The Routledge International Handbook of Philosophy for Children

The Routledge International Handbook of Philosophy for Children- Front Cover
The Routledge International Handbook of Philosophy for Children
Title Page
Copyright Page
Dedication
Contents
About the editors
List of contributors
Editorial introduction
	A rich and diverse field of scholarship
	A narrative history of the Philosophy for Children movement
	Recurring concepts and questions: connections between and across
	Note
	References
Acknowledgements
PART I: The democratic nature of Philosophy for Children
	Introduction
Chapter 1: The community of philosophical inquiry (P4C): a pedagogical proposal for advancing democracy
	Introduction
	In what ways is the Community of Philosophical Inquiry democratic?
	The philosophical position of the Community of Philosophical Inquiry
	Thinking into practice
	Conclusion: what this means for democratic education
	Notes
	References
Chapter 2: ‘No go areas’: Racism and discomfort in the community of inquiry
	Context
	Darren
	Example 1: Darren
	Example 2: Judith
	Ways forward
	References
Chapter 3: A citizen’s education: the Philosophy for Children Hawai‘i approach to deliberative pedagogy
	From civics to a citizen’s education
	The p4cHI approach to deliberative pedagogy
	Research methodology
	Respectful and ethical civic relationships
	Distributing power and accessing multiple perspectives
	Dialogue, deliberation, inquiry, and action
	Strengths, limitations and directions for future research
	Concluding thoughts
	References
Chapter 4: Authority, democracy and philosophy: the nature and role of authority in a community of philosophical inquiry
	Authority in education
	The concept of authority in P4C
	Conclusion: how the model of shared authority helps make sense of our own authority inside CPI
	Notes
	References
PART II: Children and childhood in Philosophy for Children
	Introduction
Chapter 5: Philosophy for Children and developmental psychology: a historical review
	Introduction
	Philosophy for Children and Piaget’s developmental theory
	Philosophy for Children and Vygotsky’s developmental theory
	Philosophy for Children and Feuerstein’s theory of intellectual development
	Conclusion
	References
Chapter 6: Childhood, education and philosophy: a matter of time
	Two beginnings for childhood
	Childhood: majoritarian and minoritarian views
	New beginnings for philosophy
	Note
	References
Chapter 7: Philosophical play in the early years classroom
	‘And the walls became the world all around’
	Challenges and barriers
	References
PART III: What is philosophical about Philosophy for Children?
	Introduction
Chapter 8: Getting better ideas: a framework for understanding epistemic philosophical progress in Philosophy for Children
	The starting point
	The epistemic aim (the theoretical destination)
	The epistemic aim in practice (the practical destination)
	The direction of inquiry (the paths we can take)
	The milestones along the path
	Conclusion
	Notes
	References
Chapter 9: Questioning the question: a hermeneutical perspective on the ‘art of questioning’ in a community of philosophical inquiry
	Existing theories and practices on the facilitation of questions within a CPI
	Hans-Georg Gadamer on the ‘philosophical attitude’: the question as the departure into an adventure
	Cultivating a ‘philosophical attitude’: Maybe more than a ‘method’?
	Notes
	References
Chapter 10: Back to basics: a philosophical analysis of philosophy in Philosophy with Children
	Notes
	References
Chapter 11: Dimensions of the sumphilosopheîn: the community of philosophical inquiry as a palimpsest
	Introduction
	Aristotle’s philosophical friendship: the classical layer
	Inquiry as social life: the pragmatist layer
	Concluding remarks: Lipman and Sharp’s synthesis
	Notes
	References
PART IV: The community of inquiry in action: epistemology and pedagogy
	Introduction
Chapter 12: Philosophy for/with Children and the development of epistemically virtuous agents
	Introduction
	Epistemic virtues and reasonableness
	VE’s contribution to P4C: epistemic goods and epistemic ends
	P4C’s contribution to VE: metacognition, philosophy and the development of a virtuous character
	References
Chapter 13: Pragmatist epistemology, inquiry values and education for thinking
	Introduction
	The epistemic heritage of P4C
	Epistemology and pedagogy
	The place of inquiry values in P4C pedagogy
	Conclusion: methodological pragmatism
	References
Chapter 14: Changing minds: the professional learning of teachers in a classroom community of inquiry
	Changing teachers’ minds
	Denying the dichotomy: managing pedagogical tensions
	References
Chapter 15: Thinking as a community: reasonableness and emotions
	Reasonableness is thinking as a community
	Reasonableness is feeling emotions about emotions
	Reasonableness is acting as a self-regulated we
	Acknowledgments
	References
PART V: The aesthetics of Philosophy for Children: bodies and spaces
	Introduction
Chapter 16: Guernica comes to school: art, philosophy and life
	Introduction
	Art as experience
	Pervasive qualities and aesthetic experience
	Encountering Guernica, a vignette: philosophy as an art form
	Conclusion
	Notes
	References
Chapter 17: Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life
	References
Chapter 18: Curating an aesthetic space for inquiry
	The power of inquiry: current research context
	Reorienting the erotic: towards a more nuanced understanding
	Aspirational eros: the energy of wanting to grow up
	Curating aspirational eros: facilitator challenges and dispositions
	Conclusion
	References
PART VI: Philosophical texts and Philosophy for Children
	Introduction
Chapter 19: From Harry to Philosophy Park: the development of Philosophy for Children materials in Australia
	Introduction
	Philosophical stories-as-text for children
	Australian adaptation: the early years
	What lessons have we learnt?
	Notes
	References
Chapter 20: Readings and readers of texts in Philosophy for Children
	Introduction
	The Philosophy for Children curriculum as philosophical text
	Offshoots of the P4C curriculum
	Implied and actual readers in philosophy and literacy
	Doing justice to philosophizing
	Notes
	References
Chapter 21: Education, identity construction and cultural renewal: the case of philosophical inquiry with Jewish Bible
	Education, identity construction and cultural renewal
	Religious education and Philosophy for Children
	Hermeneutics and Jewish education
	Philosophical inquiry with Bible
	Conclusion
	Note
	References
PART VII: Philosophy in schools
	Introduction
Chapter 22: Philosophizing with children in science and mathematics classes
	Introduction
	Promoting creativity through philosophizing: a case study in biology
	Enhancing understanding in chemistry through discussions in the style of P4C/PmKJ
	Using the CoI approach for collaborative problem-solving in mathematics
	Concluding remarks
	References
Chapter 23: Teaching philosophy and philosophical teaching
	Introduction
	Four models of Philosophy for Children
	Encouraging more philosophical teaching across the whole curriculum
	References
Chapter 24: What’s philosophy got to do with it? Achieving synergy between philosophy and education in teacher preparation
	Introduction
	Initial obstacles to teacher preparation in philosophical inquiry
	Achieving synergy between philosophy and education
	Implications for future direction in teacher preparation in P4C
	References
PART VIII: Research directions and methods in Philosophy for Children
	Introduction
Chapter 25: Who talks? Who listens? Taking ‘positionality’ seriously in Philosophy for Children
	Introduction
	Why positionality matters in P4C
	Avenues for future research on race/ethnicity and P4C
	Conclusion
	References
Chapter 26: Empowering global P4C research and practice through self-study: the Philosophy for Children Hawai‘i International Journaling and Self-Study Project
	Background and theoretical framework
	Research questions
	Data sources
	Data analysis
	Professional development: what did we learn?
	Connections to P4C literature
	Significance to future research in P4C
	Acknowledgement
	References
Chapter 27: Dialogical critical thinking in kindergarten and elementary school: studies on the impact of philosophical praxis in pupils
	Critical thinking
	Empirical research
	Discussion
	Conclusion
	Appendix: operational model of the developmental process of DCT
	Notes
	References
Chapter 28: Reconstruction of thinking across the curriculum through the community of inquiry
	References
Chapter 29: Philosophy for teachers: between ignorance, invention and improvisation
	An ignorant teacher
	An inventive teacher
	Teaching between ignorance and invention
	Note
	References
Index