogues with children. Harvard University Press, 1992.

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Matthews, Gareth B. Dialogues with children. Harvard U. P., 1992.

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Anih, Stan. What is the philosophy for children? Snaap Press, 2004.

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Philosophical adventures with children. University Press of America, 1985.

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Philosophy for children through the secondary curriculum. Continuum International Pub. Group, 2012.

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Book chapters on the topic "Philosophy for children (P4C)"

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Dunlop, Lynda. "P4C in science education." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-8.

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Meir, Sarah, and Julie McCann. "An evaluation of P4C." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-9.

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Belgeonne, Clive. "P4C and education for diversity." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-10.

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Demissie, Fufy. "P4C in early childhood education." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-6.

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Stokell, Kathy, Diane Swift, and Babs Anderson. "P4C in the primary school." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-7.

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Demissie, Fufy. "The praxis of P4C in teacher education." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-12.

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Anderson, Babs, and Karen Rogan. "The impact of P4C on teacher educators." In Philosophy for Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-14.

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Kono, Tetsuya, and Shogo Shimizu. "The development of P4C in Japanese society and the challenges for practitioners." In Philosophy for Children in Confucian Societies. Routledge, 2019. http://dx.doi.org/10.4324/9780429028311-9.

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Wang, Jessica Ching-Sze. "Creating moral winds and nurturing moral growth in a P4C classroom community in Taiwan." In Philosophy for Children in Confucian Societies. Routledge, 2019. http://dx.doi.org/10.4324/9780429028311-5.

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Šimenc, Marjan. "Philosophy with Children." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_160-1.

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Conference papers on the topic "Philosophy for children (P4C)"

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Duytschaever, Inge, and Peter Conradie. "Philosophy with Children." In IDC '16: Interaction Design and Children. ACM, 2016. http://dx.doi.org/10.1145/2930674.2932229.

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Sarkar, Laltu. "PHILOSOPHY WITH CHILDREN: LEARNING TO LIVE WELL." In The 8th International Conference On Humanities, Psychology and Social Science. acavent, 2018. http://dx.doi.org/10.33422/8hps.2018.10.121.

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Blinova, T. N., and D. S. Egupova. "The problem of oncological diseases in children in Russia." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-01.

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Pan, Duoling. "Picture Book Reading and the Education of Life Philosophy for Children." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.216.

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Kasparova, Irena. "HOW TO EDUCATE CZECH CHILDREN: SOCIAL NETWORK AS A SPACE OF PARENTAL ETHNOTHEORIES NEGOTIATION." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.012.

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Kaliska, Lada, and Jan Kalisky. "FIRST RESULTS OF PHILOSOPHY FOR CHILDREN COURSE WITH UNIVERSITY STUDENTS IN SLOVAKIA – EVALUATIVE RESEARCH." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2442.

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Slavutskaya, Elena, Natalya Vostretsova, Evgeni Nikolaev, Anna Zakharova, and Svetlana Petunova. "Specifics of Interrelations among Emotional, Personal and Intellectual Characteristics in Preschool Children: Data Mining." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.085.

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Bystrova, Tatiana Yurievna, and Ludmila Valerievna Tokarskaia. "Multifunctional Teaching Device Based on Augmented Reality Technology Designed for Children With Autism Spectrum Disorders." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.074.

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Li, Chenxi, Chao Ma, Haidong Zhu, Chao Song, Zhijiang Liang, and Jinli Wei. "The Impact of Resilience on the Psychological Health of Disadvantaged Children: The Mediating Role of Coping Styles and Core Self-Evaluation." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.036.

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Tang, Weize, and Beibei Guan. "Discussion on the Reportage of Left-behind Children from the Perspective of Critical Discourse Analysis: A Case Study of China Daily." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.027.

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