# bib

id: atpp-1045
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-07
pages: 1
extension: .pdf
mime: application/pdf
words: 395
sentence: 11
flesch: 37
cache: cache/atpp-1045.pdf
txt: txt/atpp-1045.txt
summary:
  Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College LAYOUT DESIGN ASSISTANT Adam Alexander PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching is published twice a year. Four of the papers presented in this volume were presented at a conference on Wisdom hosted by Viterbo Univer- sity (April 15-17, 2010) organized by Rick Kyte and the D.B. Reinhart Institute for Ethics in Leadership.


id: atpp-1083
author: Howard, Jason J.
title: Editor's Notes
date: 2017-04-26
pages: 1
extension: .pdf
mime: application/pdf
words: 476
sentence: 12
flesch: 36
cache: cache/atpp-1083.pdf
txt: txt/atpp-1083.txt
summary:
  Happy Readings, Dr. Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada Susan Wilks University of Melbourne, Australia LAYOUT DESIGN ASSISTANTS Chelsey E. McCoy PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxus is usually published once a year. ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 33 Editor’s notes Warm Regards to all of our readers.


id: atpp-1017
author: Howard, Jason J.
title: Editor's Notes
date: 2017-04-26
pages: 1
extension: .pdf
mime: application/pdf
words: 306
sentence: 11
flesch: 42
cache: cache/atpp-1017.pdf
txt: txt/atpp-1017.txt
summary:
  Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glendŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College ONLINE GRAPHIC PRODUCTION Viterbo University PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching is published twice a year. The majority of the contributions come from the NAACI conference held at Viterbo in June of 2008.


id: atpp-1097
author: Kennedy, Nadia
title: Guest Editor's Notes
date: 2018-02-08
pages: 2
extension: .pdf
mime: application/pdf
words: 695
sentence: 19
flesch: 22
cache: cache/atpp-1097.pdf
txt: txt/atpp-1097.txt
summary:
  And Diana Meerwaldt, Rita Borromeo Ferri, and Patricia Nevers explore yet another aspect of philosophizing in the context of mathematical modeling—the use of specula- CHIEF EDITOR Jason J. Howard Viterbo University GUEST EDITOR FOR VOLUME 34 Nadia Kennedy Stony Brook University, SUNY COPY EDITOR Jacqueline Herbers Viterbo University EDITORIAL BOARD Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada LAYOUT DESIGN ASSISTANTS Tyler R. Mancl PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxis is usually published twice a year. The role of philosophical inquiry, he argues, is “not to discover something of which until now we have been ignorant,” but to see conceptual aspects and assump- tions that have not been unearthed, and thus “to come to know it


id: atpp-1059
author: Hamilton, Andrew
title: The U.S. Constitution as an Atlantic Document
date: 2018-02-07
pages: 4
extension: .pdf
mime: application/pdf
words: 2456
sentence: 108
flesch: 57
cache: cache/atpp-1059.pdf
txt: txt/atpp-1059.txt
summary:
  Although the histories of the continents and nations surrounding the Atlantic have long been considered sepa- rately in academic programs (American history, European history, and so on), Atlantic history insists that begin- ning with the early modern period, these geographic units are most usefully considered as a system. Useful overviews of the field are Bernard Bailyn, Atlantic History:


id: atpp-1022
author: Weber, Barbara; Gardner, Susan T.
title: Back to the Future in Philosophical Dialogue: A Plea for Changing P4C Teacher Education
date: 2018-02-04
pages: 6
extension: .pdf
mime: application/pdf
words: 3761
sentence: 161
flesch: 55
cache: cache/atpp-1022.pdf
txt: txt/atpp-1022.txt
summary:
  Of course P4C facilitators cannot learn all or even most philosophy, and we will never—unhappily—be in a position CAN THIS BE REAL PHILOSOPHY?


id: atpp-1072
author: Cannon, Dale
title: P4C, Community of Inquiry, and Methodological Faith
date: 2018-02-07
pages: 6
extension: .pdf
mime: application/pdf
words: 3852
sentence: 142
flesch: 52
cache: cache/atpp-1072.pdf
txt: txt/atpp-1072.txt
summary:
  However, I want to call attention to how there is a certain tension between the cultivation of this sense of faith in the process of reasoned inquiry and our dedication to cultivating critical thinking in accordance with the paradigm of critical inquiry that has characterized modern intellectual culture—a paradigm whose motto is “Doubt unless and until one has sufficient reason to believe.” And I have shown how it relates in turn to the controversy between W. K. Clifford and William James, which many, unfortunately, have misinterpreted as exemplifying a conflict between critical inquiry and faith in any sense, whereas James actually was arguing for recognition of a foundational role of faith to reasoned inquiry and by no means did he mean to set faith over against reasoned inquiry as its op- posite.


id: atpp-1052
author: Levanon, Maya J.
title: The Dialogical Path to Wisdom Education
date: 2018-02-07
pages: 6
extension: .pdf
mime: application/pdf
words: 3554
sentence: 188
flesch: 54
cache: cache/atpp-1052.pdf
txt: txt/atpp-1052.txt
summary:
  If we recall that dialogue means dia-logos or “through words,” we can see that practicing genuine dialogue means putting our thoughts into words so we can articulate our own innate wisdom, then assisting our counterparts in doing the same, and finally working together to assign meanings and actual applications to these findings. The process of integration inevitably happens through ongoing dialogue.


id: atpp-1065
author: Sorensen, Diana
title: Thoughts on Geographic Imaginaries for the 21st Century
date: 2018-02-07
pages: 5
extension: .pdf
mime: application/pdf
words: 3628
sentence: 136
flesch: 40
cache: cache/atpp-1065.pdf
txt: txt/atpp-1065.txt
summary:
  Such studies would encapsulate the role played by geography, distance, materiality and mutability in cultural construction and reception. In its fullest expression, the focus on difference can provide specificity and contextual richness; it can also produce a certain exhaustion of difference whereby, as Arif Dirlik has pointed out, our recognition of previously ignored aspects of cultural difference, while countervailing the pitfalls of essentialization, may have the undesirable effect of producing a conglomeration of differences which resist naming and the postulation of collective identity.


id: atpp-1061
author: Kreitlow, Bert
title: Using Blogs in Latin American Studies Seminars
date: 2018-02-07
pages: 7
extension: .pdf
mime: application/pdf
words: 4341
sentence: 178
flesch: 49
cache: cache/atpp-1061.pdf
txt: txt/atpp-1061.txt
summary:
  Even after a semester had elapsed since the Latin American Studies seminar ended, interviewed students were still able to recall some knowledge of certain topics outside their speciality, and these were topics they learned about through reading other student posts on the blog. Also, since the material is presented by other students to whom they make comments, the material can often be more engaging.


id: atpp-1020
author: Holtz-Wodzak, Victoria
title: Running Widdershins Round Middle Earth: Why Teaching Tolkien Matters
date: 2018-02-07
pages: 7
extension: .pdf
mime: application/pdf
words: 4293
sentence: 203
flesch: 71
cache: cache/atpp-1020.pdf
txt: txt/atpp-1020.txt
summary:
  Because the Tolkien estate has not given permission to publish Tolkien’s pictures with this article, all references to Tolkien’s art- work are accompanied by reference numbers to their location in Wayne Hammond and Christina Scull, J.R.R. Tolkien, Artist and Illustrator, Boston: Houghton Mifflin, 1985. In The Letters of J.R.R. Tolkien, by ed.


id: atpp-1070
author: Marsal, Eva; Dobashi, Takara
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 4508
sentence: 238
flesch: 66
cache: cache/atpp-1070.pdf
txt: txt/atpp-1070.txt
title:
  The Support of the Community of Inquiry in the Understanding of Death among Children: A German - Japanese Comparison with Gender Analysis

summary:
  The unaccustomed physical proximity to others (Japanese children, unlike German children, normally sit isolated at their individual tables) visibly encouraged them. Nr. 10 PSN, 4: K(Japanese boy) Nr. 20 PSN, 4:M (Japanese girl) Nob 44 (Japanese girl) Nob 41 (Japanese girl) ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 32 Issue 2 65 Unlike the German children, Japanese children like Ikuhei (JB_N), for example, believe that the dead remain among the living in invisible form:


id: atpp-1078
author: Jackson, Michael
title: Approaches to Learning and Teaching: Some Observations
date: 2018-02-07
pages: 7
extension: .pdf
mime: application/pdf
words: 4273
sentence: 264
flesch: 62
cache: cache/atpp-1078.pdf
txt: txt/atpp-1078.txt
summary:
  Students’ “perceptions of teaching and assessment methods [assignments] in academic depart- ments are significantly associated with … students approaches to studying” (Entwistle and Ramsden 1983; this finding was also corroborated recently by Diseth and Martinsen 2003). Sometimes this kind of administrative teaching just does not result in student learning.


id: atpp-1068
author: del Collado, Marí­a del Rosario
title: Recognition, Tolerance, Respect and Empathy
date: 2018-02-07
pages: 8
extension: .pdf
mime: application/pdf
words: 4959
sentence: 260
flesch: 56
cache: cache/atpp-1068.pdf
txt: txt/atpp-1068.txt
summary:
  Respect is an ethical attitude that directly links us to things, and the world itself, in which we find a close relationship between the world and ourselves; it is an attitude of the subject toward someone or something deserving of respect. However, in order to recognize the dignity and importance of other persons, students must first recognize their own dignity, which brings us to the concept of ‘Recognition.’


id: atpp-1004
author: De Marzio, Darryl M.
title: Matthew Lipman's Model Theory of the Community of Inquiry
date: 2017-12-18
pages: 10
extension: .pdf
mime: application/pdf
words: 5251
sentence: 157
flesch: 40
cache: cache/atpp-1004.pdf
txt: txt/atpp-1004.txt
summary:
  I am suggesting, then, that when we talk about the community of inquiry model in a Lipmanian manner we must remain within the contours of the double sense of a model of and a model for, and that the notion of a model as a kind of deep educational structure in which we may have, for example, a “traditional model”, a “reflective model”, and so on, will weaken and thin the significance of the model and the modeling function in our understanding of CI. These behaviors gradually become normal practice within the community.11 Based on this passage, it would appear that the community of inquiry, by virtue of its constituent members, models behaviors.


id: atpp-1076
author: Gasparatou, Renia; Kampeza, Maria
title: Introducing P4C in Kindergarten in Greece
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 5573
sentence: 327
flesch: 64
cache: cache/atpp-1076.pdf
txt: txt/atpp-1076.txt
summary:
  For example: If the group focuses on friendship, you may ask the children: • How do they choose their friends? • What makes a good friend? • Should one be similar to us in order to call him / her a friend? • In what aspects do we expect our friends to be similar to us? • Have you ever felt that other children don’t want to play with you? We should also keep in mind that for kindergarten children the commu- nication process is still under development; therefore, they can’t become automatically active participants in a community of enquiry.


id: atpp-1085
author: Määttä, Kaarina; Uusiautti, Satu
title: How to Raise Children to Be Good People?
date: 2017-04-26
pages: 9
extension: .pdf
mime: application/pdf
words: 5671
sentence: 348
flesch: 60
cache: cache/atpp-1085.pdf
txt: txt/atpp-1085.txt
summary:
  Children are allowed to express their bad feelings and still parents’ love holds on; children need love especially when they do not seem to deserve it (E.g. Katz & Tello, 2003). National Network for child care.


id: atpp-1001
author: Haenel, Hilkje Charlotte
title: Power, Pedagogy, and the "Women Problem": Ameliorating Philosophy
date: 2017-12-18
pages: 12
extension: .pdf
mime: application/pdf
words: 6301
sentence: 307
flesch: 51
cache: cache/atpp-1001.pdf
txt: txt/atpp-1001.txt
summary:
  38, ISSUE 1 (2017) 21 2 I have argued that the claims of semantic internalism and intensional definitions can be particularly marginalizing for philosophy students who are members of underrepresented groups when combined with the culture of male entitlement in academic philosophy. 3 I have argued that the claims of semantic internalism and intensional definitions can be particularly marginalizing for philosophy students that are members of underrepresented groups when combined with the culture of male entitlement in academic philosophy.


id: atpp-1074
author: Davis, Jessica
title: Being Participation: The Ontology of the Socratic Method
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 6582
sentence: 307
flesch: 56
cache: cache/atpp-1074.pdf
txt: txt/atpp-1074.txt
summary:
  While many of Plato’s passages indicate that it is up to the individual to order themselves properly, and to not succumb to group dynamics or pressure from majority rule, other dialogues clearly dismantle the kind of knowledge a Pythagorean might express, wherein “every man (is) self-sufficient in wisdom. It appears that within Plato studies in education, interpreters have been locked within the Mouthpiece Interpretation, wherein they are forced into siding with one of the conclusions presented by inter- locutors in the dialogues: either the dialectic process is good because it uncovers our ignorance, or it is good because it points us to truth.46


id: atpp-1033
author: Morehouse, Richard
title: Developing Communities of Inquiry in the USA: Retrospect and Prospective
date: 2017-04-26
pages: 11
extension: .pdf
mime: application/pdf
words: 6502
sentence: 333
flesch: 58
cache: cache/atpp-1033.pdf
txt: txt/atpp-1033.txt
summary:
  Community of Inquiry as Articulated within Philosophy for Children Starting in the Middle with Matthew Lipman As hinted at earlier, Lipman’s early work happened at a critical time in American educational reform - the post-sputnik period of the early 1960’s. First, Lipman and his colleagues (Lipman et al, 1980) thought anew about how to teach philosophy - not as a history of ideas or an uncovering of the ideas of others, but as a thinking activity; philosophy for children is do- ing philosophy.


id: atpp-1048
author: Cowley, Christopher J.
title: Moral Philosophy and the 'Real World'
date: 2018-02-07
pages: 10
extension: .pdf
mime: application/pdf
words: 6998
sentence: 287
flesch: 56
cache: cache/atpp-1048.pdf
txt: txt/atpp-1048.txt
summary:
  His main thesis was that the young field of medical ethics rescued the allegedly moribund subject of ethics in philosophy depart- ments, and provided new jobs for moral philosophers. Hence, moral philosophers have no special expertise to solve other people’s moral problems, although of course they have just as much authority to morally criticise other people’s actions and attitudes as anybody does (although perhaps as articulate intellectuals they have a certain civic obligation).


id: atpp-1090
author: Costello, Patrick J.M.; Morehouse, Richard E.
title: Liberation Philosophy and the Development of Communities of Inquiry: A Critical Evaluation
date: 2018-02-08
pages: 15
extension: .pdf
mime: application/pdf
words: 6095
sentence: 349
flesch: 56
cache: cache/atpp-1090.pdf
txt: txt/atpp-1090.txt
summary:
  Nevertheless, it is always very instructive to discuss the above extracts with students who are undertaking teacher education programmes, ei- ther at undergraduate or postgraduate level, as this enables them to share their own previous (and current) expe- riences as learners within the educational system and then to reflect critically on their own pedagogical practice. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers.


id: atpp-1031
author: Wodzak, Michael
title: Assessment Standards: Recentering and Decentering Higher Education
date: 2017-04-26
pages: 9
extension: .pdf
mime: application/pdf
words: 7017
sentence: 317
flesch: 58
cache: cache/atpp-1031.pdf
txt: txt/atpp-1031.txt
summary:
  There is a rather ironic history to the assessment of student work in Mathematics. In order to achieve the same level of clarity, objectivity and quantifiability in the assessment of student work, other disciplines have needed to construct ingenious rubrics.


id: atpp-1066
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-07
pages: 1
extension: .pdf
mime: application/pdf
words: 465
sentence: 12
flesch: 29
cache: cache/atpp-1066.pdf
txt: txt/atpp-1066.txt
summary:
  CHIEF EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University LAYOUT DESIGN ASSISTANTS Genevieve Donohue and Kabau Vue PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxus is usually published once a year. The articles published in Issue One discuss a varie- ty of different themes largely related to the challenge of teaching a culturally homogenous student body about international topics, of which these students (and per- haps even faculty) will have little firsthand knowledge or experience.


id: atpp-1027
author: Carpenter, Andrew N.; Bach, Craig
title: Learning Assessment: Hyperbolic Doubts versus Deflated Critiques
date: 2017-04-26
pages: 11
extension: .pdf
mime: application/pdf
words: 7129
sentence: 256
flesch: 37
cache: cache/atpp-1027.pdf
txt: txt/atpp-1027.txt
summary:
  The authors of this article—two philosophers with extensive experience designing, implementing, and managing learning outcomes assessment—find these arguments to be less than convincing as attacks on the enterprise of learning assessment. Second, implementing learning assessment drives a shift in cultures.


id: atpp-1063
author: Paton, Michael
title: Asian Students, Critical Thinking and English as an Academic Lingua Franca
date: 2018-02-07
pages: 13
extension: .pdf
mime: application/pdf
words: 7310
sentence: 380
flesch: 53
cache: cache/atpp-1063.pdf
txt: txt/atpp-1063.txt
summary:
  32 Issue 1 27 Asian Students, Critical Thinking and English as an Academic Lingua Franca Michael Paton AbSTRACT: A number of scholars such as Kutlieh and Egege (2003), Atkinson (1997) and Fox (1994) have argued that critical thinking is incompatible with Asian cultural attitudes. Universality of Critical Thinking The problem with such an approach is that it equates critical thinking with only one intellectual tradition.


id: atpp-1006
author: Keyser, Vadim
title: Engaging Science, Artistically
date: 2017-12-18
pages: 15
extension: .pdf
mime: application/pdf
words: 7587
sentence: 411
flesch: 52
cache: cache/atpp-1006.pdf
txt: txt/atpp-1006.txt
summary:
  This is why representational art examples do not capture ‘indeterminacy’. Features of a perspective: What things look like vs. what things are like According to van Fraassen, art and scientific measurement tell us what things look like from a vantage point.


id: atpp-1046
author: Gardner, Susan T.
title: Agitating for Munificence or Going Out of Business: Philosophy's Dilemma
date: 2018-02-07
pages: 4
extension: .pdf
mime: application/pdf
words: 2703
sentence: 103
flesch: 47
cache: cache/atpp-1046.pdf
txt: txt/atpp-1046.txt
summary:
  And secondly, even if there is an element of indeterminacy in the behaviour of physical particles—even if they are only statis- tically predictable—still, that by itself gives no scope for human freedom of the will; because it doesn’t follow from the fact that particles are only statistically determined that the human mind can force the statistically- determined particles to swerve from their paths. . . . So it really does look as if everything we know about physics forces us to some form of denial of human freedom.


id: atpp-1005
author: Howard, Jason J.
title: Editor's Notes
date: 2017-12-18
pages: 1
extension: .pdf
mime: application/pdf
words: 464
sentence: 17
flesch: 45
cache: cache/atpp-1005.pdf
txt: txt/atpp-1005.txt
summary:
  Pax et Bonum Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jan Wellik Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic Teaching and Philosophical Praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 38, Issue 1 (2017)


id: atpp-1054
author: Kitanov, Severin V.
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 7380
sentence: 249
flesch: 40
cache: cache/atpp-1054.pdf
txt: txt/atpp-1054.txt
title:
  The Problem of the Relationship between Philosophical and Theological Wisdom in the Scholasticism of the 13th and early 14th Centuries

summary:
  In the narrow sense, prudence is moral wisdom, i.e. the knowledge of the principles conducive to a good and fulfilling human life and the expertise in applying those principles to the varying circumstances of human existence.4 In the Nicomachean Ethics, Aristotle calls philosophical wisdom an intellectual virtue and defines it as the product of both science (epistêmê) and intuitive grasp or understanding (nous). In the Metaphysics, Aristotle links philosophical wisdom with the study of the first principles and highest causes.


id: atpp-1029
author: Michaud, Olivier
title: The Effects of Assessment: a Reflection from within the Economic Worldview in Education
date: 2017-04-26
pages: 11
extension: .pdf
mime: application/pdf
words: 8051
sentence: 403
flesch: 62
cache: cache/atpp-1029.pdf
txt: txt/atpp-1029.txt
summary:
  Consequently, the choice to look more closely into high stakes testing, rather than some other feature, is not a trivial one, but speaks to the core elements of the economic ideology in education. Indeed, high stakes testing is not narrowing the achievement gap but increasing it.


id: atpp-1092
author: Katra, Bill
title: The Signs of the Times: The Changing Faces of Liberation Theology
date: 2018-02-08
pages: 13
extension: .pdf
mime: application/pdf
words: 7662
sentence: 408
flesch: 54
cache: cache/atpp-1092.pdf
txt: txt/atpp-1092.txt
summary:
  But it was unmistakable that, in country after country, new church leaders were eschewing social and political involvement in favor of pastoral services. It urged church leaders to better respond to “the signs of the times,” that is, the social and political contexts in which the religious faithful lived.


id: atpp-1024
author: Kennedy, Nadia Stoyanova
date: 2018-02-07
pages: 14
extension: .pdf
mime: application/pdf
words: 9409
sentence: 523
flesch: 62
cache: cache/atpp-1024.pdf
txt: txt/atpp-1024.txt
title:
  Wolf, Goat, and Cabbage: An Analysis of Students' Roles and Cognitive and Metacognitive Behaviors in Small Group Collaborative Problem-Solving

summary:
  In order to analyze the cognitive and metacognitive behaviors of the subjects while they worked to- gether in small groups, I adopted Artzt & Thomas’s framework, which is derived from Schoenfeld’s model, and expands the latter’s episodic categories for coding students behaviors with two new categories – understanding the problem and watching/listening – given that, quite often, students made comments about the conditions of the problem, or tried to clarify their understanding, and by definition collaborative work implies that at certain moments students watch and listen to others. Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups.


id: atpp-1086
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-08
pages: 1
extension: .pdf
mime: application/pdf
words: 486
sentence: 13
flesch: 32
cache: cache/atpp-1086.pdf
txt: txt/atpp-1086.txt
summary:
  Happy Reading CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada Barbara Weber University of British Columbia, Canada LAYOUT DESIGN ASSISTANT Chelsey E. McCoy PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxis is a peer-reviewed, on-line, open access journal published annually and sometimes biannually.


id: atpp-1060
author: Jambrina, Jesús
title: Radical Courage: Bartolomé de Las Casas and his defense of the American Indians
date: 2018-02-07
pages: 5
extension: .pdf
mime: application/pdf
words: 3328
sentence: 107
flesch: 45
cache: cache/atpp-1060.pdf
txt: txt/atpp-1060.txt
summary:
  Who was Bartolomé de Las Casas? Las Casas (Seville, 1484 – Madrid, 1566) came to the Americas in 1502 as a regular Spanish conquistador, and in 1514, after a long transformative experience that included becoming a priest, he took the side of the American Indians against most of the economic interests of the encomenderos (land owners). They run their governments according to laws that are often superior to our own… Las Casas goes on to explain how the Indians had not only developed artistic skills just as sophisticated as those of Europe, but also how they were able to learn and even improve upon practices like music and handwriting that had come from ‘old world’ Europe (Las Casas, 65).7 Las Casas places himself as a witness to these advances, challenging scholars and politicians in Spain who presented Indigenous people as uncivilized flocks without any capacity to govern themselves or assimilate new skills: “I have seen all this (advances) with my own eyes, touched it with my own hands, heard it with my own ears, over the long time I passed among those ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol.


id: atpp-1043
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-07
pages: 2
extension: .pdf
mime: application/pdf
words: 754
sentence: 18
flesch: 22
cache: cache/atpp-1043.pdf
txt: txt/atpp-1043.txt
summary:
  Issue 2 of Volume 30 includes two articles from two scholars well-known for their work in the field of EDITOR Jason J. Howard GUEST EDITOR Naomi Stennes-Spidahl Viterbo University, Director of Institutionalised Assessment CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Happy reading, Jason J. Howard EDITOR Jason J. Howard GUEST EDITOR Naomi Stennes-Spidahl Viterbo University, Director of Institutionalised Assessment CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College LAYOUT DESIGN ASSISTANT Adam Alexander PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching is published twice a year.


id: atpp-1019
author: Gardner, Susan T.
title: Communicating Toward Personhood
date: 2018-02-07
pages: 9
extension: .pdf
mime: application/pdf
words: 5781
sentence: 261
flesch: 56
cache: cache/atpp-1019.pdf
txt: txt/atpp-1019.txt
summary:
  What kind of com- municative style would fuel such bridging social connectivity? ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 29 No.1 1 Communicating Toward Personhood Susan T. Gardner ABSTRACT: Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years.


id: atpp-1057
author: Barris, Jeremy; Ruff, Jeffrey C. C.
title: Thoughts on Wisdom and Its Relation to Critical Thinking, Multiculturalism, and Global Awareness
date: 2018-02-07
pages: 16
extension: .pdf
mime: application/pdf
words: 11520
sentence: 441
flesch: 56
cache: cache/atpp-1057.pdf
txt: txt/atpp-1057.txt
summary:
  Returning to sense/new sense of sense At this turning point, Socrates begin to persuade Meno that he need not be stuck in the paralysis, by reas- suring him that exactly because he has arrived at the point of nonsense he can begin freshly again, and in fact is in an even better position to do so than when he first started. Returning to sense/new sense of sense Awareness of our perspective, then, not only makes us more properly and deeply aware of ourselves—aware of our “boxes”—but also actively returns us to the sense of things in general we take for granted within our perspec- tive (or within a new perspective).


id: atpp-1079
author: Kennedy, Nadia Stoyanova
title: Community of Inquiry as a Complex Communicative System
date: 2018-02-07
pages: 6
extension: .pdf
mime: application/pdf
words: 3809
sentence: 163
flesch: 42
cache: cache/atpp-1079.pdf
txt: txt/atpp-1079.txt
summary:
  On the other hand, an ecosystem or the brain are complex systems, in that they are characterized by non-linear relationships and feedback loops. The traditional analytic method that works well with complicated and simple systems does not fare well with complex systems.


id: atpp-1050
author: Windhorst, H. Dirk
title: Loving Wisdom with Dewey and Simone Weil
date: 2018-02-07
pages: 15
extension: .pdf
mime: application/pdf
words: 10420
sentence: 550
flesch: 61
cache: cache/atpp-1050.pdf
txt: txt/atpp-1050.txt
summary:
  This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. Why compare John Dewey and Simone Weil on their views of wisdom?


id: atpp-1071
author: Turgeon, Wendy C.
date: 2018-02-07
pages: 7
extension: .pdf
mime: application/pdf
words: 4034
sentence: 169
flesch: 48
cache: cache/atpp-1071.pdf
txt: txt/atpp-1071.txt
title:
  The Place of 'Philosophy' in Preparing Teachers to Teach Pre-college Philosophy-Notes for a conversation

summary:
  Those in teacher training programs often find their schedules so tightly packed that the luxury of exploring disciplines that do not directly connect to teacher cer- tification is unavailable to them. A lively interchange of ideas is not as such philosophy, nor is a rigorous debate.


id: atpp-1073
author: Costello, Patrick J.M.
title: The Place of 'Philosophy' in Preparing Teachers to Teach Pre-College Philosophy: A UK Perspective
date: 2018-02-07
pages: 9
extension: .pdf
mime: application/pdf
words: 4412
sentence: 235
flesch: 55
cache: cache/atpp-1073.pdf
txt: txt/atpp-1073.txt
summary:
  Teacher education was criticised as being too removed from the classroom. It was from the 1980s onwards that the nature of teacher education changed drastically.


id: atpp-1069
author: Gardner, Susan T.
title: Teaching Children to Think Ethically
date: 2018-02-07
pages: 7
extension: .pdf
mime: application/pdf
words: 3988
sentence: 144
flesch: 55
cache: cache/atpp-1069.pdf
txt: txt/atpp-1069.txt
summary:
  While sympathy for the difficulty of implementing such practical reasoning programs may be appropriate, nonetheless, we ought not to be blind to the fact that refraining from such teaching does not mean that learning is not happening. Thus, to the degree that we remain wilfully blind to the cultivation of unhindered, unreflective habits of practical reasoning, we are guilty of delivering our children into the slavery of inconsiderate impulse, unbalanced appetite, caprice, or the circumstances of the moment.11 Aren’t adulthood and/or higher education necessary for reflective reasoning?


id: atpp-1021
author: Wodzak, Michael
title: Make Believe Numbers: A Multidimensional Analysis of Phillip Pullman's Mythopoeic Vision
date: 2018-02-07
pages: 8
extension: .pdf
mime: application/pdf
words: 4975
sentence: 227
flesch: 62
cache: cache/atpp-1021.pdf
txt: txt/atpp-1021.txt
summary:
  Lyra Belacqua, the adolescent heroine of the His Dark Materials trilogy, is told that she could never see any concrete proof that imaginary numbers exist. Pullman seems to be saying “Imaginary numbers (things spiritual) cannot be proven to exist and, therefore, they do not exist.”


id: atpp-1062
author: Navarro, Marí­a G.
title: Cognitive Challenges for the Realisation of a Collective Intelligence: The New Educational Settings
date: 2018-02-07
pages: 8
extension: .pdf
mime: application/pdf
words: 5078
sentence: 196
flesch: 44
cache: cache/atpp-1062.pdf
txt: txt/atpp-1062.txt
summary:
  Understanding and adapting to changes introduced by new educational technologies is a problem not only at the practical level of use, but also at the level of pedagogy. This paper maintains that Information and Communication Technologies are not only networks that people join individually, but they also act as social technologies.


id: atpp-1023
author: Glina, Monica B.
title: Democracy as Morality: Using Philosophical Dialogue to Cultivate Safe Learning Communities
date: 2018-02-07
pages: 8
extension: .pdf
mime: application/pdf
words: 5204
sentence: 350
flesch: 53
cache: cache/atpp-1023.pdf
txt: txt/atpp-1023.txt
summary:
  Thus, research shows that bullying can be a significant reason why school children do not feel safe in school. Research on school bullying and victimization: What have we learned and where do we go from here?


id: atpp-1053
author: Gayle, Rhett
title: Befriending Wisdom
date: 2018-02-07
pages: 9
extension: .pdf
mime: application/pdf
words: 6356
sentence: 263
flesch: 60
cache: cache/atpp-1053.pdf
txt: txt/atpp-1053.txt
summary:
  Wisdom reduces to knowledge, in fact knowledge of exactly the sort the university is set up to manufacture and distribute, so teaching this sort of wisdom is what is already being done. The opportunity to develop self knowledge and the other qualities of wisdom is still there.


id: atpp-1084
author: Tiedemann, Markus
title: The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and 'Ethik'
date: 2017-04-26
pages: 11
extension: .pdf
mime: application/pdf
words: 6227
sentence: 548
flesch: 62
cache: cache/atpp-1084.pdf
txt: txt/atpp-1084.txt
summary:
  Today, we are able to articulate and investigate questions and problems whose solutions do not seem to be of any concrete value for us. On the contrary, Martens sees the problem-opening phase as the right time to awaken the children’s awareness for problems, to let them grasp and verbalize problems.


id: atpp-1002
author: Miller, Stephen Kekoa
title: Socratic Aporia in the Classroom and the Development of Resilience
date: 2017-12-18
pages: 8
extension: .pdf
mime: application/pdf
words: 3999
sentence: 249
flesch: 64
cache: cache/atpp-1002.pdf
txt: txt/atpp-1002.txt
summary:
  This is the more interesting and more disturbing possibility arrived at not only from Socratic method per se but from any academic course aiming for critical thinking and analysis rather than rote learning. 38, ISSUE 1 (2017) 30 On this view, Socratic teachers aim not at intellectual liberation, but instead, “interrogate because questions are a more effective means to intellectual subordination, to stultification, than lecturing.”


id: atpp-1000
author: Tarrant, Associate Professor Stella; D'Olimpio, Dr. Laura
title: Philosophy in the (Gender and the Law) Classroom
date: 2017-12-15
pages: 16
extension: .pdf
mime: application/pdf
words: 8178
sentence: 433
flesch: 57
cache: cache/atpp-1000.pdf
txt: txt/atpp-1000.txt
summary:
  Other students could ask questions or challenge the classification, and the person representing the small group that made the classification had the opportunity to alter the category if they were convinced of another’s reasoning. [I looked] at things through the eyes of other students and [saw] how society is changing and adapting’; and ‘I liked having gained the skills of being more aware about my thoughts and that of others, being able to listen more critically and in a focused manner.’


id: atpp-1096
author: Gardner, Susan T.
date: 2018-02-08
pages: 4
extension: .pdf
mime: application/pdf
words: 2210
sentence: 98
flesch: 65
cache: cache/atpp-1096.pdf
txt: txt/atpp-1096.txt
title:
  Perceiving "The Philosophical Child": A Guide for the Perplexed: A review of Jana Mohr Lone's The Philosophical Child.

summary:
  Thus, though Mohr Lone says that the subject of her book is to assist parents in support- ing the development of children’s philosophical selves (p. 7), that claim may mask the gift that this lovely book can bring to the parent-child relationship if it is interpreted as helping children to become “smarty pants” in the sense of acquiring esoteric skills to excel in the ivory-tower (albeit children-oriented) discipline of academic philosophy. As Mohr Lone points out, “Questioning is an essential skill for evaluating the constant flood of information that bombards children, for gathering what they need to make good decisions, and for conveying the gaps that remain in their understanding of particular topics or situations.


id: atpp-1077
author: Gazzard, Ann
title: Do You Need to Know Philosophy to Teach Philosophy to Children? A Comparison of Two Approaches
date: 2018-02-07
pages: 9
extension: .pdf
mime: application/pdf
words: 6190
sentence: 227
flesch: 52
cache: cache/atpp-1077.pdf
txt: txt/atpp-1077.txt
summary:
  Like Lipman’s maxim that teachers of philosophy for children should be pedagogically strong, yet philosophi- cally self-effacing, Wartenberg also argues that “while we (philosophy teachers) don’t prescribe what the children say about anything, we do actually require that what they say fits into the rules for having a philosophical discus- sion…” (Wartenberg, 2009, p. 33). That is to say, the philosophy for children teacher, on Lipman’s account, should be well versed in philosophy and the competing views it provides, not so that they can give “right” answers, but rather to help facilitate dialogue amongst the students.3 For Lipman, the Philosophy for Children teacher uses this breadth and depth of knowl- edge to understand more fully different student perspectives and to then help them further elucidate their views rather than imposing his/hers.


id: atpp-1064
author: Ross, Sheryl Tuttle
title: Show and Tell: Photovoice as International Travel Pedagogy
date: 2018-02-07
pages: 10
extension: .pdf
mime: application/pdf
words: 4903
sentence: 201
flesch: 52
cache: cache/atpp-1064.pdf
txt: txt/atpp-1064.txt
summary:
  Students are often far more fluent and familiar with photographic images and narrative films than they are with the written word, as students frequently struggle with the texts of Shakespeare, but can ascertain salient features and some symbolic importance of photographic images or movies.8 Moreover, the photographic image has become ubiquitous, as cell phones cameras and Facebook make sharing visual images the norm for most students. Teachers who use an appropriate pedagogy may make the difference between students who develop cultural competencies and those who simply enjoy bacchanalian vacations.


id: atpp-1030
author: Moore, Theresa R.; Hassinger, Mary C.
date: 2017-04-26
pages: 8
extension: .pdf
mime: application/pdf
words: 3539
sentence: 143
flesch: 39
cache: cache/atpp-1030.pdf
txt: txt/atpp-1030.txt
title:
  Improving Academic Quality through Outcomes Assessment and Active Learning Strategies - a Model for Effective Institutional Change

summary:
  Student Data The authors discovered a correlation between student data gleaned from the NSSE (National Survey of Stu- dent Engagement) and improved student learning during the timeframe of the Title III. Furthermore, faculty perceptions coupled with objective measures are indicative of improved student learning.


id: atpp-1119
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-08
pages: 1
extension: .pdf
mime: application/pdf
words: 478
sentence: 15
flesch: 37
cache: cache/atpp-1119.pdf
txt: txt/atpp-1119.txt
summary:
  CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University LAYOUT DESIGN ASSISTANT April Wolford Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Michel Sasseville Laval University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Editor's Notes ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 35, Issue 1 (2014) Editor’s Notes This first issue of Volume 35 brings us back to the home terrain of Analytic Teaching and Philosophical Praxis, with all five articles dealing squarely in concerns central to the meaning and prospects of Philosophy for Children.


id: atpp-1028
author: Turgeon, Wendy C.
title: Confessions of a Departmental Chair on Assessment
date: 2017-04-26
pages: 8
extension: .pdf
mime: application/pdf
words: 5930
sentence: 242
flesch: 51
cache: cache/atpp-1028.pdf
txt: txt/atpp-1028.txt
summary:
  And most importantly, are the results of student assessment of faculty effectiveness being used in helpful ways to guide instructors in their continuing pedagogical development?4 Consequently, we certainly want to hold faculty accountable for the quality of their instruction and institu- tions accountable for their degrees but how do we control for all the extraneous factors and develop modalities ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. Perhaps the most important aspect of student assessment is a clear accounting for the function and meaning of any given assessment activity.


id: atpp-1094
author: Loute, Alain
title: Enrique Dussel y Paul Ricoeur: Pensar la Creatividad Normativa
date: 2018-02-08
pages: 8
extension: .pdf
mime: application/pdf
words: 5390
sentence: 277
flesch: 55
cache: cache/atpp-1094.pdf
txt: txt/atpp-1094.txt
summary:
  24. DUSSEL, E. (1998), Ética de la liberación en la edad de la globalización y de la exclusión, Editorial Trotta, Madrid, p. 140. 25. DUSSEL, E. (1998), Ética de la liberación en la edad de la globalización y de la exclusión, op. cit., p. 463 67 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol.


id: atpp-1133
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-08
pages: 1
extension: .pdf
mime: application/pdf
words: 370
sentence: 13
flesch: 42
cache: cache/atpp-1133.pdf
txt: txt/atpp-1133.txt
summary:
  I hope the current volume finds you all doing well and engaged in a project you love… Pax et Bonum Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEBMASTER Jason Skoog Viterbo University LAYOUT DESIGN ASSISTANT Meredith Skinner Viterbo University EDITORIAL BOARD Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Editor's Notes ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 36 (2015-16) Editor’s Notes Volume 36 owes its genesis to the 2015 ICPIC conference held at the University of British Columbia.


id: atpp-1131
author: Morehouse, Richard
title: Book Review: Tinker Thinkers
date: 2018-02-08
pages: 2
extension: .pdf
mime: application/pdf
words: 743
sentence: 26
flesch: 54
cache: cache/atpp-1131.pdf
txt: txt/atpp-1131.txt
summary:
  40 pages (There is also an optional APP that may be purchased) ISBN-10: 1927425084 ISBN-13: 978-1927425084 hile intended for young readers, this colorfully and cleverly illustrated book with a downloadable APP, is nonetheless a rigorous examination of philosophical themes written in an interactive and conversational style. This is a fun and valuable book that many young people will learn from and enjoy.


id: atpp-1117
author: Gaier, Robyn
title: Book Review: The Prudence of Love: How Possessing the Virtue of Love Benefits the Lover
date: 2018-02-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1566
sentence: 57
flesch: 44
cache: cache/atpp-1117.pdf
txt: txt/atpp-1117.txt
summary:
  For example, love can be manifested in a variety of relationships within distinct domains including self-love, interpersonal love, and even impartial love (as in philanthropy). It is clear that Silverman focuses upon the virtue of love as it is manifested in interpersonal relationships – particularly close T BOOK REVIEWS FOR ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 34, Issue 2 (2014) 87 interpersonal relations, such as family and friends.


id: atpp-1058
author: Bird, Maribel V.
title: Exposing Cultural Bias in the Classroom: Self-Evaluation as a Catalyst for Transformation
date: 2018-02-07
pages: 4
extension: .pdf
mime: application/pdf
words: 2583
sentence: 134
flesch: 49
cache: cache/atpp-1058.pdf
txt: txt/atpp-1058.txt
summary:
  One of those challenges is graduating students who are prepared to function effectively in a multicultural society. To assist students, some institutions seek to introduce them to as many cultures as possible by adding programs to the curriculum.


id: atpp-1049
author: Kraemer, Eric Russert
title: Plato and the Virtues of Wisdom
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 7628
sentence: 344
flesch: 62
cache: cache/atpp-1049.pdf
txt: txt/atpp-1049.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 31 No.1 31 Plato and the Virtues of Wisdom Eric Russert Kraemer Introduction Is wisdom a virtue? Plato on Wisdom Trying to pin Plato down on the topic of wisdom is a considerable challenge.5 The problem is not that Plato does not say much about it.


id: atpp-1025
author: Siegrist, Raymond
title: Characteristics of a High School Classroom Community of Mathematical Inquiry
date: 2018-02-07
pages: 6
extension: .pdf
mime: application/pdf
words: 3519
sentence: 193
flesch: 50
cache: cache/atpp-1025.pdf
txt: txt/atpp-1025.txt
summary:
  Students need to engage in the polishing process, but for this to happen teachers must get students to change their focus. This literature is appropriate as a frame for a study on mathematical communities of inquiry because socio-constructivist approaches to teaching share many theoretical underpinnings as well as pedagogical approaches with community of inquiry: 1) “Students have frequent opportunities to discuss, critique, explain, and, when necessary, justify their interpretations and solutions” (Cobb, Wood, Yackel, & Per- lwitz, 1992, p.485).


id: atpp-1109
author: Johnson, Rolf M.
title: The Significance of Alcibiades' Speech in Plato's Symposium
date: 2018-02-08
pages: 6
extension: .pdf
mime: application/pdf
words: 3377
sentence: 173
flesch: 67
cache: cache/atpp-1109.pdf
txt: txt/atpp-1109.txt
summary:
  A common pitfall of such teacher to student love is that the former seeks to impress the latter with his greater knowledge and skill, placing this objective above that of contributing to the well-being of the student. As one such critic has expressed it, “Plato was fundamentally unaware of any other form of love than acquisitive love.”2


id: atpp-1101
author: Fisherman, Daniel
title: Philosophy and the Faces of Abstract Mathematics
date: 2018-02-08
pages: 9
extension: .pdf
mime: application/pdf
words: 5484
sentence: 299
flesch: 54
cache: cache/atpp-1101.pdf
txt: txt/atpp-1101.txt
summary:
  Rather, the task group statement reinforces what many educators and parents believe – that high school mathematics is, at its core, a required credential for higher education or a needed skill for the job market (Roschelle, et al., 2008). To this end, I will present and analyze Hubert Dreyfus and Sean Kelly’s theory of “Shining,” a theory of action that postulates a causal path from meaningful experience to intrinsic motivation, and finally to “care-ful” or “effort-ful” action – precisely the path that would address the problem of motivation in high school mathematics.


id: atpp-1099
author: Chesky, Nataly
title: Beyond Epistemology and Axiology: Locating an Emerging Philosophy of Mathematics Education
date: 2018-02-08
pages: 9
extension: .pdf
mime: application/pdf
words: 5496
sentence: 263
flesch: 37
cache: cache/atpp-1099.pdf
txt: txt/atpp-1099.txt
summary:
  34 Issue 1 16 Beyond Epistemology and Axiology: Locating an Emerging Philosophy of Mathematics Education Nataly Chesky Abstract This paper explores the need to move beyond epistemological and axiological discussions in philosophy of mathematics education by reframing the inquiry to include an ontological perspective. I begin with a description of the dominant view of mathematics education as depicted in U.S. policy reform discourses and contrast it with critical views of philosophy of mathematics education.


id: atpp-1075
author: Gardner, Susan T.
date: 2018-02-07
pages: 12
extension: .pdf
mime: application/pdf
words: 9041
sentence: 332
flesch: 50
cache: cache/atpp-1075.pdf
txt: txt/atpp-1075.txt
title:
  THE COMPLEXITY OF RESPECTING TOGETHER: From the point of view of one participant of the 2012 Vancouver NAACI conference

summary:
  Speaking in tune with the notion, Eva Marsal, in her paper, “The Concept of Respect – a Philosophical Challenge,” argues that the affective degree of respect felt or not felt is dependent on the relative proximity to the object,” and that the closer we “zoom in” on the referent, the more concrete the web of conditions becomes which induces us to say “We respect X.” This fact, that “the quality of the bond affects the quality of the influence,” while clearly having important pervasive general implications, has critical ramifications with regard to education in particular. What is interesting, too, about the latter situation is that, had the discussion with regard to “Respect and the Veil” been couched in terms of abstract respect (i.e., that the veil is worrying because of its impact on the “role of women” rather than women per se), it might have been seemed less potentially insulting to those actual women who wear the veil.


id: atpp-1051
author: Harwood, Larry D.
title: Sagely Wisdom in Confucianism
date: 2018-02-07
pages: 8
extension: .pdf
mime: application/pdf
words: 5074
sentence: 210
flesch: 59
cache: cache/atpp-1051.pdf
txt: txt/atpp-1051.txt
summary:
  31 No.1 57 The portrayal of Confucius matches well Creel’s description of the Chinese people, for Confucius in many ways molded much of the Chinese cultural character. Kant wants to argue that morality should be ultimately autonomous, whereas for Confucius one way of cultivating a people is with a leader who is cultivated morally and thus offers good moral example to citizens by the way the ruler lives and governs.


id: atpp-1103
author: Daniel, Marie-France
title: Engaging in Critical Dialogue about Mathematics
date: 2018-02-08
pages: 11
extension: .pdf
mime: application/pdf
words: 6112
sentence: 417
flesch: 60
cache: cache/atpp-1103.pdf
txt: txt/atpp-1103.txt
summary:
  One of the challenges facing teachers who use P4CM with elementary school pupils consists in becoming aware of the differences between, on one hand, conversation (monological exchange) and dialogue and, on the other hand, between non-critical dialogue and critical dialogue. Experiments conducted with groups of pupils aged 9 to 12 years have indicated that P4CM positively stimulates reflection and dialogical competencies in these pupils.


id: atpp-1056
author: Hall, Richard
title: The Clifford/James Debate
date: 2018-02-07
pages: 11
extension: .pdf
mime: application/pdf
words: 8152
sentence: 358
flesch: 59
cache: cache/atpp-1056.pdf
txt: txt/atpp-1056.txt
summary:
  “The question of having moral beliefs at all or not having them is decided by our will,” maintains James. But above all it is religious beliefs that James is particularly anxious to vindicate, a vindication that would be continued later in his Varieties.


id: atpp-1150
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-08
pages: 1
extension: .pdf
mime: application/pdf
words: 412
sentence: 13
flesch: 38
cache: cache/atpp-1150.pdf
txt: txt/atpp-1150.txt
summary:
  I hope the current volume finds you all doing well and engaged in a project you love… Pax et Bonum Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University LAYOUT DESIGN ASSISTANT Jan Wellik Viterbo University EDITORIAL BOARD Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993.


id: atpp-1127
author: Marsal, Eva
title: Socratic Philosophizing with the Five Finger Model: The Theoretical Approach of Ekkehard Martens
date: 2018-02-08
pages: 11
extension: .pdf
mime: application/pdf
words: 4434
sentence: 269
flesch: 61
cache: cache/atpp-1127.pdf
txt: txt/atpp-1127.txt
summary:
  I’d see how he is in the schoolyard, if he fights with other children, then I wouldn’t talk to him. For this process to occur, philosophical methods exist that can assist in making philosophizing successful:


id: atpp-1105
author: Meerwaldt, Diana; Ferri, Rita Borromeo; Nevers, Patricia
date: 2018-02-08
pages: 13
extension: .pdf
mime: application/pdf
words: 7149
sentence: 440
flesch: 61
cache: cache/atpp-1105.pdf
txt: txt/atpp-1105.txt
title:
  Philosophizing with Children in the Course of Solving Modeling Problems in a Sixth Grade Mathematics Classroom

summary:
  34 Issue 1 80 Philosophizing with Children in the Course of Solving Modeling Problems in a Sixth Grade Mathematics Classroom Diana Meerwaldt, Rita Borromeo Ferri, Patricia Nevers Keywords: 6th grade mathematics, modeling problems, transfer, different types of philosophizing, empirical study Introduction While the concept of a community of inquiry based on dialogue is an integral part of philosophy for chil-dren (Lipman 1988, 2003; Morehouse 2010), this concept is less prevalent in mathematics and science classes. Children expect the teacher (or some other authority) to tell them what the “right” answer to a question is, and teachers expect children to reproduce that answer.


id: atpp-1132
author: Morehouse, Richard
title: Book Review: Philosophy and Childhood: Critical Perspectives and Affirmative Practices
date: 2018-02-08
pages: 4
extension: .pdf
mime: application/pdf
words: 1947
sentence: 81
flesch: 54
cache: cache/atpp-1132.pdf
txt: txt/atpp-1132.txt
summary:
  This introduction prepares the reader for what is to come —a critique of P4C based on “[m]y own practice with children and educators” leading to a strong belief in the educational possibilities of the practice of philosophy with children and teachers along with “serious doubts (philosophical, educational, political) regarding the benefits of the application of the Institute for the Advancement of Philosophy for Children (IAPC) model” (p. 3). Kohan’s reading of Jaspers is that philosophy is informed by wonder, doubt and commotion to which he adds dissatisfaction.


id: atpp-1007
author: Ioannou, Savvas; Georgiou, Kypros; Ventista, Ourania Maria
title: Teaching Philosophy through Paintings: A Museum Workshop
date: 2017-12-18
pages: 22
extension: .pdf
mime: application/pdf
words: 7833
sentence: 529
flesch: 60
cache: cache/atpp-1007.pdf
txt: txt/atpp-1007.txt
summary:
  The present research aims to discuss aesthetic and epistemological issues with primary school children through a temporary art exhibition in a museum in Cyprus. Primary school children can discuss topics of aesthetics and epistemology and found them interesting.


id: atpp-1095
author: Morehouse, Richard
date: 2018-02-08
pages: 4
extension: .pdf
mime: application/pdf
words: 2079
sentence: 90
flesch: 53
cache: cache/atpp-1095.pdf
txt: txt/atpp-1095.txt
title:
  Picturebooks, Pedagogy, and Philosophy: A review of Joanna Haynes & Karin Murris' Picturebooks, Pedagogy, and Philosophy by Richard Morehouse.

summary:
  This work provides no easy answers for the uses of picture books but instead is a comprehensive examination of how picture books contribute to our understanding of pedagogy and philosophy. My sense is that the authors consider themselves educators of philosophy who use picture books as a way to teach philosophy.


id: atpp-1107
author: Schulzke, Marcus
title: Evaluating Fromm's Theory of Love and its Pedagogical Significance
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 7905
sentence: 337
flesch: 49
cache: cache/atpp-1107.pdf
txt: txt/atpp-1107.txt
summary:
  Fromm does not deny that motherly love may be called love, but he thinks that it differs significantly from the kind of universal love that can serve as the basis for ethical obligations more generally. This possibility threatens to undermine Fromm’s theory of love by allowing universal love to break down into various different, incommensurable different forms of love.


id: atpp-1093
author: Moreno Lax, Alejandro
title: Enrique Dussel: ética y polí­tica
date: 2018-02-08
pages: 15
extension: .pdf
mime: application/pdf
words: 8970
sentence: 359
flesch: 46
cache: cache/atpp-1093.pdf
txt: txt/atpp-1093.txt
summary:
  la norma material es la condición de posibilidad de «contenidos» de la «aplicación» de la norma formal, en cuanto que si se argumenta es porque se intenta saber cómo se puede (debe) reproducir y desarrollar la vida del sujeto humano aquí y ahora”24. Dicho de otra manera, para el filósofo argentino todo procedimiento formal de discusión siempre se refiere a un momento material relacionado con la producción, la reproducción y el desarrollo de la vida humana. Esta ética de la vida trata de articular tres aspectos éticos de la razón sin instancia última, sin una jerarquía entre ellos, inspirándose, si se nos permite la generalización, en Karl Marx, Jürgen Habermas y Max Weber; o lo que es lo mismo: la materialidad del trabajo vivo, la formalidad de la ética del discurso y la factibilidad de la razón instrumental.


id: atpp-1134
author: Strong Makaiau, Amber
date: 2018-02-08
pages: 7
extension: .pdf
mime: application/pdf
words: 3034
sentence: 163
flesch: 53
cache: cache/atpp-1134.pdf
txt: txt/atpp-1134.txt
title:
  The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy: A Promising Practice for Preparing Pre-Service Social Studies Teachers in the College of Education

summary:
  The purpose of this paper is to offer the philosophy for children Hawai‘i (p4cHI) approach to deliberative pedagogy as a promising practice for colleges of education that are looking to provide pre-service social studies teachers with strategies for employing a deliberative pedagogy in the K-12 setting. While this is excellent news for advocates of democratic education (Dewey 1916; Freire 1970; Apple & Beane, 1995; Gutman 1987; Vinson 2006; Parker, 2010; The Campaign for the Civic Mission of Schools, 2011; Hess & McAvoy, 2015) it presents new challenges to colleges of education, which will take on much of the responsibility for introducing deliberative pedagogy to pre-service teacher candidates who did not have the opportunity to experience a deliberative pedagogy as part of their own K-12 schooling.


id: atpp-1112
author: D'Ambrosio, Joseph G.; Faul, Anna C.
title: Love: Through the Lens of Pitirim Sorokin
date: 2018-02-08
pages: 11
extension: .pdf
mime: application/pdf
words: 6904
sentence: 360
flesch: 58
cache: cache/atpp-1112.pdf
txt: txt/atpp-1112.txt
summary:
  Highly extensive love is in contradition to limiting love actions that are directed to a small group and purposefully refrained from sharing love with others or the rest of humanity. Being willing to emotionally or physically lose something precious for another (intensive love), knowing that the loss will benefit others (extensive love), understanding that love actions will not be returned (pure love), aligning with another’s needs (adequate love) and doing it for a long time (durational love) will encourage the flourishing of humans guided by love as envisioned by Sorokin.


id: atpp-1120
author: Kennedy, David
title: Dialogic Schooling
date: 2018-02-08
pages: 9
extension: .pdf
mime: application/pdf
words: 4100
sentence: 210
flesch: 50
cache: cache/atpp-1120.pdf
txt: txt/atpp-1120.txt
summary:
  This paper offers a genealogy of dialogic education, tracing its origins in Romantic epistemology and corresponding philosophy of childhood, and identifying it as a counterpoint to the purposes and assumptions of universal, compulsory, state-imposed and regulated schooling. Dialogic education has historically worked against the grain of standardized mass education, not only in its view of the nature, capacities and potentialities of children (and therefore of adults as well), but in its economic, political and social views, for which childhood is understood as a promissory condition.


id: atpp-1032
author: Costello, Patrick J.M.
title: Developing Communities of Inquiry in the UK: Retrospect and Prospect
date: 2017-04-26
pages: 20
extension: .pdf
mime: application/pdf
words: 11991
sentence: 986
flesch: 74
cache: cache/atpp-1032.pdf
txt: txt/atpp-1032.txt
summary:
  More recently, books have been published which focus on how to teach thinking and learning skills (Simister, 2007); learning through enquiry and dialogue in the primary classroom (Haynes, 2008); developing thinking and understanding in young children (Robson, 2006); thinking skills in education (McGregor, 2007); Philosophy for Children (Bowles, 2008); philosophy in schools (Hand and Winstanley, 2009); and philosophy with teenagers (Hannam and Echeverria, 2009). Indeed this exercise is based on Reuben Abel’s Man is the Measure: A Cordial Invita- tion to the Central Problems of Philosophy (1976), which was the first book it was suggested that I should read when I began to study philosophy, as an undergraduate, in the late 1970s.2 PC:


id: atpp-1158
author: Howard, Jason J.
title: Editor's Welcome
date: 2018-12-12
pages: 1
extension: .pdf
mime: application/pdf
words: 409
sentence: 15
flesch: 43
cache: cache/atpp-1158.pdf
txt: txt/atpp-1158.txt
summary:
  Pax et Bonum Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jan Wellik Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 39, Issue 1 (2018)


id: atpp-1114
author: McFadden, Kathryn A.
title: Agape: Love and Art in Community
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 7423
sentence: 403
flesch: 61
cache: cache/atpp-1114.pdf
txt: txt/atpp-1114.txt
summary:
  4 Love is patient, love is kind. She writes, “Love proves its strength precisely in considering even the enemy and even the sinner as mere occasions for love.


id: atpp-1155
author: Morehouse, Richard
title: Review of "Academic Philosophy: An Uncommonly Creative, Imaginative and Challenging Curriculum"
date: 2018-02-08
pages: 5
extension: .pdf
mime: application/pdf
words: 2267
sentence: 108
flesch: 58
cache: cache/atpp-1155.pdf
txt: txt/atpp-1155.txt
summary:
  Books D, E, and F teacher material have themes or questions to be explored. The first three sets of teacher materials are labeled Teacher Manual, while the last three sets of teacher materials are called Philosophical Curriculum Guidebooks.


id: atpp-1146
author: Baker, Geoff; Fisher, Andrew
title: Philosophy, Pedagogy and Personal Identity: Listening to the Teachers in PFC
date: 2018-02-08
pages: 9
extension: .pdf
mime: application/pdf
words: 4585
sentence: 216
flesch: 59
cache: cache/atpp-1146.pdf
txt: txt/atpp-1146.txt
summary:
  This changed view of the purposes of education locates P4C teachers in a broader social and academic debate about the ideological and political ramifications of P4C (for a good overview see Gregory, 2011). [amongst other teachers teaching P4C].


id: atpp-1106
author: Howard, Jason J.
title: Editor's Notes
date: 2018-02-08
pages: 1
extension: .pdf
mime: application/pdf
words: 530
sentence: 16
flesch: 38
cache: cache/atpp-1106.pdf
txt: txt/atpp-1106.txt
summary:
  - Pax et Bonum Jason J. Howard, Chief Editor CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University LAYOUT ASSISTANT Tyler R. Mancl Viterbo University WEB DESIGN MASTER Debra A. Kappmeyer Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Michel Sasseville Laval University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 34, Issue 2 (2014)


id: atpp-1137
author: Robinson, Grace
title: Feeling the Pull: Ethical Enquiry and the Tension It Creates for Teachers
date: 2018-02-08
pages: 11
extension: .pdf
mime: application/pdf
words: 6334
sentence: 307
flesch: 51
cache: cache/atpp-1137.pdf
txt: txt/atpp-1137.txt
summary:
  Good quality ethical enquiry is neither moralistic and manipulative nor abstract and disconnected from everyday life and most teachers navigate this middle ground quite well. Besides these reasons for thinking skeletal dilemmas unsuitable for ethical instruction, we must also acknowledge that acts of killing are incredibly rare in real ethical life, and ever rarer for children.


id: atpp-1121
author: Fletcher, Natalie M.
title: Body Talk, Body Taunt - Corporeal Dialogue within a Community of Philosophical Inquiry
date: 2018-02-08
pages: 16
extension: .pdf
mime: application/pdf
words: 8368
sentence: 370
flesch: 46
cache: cache/atpp-1121.pdf
txt: txt/atpp-1121.txt
summary:
  Building on what Kennedy calls “the lived experience of preverbal dialogue” (Kennedy, 2010, p. 45), I will argue that body taunting poses a threat to the CPI’s emerging intersubjectivity by changing the chiasmatic relations between inquirers, making boundaries between self and other seem more pronounced, notably in moments when disagreement is communicated nonverbally in antagonistic ways that betray or contradict voiced arguments. Though not altogether undesirable, body taunting requires conceptual attention since it highlights a neglected dimension of the CPI experience—namely corporeal expression—that greatly affects its pedagogical effectiveness, notably its efforts toward multidimensional thinking and shared knowledge construction.


id: atpp-1139
author: Green, Lena
title: Facilitation is No Mere Technical Skill: A Case Study of a Small Group of 'Different' Students
date: 2018-02-08
pages: 13
extension: .pdf
mime: application/pdf
words: 6384
sentence: 314
flesch: 60
cache: cache/atpp-1139.pdf
txt: txt/atpp-1139.txt
summary:
  It would be pleasing to believe that education worldwide could be transformed if philosophical inquiry were inserted into every school curriculum and all teachers were trained to facilitate collaborative philosophical inquiry. My final comment is that, if facilitation is an art, we should not expect all teachers to become, or to wish to become, highly effective facilitators of philosophical inquiry after a brief training.


id: atpp-1143
author: Youssef, Chadi; Campbell, Marilyn; Tangen, Donna
title: The Effects of Participation in a P4C Program on Australian Elementary School Students
date: 2018-02-08
pages: 19
extension: .pdf
mime: application/pdf
words: 6020
sentence: 326
flesch: 52
cache: cache/atpp-1143.pdf
txt: txt/atpp-1143.txt
summary:
  A higher percentage of P4C school students claimed to have both been face- to-face bullied and bullied others face-to-face in the year of the study than matched students at other schools with both groups showing similar involvement in cyberbullying (Tangen & Campbell, 2010). Self-esteem It has also been claimed that the self-esteem of elementary school students is enhanced by involvement with P4C (Sasseville, 1994).


id: atpp-1153
author: Kenyon, Erik; Terorde-Doyle, Diane
title: Art & Dialogue: An Experiment in Pre-k Philosophy
date: 2018-02-08
pages: 10
extension: .pdf
mime: application/pdf
words: 5241
sentence: 328
flesch: 68
cache: cache/atpp-1153.pdf
txt: txt/atpp-1153.txt
summary:
  With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible.


id: atpp-1129
author: Colom, Roberto; Moriyón, Félix García; Magro, Carmen; Morilla, Elena
title: The Long-term Impact of Philosophy for Children: A Longitudinal Study (Preliminary Results)
date: 2018-02-08
pages: 7
extension: .pdf
mime: application/pdf
words: 2255
sentence: 122
flesch: 55
cache: cache/atpp-1129.pdf
txt: txt/atpp-1129.txt
summary:
  In closing, P4C seems to have a positive impact over basic cognitive abilities, namely, fluid- abstract and crystallized-verbal abilities. The administered measures tapped cognitive abilities (IGF and EFAI), basic personality traits (EPQ), and academic achievement (school grades and standardized tests).


id: atpp-1111
author: Caslib, Jr., Bernardo N.
title: Caritas and Experience-based Learning: Teaching Love to Filipino College Students
date: 2018-02-08
pages: 10
extension: .pdf
mime: application/pdf
words: 5917
sentence: 278
flesch: 65
cache: cache/atpp-1111.pdf
txt: txt/atpp-1111.txt
summary:
  Analytic teaching and philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 34, Issue 2 (2014) 47 Caritas and Experience-based Learning: Teaching Love to Filipino College Students Bernardo N. Caslib, Jr. Abstract: In this paper, I argue that love, specifically Thomas Aquinas’ notion of caritas, can be taught by employing experience-based learning. According to Aquinas, beings in the world that have sensitive souls just like animals and humans are prone, foremost, to sensitive love or amor.


id: atpp-1113
author: Morehouse, Richard
title: Book Review: Educational Leadership and Hannah Arendt
date: 2018-02-08
pages: 2
extension: .pdf
mime: application/pdf
words: 698
sentence: 23
flesch: 34
cache: cache/atpp-1113.pdf
txt: txt/atpp-1113.txt
summary:
  While Gunter’s comments here and throughout the book are directed toward an internationalization of methods and processes in elementary and secondary schools, many in higher education can sympathize and emphasize with this sentiment. According to their website the MLESMA of British Education, leadership, management and administration association is: The British Educational Leadership Management and Administration Society (BELMAS) is an independent voice supporting quality education through effective leadership and management.


id: atpp-1102
author: English, Lyn D.
title: Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 5851
sentence: 338
flesch: 53
cache: cache/atpp-1102.pdf
txt: txt/atpp-1102.txt
summary:
  With the avalanche of data students face on a daily basis from various sources, they need more than ever before to be critical consumers of information. Within this perspective, I view modelling problems as realistically complex situations set within life contexts that engage student groups in mathematical content and thinking that extend beyond the usual classroom school experience.


id: atpp-1135
author: Love, Rhiannon
title: The Case for Philosophy For Children In The English Primary Curriculum
date: 2018-02-08
pages: 18
extension: .pdf
mime: application/pdf
words: 9012
sentence: 385
flesch: 52
cache: cache/atpp-1135.pdf
txt: txt/atpp-1135.txt
summary:
  In P4C children are encouraged to question, to think, to reason and to make connections between philosophical concepts and their own experiences (Murris, 2000), as well as to generate their own questions as a focus for the enquiry. They have found that through P4C enquiries the children have become more engaged with stories, poems and literary texts; in addition to developing the skills of reading, writing, speaking and listening.


id: atpp-1098
author: Oliverio, Stefano
date: 2018-02-08
pages: 15
extension: .pdf
mime: application/pdf
words: 9208
sentence: 340
flesch: 50
cache: cache/atpp-1098.pdf
txt: txt/atpp-1098.txt
title:
  For a 'Non-mathematical' Learning of Mathematics. A Philosophical-Educational Reflection on Philosophical Inquiry and Mathematics Classes

summary:
  Accordingly, investigating the role and significance of philosophical inquiry for the learning/teaching of maths does not consist simply in reflecting upon the possibility of extending a specific pedagogical model (in this present case the Philosophy for Children approach) to another area of teaching or upon the didactic strategies necessary to do that (pivotal as they are) In contrast, by invoking a recourse to philosophical inquiry in math classes, we reverse the order and suggest that through the former we can approach the latter in more profitable, if not more effective, ways.


id: atpp-1178
author: Howard, Jason
title: Editor's Welcome
date: 2020-12-08
pages: 1
extension: .pdf
mime: application/pdf
words: 646
sentence: 21
flesch: 36
cache: cache/atpp-1178.pdf
txt: txt/atpp-1178.txt
summary:
  Pax et Bonum, Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 40, Issue 2 (2020)


id: atpp-1115
author: Hamilton, Paula
title: Book Review: Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty
date: 2018-02-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1611
sentence: 66
flesch: 35
cache: cache/atpp-1115.pdf
txt: txt/atpp-1115.txt
summary:
  book reviews for analytic Teaching and Philosophical praxis BOOK REVIEWS FOR ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 34, Issue 2 (2014) 89 Book Review Addressing Tensions and Dilemmas in Inclusive Education: Living with uncertainty Review by Paula Hamilton Addressing Tensions and Dilemmas in Inclusive Education: Living with uncertainty Brahm Norwich Routledge, 2013 USA and Canada 189 pages ISBN: 9780415528481 $40.95 U.S. Paper; Hardcover $155.00 he main theme of ‘Addressing Tensions and Dilemmas in Inclusive Education’ is the theoretical examination of the philosophical tensions and complexities associated with the provision of inclusive education for children and young people with disabilities and learning difficulties. Unlike many books of its genre, this text goes beyond a descriptive account of the ideological values of inclusive education and how learners with disabilities and learning difficulties can be supported.


id: atpp-1141
author: Pournantzi, Vasiliki; Zacharos, Konstantinos; Shiakalli, Maria Angela
title: Investigating Pre-School Children's Ability to Formulate Logical Arguments
date: 2018-02-08
pages: 21
extension: .pdf
mime: application/pdf
words: 8578
sentence: 546
flesch: 59
cache: cache/atpp-1141.pdf
txt: txt/atpp-1141.txt
summary:
  Our data showed three types of argumentation children used in order to justify their answers: We defined the first type as “non structured argumentation” consisting of the following characteristics: - Simple sentences without argumentation (“just because”, “I do not know”, “Because I believe so”) or idiosyncratic answers without argumentation support, - sentences leading to no conclusion and, often, presented as a type of internal monologue, - sentences showing that the child had not realized the cause-and-effect relation between situations, ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 36 (2015-16) 95 - sentences showing that children could not use logical relations such as “if p, then q” nor could they argue on hypothetical reasoning, - sentences showing that children did not realize deductive reasoning as a single logical system, - sentences showing that children had not yet familiarized with types of inductive reasoning and did not lead to any generalizations. There is also a growing interest for the introduction of school subjects defined as Philosophy for Children (Colom et al. 2014; Gasparatou, and Kampeza 2012; Lipman et al. 1980).


id: atpp-1104
author: Chassapis, Dimitris
date: 2018-02-08
pages: 11
extension: .pdf
mime: application/pdf
words: 5064
sentence: 249
flesch: 43
cache: cache/atpp-1104.pdf
txt: txt/atpp-1104.txt
title:
  The History of Mathematics as Scaffolding for Introducing Prospective Teachers into the Philosophy of Mathematics

summary:
  Such points of view may be spontaneous and somewhat incoherent; however, they do, in fact, exist and affect the activities of mathematics teachers. 34 Issue 1 70 With reference to the above, it may be asserted that there is a direct association of a philosophy of math- ematics adopted by mathematics teachers which will be combined with fundamental features of their teaching practices.


id: atpp-1148
author: Fletcher, Natalie M.
date: 2018-02-08
pages: 17
extension: .pdf
mime: application/pdf
words: 8886
sentence: 336
flesch: 42
cache: cache/atpp-1148.pdf
txt: txt/atpp-1148.txt
title:
  Shared Autonomous Reasoning: Interpretations of Habermasian Discourse for The Community of Philosophical Inquiry

summary:
  Throughout his writings and notably in his theory of communicative action, Jürgen Habermas examines the potential for shared autonomous reasoning, challenging monological approaches in favour of a discursive understanding that seeks to preserve the emancipatory features of popular notions of self-determination while adding a crucial intersubjective component.1 From his perspective, it appears that autonomous reasoning not only can be shared but indeed must be shared, given his stance that all human meaning is intersubjectively constituted. A normative interpretation of shared autonomous reasoning From a Habermasian perspective, it is insufficient to consider only the contents and the valuation of autonomous reasoning as shared—we also have an obligation to the people in the lifeworld with whom we intersubjectively create meaning.


id: atpp-1118
author: Ware, Lauren
title: What Good is Love?
date: 2018-02-08
pages: 17
extension: .pdf
mime: application/pdf
words: 9290
sentence: 486
flesch: 53
cache: cache/atpp-1118.pdf
txt: txt/atpp-1118.txt
summary:
  This paper focuses on love, but for an account of “nasty emotions” versus “nice emotions”, see Ronald de Sousa, “Moral emotions,” Ethical Theory and Moral Practice 4 (2001): 109-126; Aaron Ben Ze’ev, “Are envy, anger, and resentment moral emotions?,” Philosophical Explorations 5:2 (2001): 148-154; and Kristján Kristjánsson, “Can we teach justified anger?,” Journal of Philosophy of Education 39:4 (2005): 671-689. Indeed, Maxwell and Reichenbach even go so far as to say that “not a single intervention programme or identifiable body of educational practices or strategies grounded in a major theoretical perspective in contemporary social psychology exists which specifically and explicitly targets moral emotions.”29


id: atpp-1166
author: Gardner, Susan T.; Anderson, Anastasia; Henry, Wayne
title: Reasoning (or not) with the Unreasonable
date: 2019-05-06
pages: 10
extension: .pdf
mime: application/pdf
words: 5167
sentence: 234
flesch: 59
cache: cache/atpp-1166.pdf
txt: txt/atpp-1166.txt
summary:
  This requires, rather, that one is willing and able to seriously evaluate the opposing position both in and of itself, as well as in juxtaposition to one’s own, i.e., that one evaluate the opposing position both for internal consistency, as well as its merits by comparison to other positions. As well, it would be helpful to note that, in those instances in which a two-way dialogue fails, there are other ways in which we can connect with others, namely, the one-way street of attempting to thoroughly understand the other’s position and why the other is so firmly entrenched.


id: atpp-1168
author: Anderson, Daniel J.
title: Bringing Philosophy to Gaming, Not Gaming to Philosophy
date: 2019-05-06
pages: 9
extension: .pdf
mime: application/pdf
words: 4367
sentence: 213
flesch: 52
cache: cache/atpp-1168.pdf
txt: txt/atpp-1168.txt
summary:
  Intermittently using roleplaying games (RPG’s) to conduct CPI's may help in this regard, as it provides individuals with the opportunity to practice applying reasoning to their own behaviour. This paper will begin by explaining the history and nature of roleplaying games.


id: atpp-1100
author: Roemischer, John
title: Can Philosophic Methods without Metaphysical Foundations Contribute to the Teaching of Mathematics?
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 8010
sentence: 388
flesch: 45
cache: cache/atpp-1100.pdf
txt: txt/atpp-1100.txt
summary:
  If Platonic metaphysical foundations traditionally supported mind-based, social-class hierarchic divi- sions, then one might reasonably argue that Platonic foundations was not what Socratic teaching method had in mind. Fourth, the authoritarian approach to teaching method consists of the troublesome premise that teachers both know and are communicating truth.


id: atpp-1151
author: Moriyón, Félix García
title: The Classroom as a Work of Art
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 7083
sentence: 314
flesch: 56
cache: cache/atpp-1151.pdf
txt: txt/atpp-1151.txt
summary:
  Learning art also means to develop a perceptual capacity, i.e. learning to watch, hear, perceive with all senses, because, if the education of the perception is neglected, people will fail to develop the faculty of grasping the relevance and meaning of art works. A list of art works may include any number of the classical disciplines: painting, sculpture, architecture, music, literature, and the performing arts (theatre and dance).


id: atpp-1147
author: Miller, Stephen
title: Your Feelings Are Wrong
date: 2018-02-08
pages: 7
extension: .pdf
mime: application/pdf
words: 3632
sentence: 202
flesch: 60
cache: cache/atpp-1147.pdf
txt: txt/atpp-1147.txt
summary:
  Of course, moral disgust is an essential category. In Political Emotions, Nussbaum discusses the term Aristotle employed against Plato’s kallipolis, “water-emotions” (p.219) to suggest that most moral philosophy offers paltry understanding of the strong motivations needed to actually behave morally.


id: atpp-1138
author: Henry, Wayne
title: Consumer Capitalism Meets Inquiry
date: 2018-02-08
pages: 7
extension: .pdf
mime: application/pdf
words: 3870
sentence: 175
flesch: 56
cache: cache/atpp-1138.pdf
txt: txt/atpp-1138.txt
summary:
  Where there is an unmet demand, the self-interest of market participants will motivate someone to exploit that niche. One way or another, though, I think it is safe to say that participants in such discussions are unlikely to be as blind to the potential deleterious personal impact of consumer forces.


id: atpp-1190
author: Gardner, Susan
title: Guest Editor's Welcome from Susan Gardner
date: 2021-04-30
pages: 1
extension: .pdf
mime: application/pdf
words: 788
sentence: 25
flesch: 40
cache: cache/atpp-1190.pdf
txt: txt/atpp-1190.txt
summary:
  Susan Gardner CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, WI 45601 Analytic Teaching and Philosophical Praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 41, Issue 1 (2021) Guest Editor’s Welcome from Susan Gardner


id: atpp-1154
author: Turgeon, Wendy C.
title: Deconstructing the Artistic Impulse through an Examination of David Wiesner's Art and Max
date: 2018-02-08
pages: 5
extension: .pdf
mime: application/pdf
words: 2762
sentence: 156
flesch: 73
cache: cache/atpp-1154.pdf
txt: txt/atpp-1154.txt
summary:
  The title brings with it a delightful ambiguity: is the reference to Art and Max or Arthur and Max, or indeed are both implied? The story line has Arthur, the artist, completing a portrait of another lizard while Max bursts into the scene enthusiastic about art and wanting to join in the painting experience.


id: atpp-1187
author: Morehouse, Richard
date: 2020-12-08
pages: 4
extension: .pdf
mime: application/pdf
words: 1691
sentence: 88
flesch: 65
cache: cache/atpp-1187.pdf
txt: txt/atpp-1187.txt
title:
  Book Review: Wendy Turgeon's "Philosophical Adventures with Fairy Tales: new ways to explore familiar tales with kids of all ages"

summary:
  These lines are among the ways that Turgeon’s own adventure with fairy tales differs from discussion guides in the philosophy for children's corpus as well as Junior Great Book Discussion Guides. Turgeon provides a helpful overview of the history of fairy tales with “getting into the weeds” of academic disputes.


id: atpp-1176
author: Morehouse, Richard (Mort)
title: Doing Philosophical Psychology: Helping Adolescents Discover their Place in History
date: 2020-04-20
pages: 11
extension: .pdf
mime: application/pdf
words: 6384
sentence: 328
flesch: 65
cache: cache/atpp-1176.pdf
txt: txt/atpp-1176.txt
summary:
  He showed that you cannot take a life out of history, that life history can only be understood in history, and that statement stayed with me for a long time. Here I argue that there is something unique about the ways that some adolescents and young adults struggle with a set of philosophical issues.


id: atpp-1174
author: Striano, Maura
title: The Deweyan Background in P4C
date: 2020-04-20
pages: 10
extension: .pdf
mime: application/pdf
words: 5421
sentence: 241
flesch: 44
cache: cache/atpp-1174.pdf
txt: txt/atpp-1174.txt
summary:
  Donald Allan Schön wrote that the most important legacy bequeathed by Dewey to education is his “theory of inquiry” (Schön, 1992) since it grounds the development of a reflective approach to educational processes and practices and gives birth to what Cam identifies as the “tradition of reflective education” (Cam, 2008). However, he did not explore the educational conditions which could orient and sustain the emergence and development of reflective inquiry processes.


id: atpp-1159
author: Lyle, Sue
date: 2018-12-12
pages: 12
extension: .pdf
mime: application/pdf
words: 6275
sentence: 339
flesch: 58
cache: cache/atpp-1159.pdf
txt: txt/atpp-1159.txt
title:
  Education for Sustainable Development and Global Citizenship through Philosophical Enquiry: Principles and Practices

summary:
  I show how a thematic approach that connects ESDGC to real life issues and incorporates all school subjects can connect the different areas of study to each other and support critical thinking by introducing controversial issues. Since the introduction of the Skills Framework, there has been a call for schools to focus on critical thinking, which is widely regarded as essential if children and young people (CYP) are to navigate a world in crisis.


id: atpp-1164
author: Wolf, Arthur; Gardner, Susan T.
title: An Education for "Practical" Conceptual Analysis in the Practice of "Philosophy for Children"
date: 2018-12-12
pages: 16
extension: .pdf
mime: application/pdf
words: 7852
sentence: 321
flesch: 50
cache: cache/atpp-1164.pdf
txt: txt/atpp-1164.txt
summary:
  Contextualization and de-contextualization Though Habermas and Darwell have much to give us in terms of understanding how objectivity is possible with regard to value concept application, we need to be aware that we are not, as a result, seduced by a scientific or “universal” aura to such an extent that we fail to take account of the importance of being sensitive to context, to differing interpersonal perspectives, and to the “lives of concepts.” In so doing, we presume that we will make the case that quality education for such concept application is imperative.


id: atpp-1160
author: Yan, Sijin; Walters, Lynne Masel; Wang, Zhuoying; Wang, Chia-Chiang
date: 2018-12-12
pages: 21
extension: .pdf
mime: application/pdf
words: 8788
sentence: 484
flesch: 52
cache: cache/atpp-1160.pdf
txt: txt/atpp-1160.txt
title:
  Meta-Analysis of the Effectiveness of Philosophy for Children Programs on Students' Cognitive Outcomes

summary:
  Do study design, students' backgrounds (grade level and socio-economic status), location and duration of intervention, and characteristics of cognitive outcome measurements influence the magnitude of the effect size of included studies? Because of the large amount of literature, there were two steps of screening during the selection of included studies.


id: atpp-1145
author: Bowen, Warren
date: 2018-02-08
pages: 10
extension: .pdf
mime: application/pdf
words: 4775
sentence: 279
flesch: 62
cache: cache/atpp-1145.pdf
txt: txt/atpp-1145.txt
title:
  Sharing Space with Other Animals: Early Childhood Education, Engaged Philosophical Inquiry, and Sustainability

summary:
  The second discussion that followed related to the acceptability of caging children who scratch or bite explored asymmetrical punishments for humans and nonhumans. And, how can we contribute to children (and adults) deeper understandings of sustainability by challenging our human centric thinking?


id: atpp-1157
author: Garside, Darren; Myskiw, Karen J.
date: 2018-02-12
pages: 13
extension: .pdf
mime: application/pdf
words: 6861
sentence: 334
flesch: 51
cache: cache/atpp-1157.pdf
txt: txt/atpp-1157.txt
title:
  Community of Inquiry and Underserved Youth Engagement: A reflective account of philosophy and method

summary:
  Third-wave Pragmatist critique of Lin & Bruce We agree with the value position in the paper that places arts inquiry in a critical social context but we part from their approach in two ways. Central to this are arts practices leading to a radical re-imagining of the self and the more--than--human, a notion that expands beyond the perniciousness of a colonial Western individualistic mindset.


id: atpp-1108
author: Jarrett, William R.
title: Love or Tolerance? A Virtue Response to Religious Violence and Plurality
date: 2018-02-08
pages: 17
extension: .pdf
mime: application/pdf
words: 8729
sentence: 533
flesch: 46
cache: cache/atpp-1108.pdf
txt: txt/atpp-1108.txt
summary:
  Despite the United Nations issuance of several documents addressing religious freedom, and declaring 1995 “The United Nations Year for Tolerance,” religious violence continues rising worldwide in a global culture increasingly committed to promoting religious tolerance. Nonetheless, Holland and Indonesia, two countries historically known for tolerance have struggled with religious violence in recent years.4 In the post 9/11 United States strong anti-Muslim sentiment is having negative psychological effects on Muslims.5 Tragically, religious violence continues rising worldwide in a global culture increasingly committed to promoting religious tolerance.


id: atpp-1123
author: Preece, Abdul Shakour; Juperi, Adila
title: Philosophical Inquiry in the Malaysian Educational System - Reality or Fantasy?
date: 2018-02-08
pages: 13
extension: .pdf
mime: application/pdf
words: 6125
sentence: 309
flesch: 51
cache: cache/atpp-1123.pdf
txt: txt/atpp-1123.txt
summary:
  Thus, the introduction of COPI would be timely because it would offer Malaysian school children, as described by Turgeon, (2004, p. 105) These experts lament that Malaysian students are ill-equipped to face the challenges of life in the 21st Century.


id: atpp-1162
author: Yarmel, Aaron J.
title: Between Crisis-Philia and Crisis-Phobia: Reflections on the Community of Inquiry
date: 2018-12-12
pages: 19
extension: .pdf
mime: application/pdf
words: 10832
sentence: 386
flesch: 54
cache: cache/atpp-1162.pdf
txt: txt/atpp-1162.txt
summary:
  In this discussion, I articulate two orientations towards crisis: crisis-philia (loving crises and seeking them out) and crisis-phobia (fearing crises and seeking to avoid them). They are useful for showing that there are many different dimensions along which crises can differ, but I do not take myself to be articulating a complete theory of crisis.


id: atpp-1140
author: Mizell, Karen
title: The Epistemology of Imagination and Play in the Community of Inquiry
date: 2018-02-08
pages: 12
extension: .pdf
mime: application/pdf
words: 5906
sentence: 306
flesch: 43
cache: cache/atpp-1140.pdf
txt: txt/atpp-1140.txt
summary:
  Indeed, Joseph Dunne notes that the Greek words for play (paidia) and education (paideia) have the same etymological root, which is the word for child (pais).22 While some educators dismiss children’s play and stories as just so much aimless imagining, they often belittle and correct imaginative children in order to direct the child to more productive, reality-based learning activities to counteract what is perceived as fruitless imagining. The result in this classroom was that children became nicer to each other, shared more, became more cooperative, and more empathetic to other children who might otherwise have been marginalized.


id: atpp-1170
author: Zuidland, Bonnie
date: 2019-05-06
pages: 14
extension: .pdf
mime: application/pdf
words: 8623
sentence: 475
flesch: 63
cache: cache/atpp-1170.pdf
txt: txt/atpp-1170.txt
title:
  Ann Margaret Sharp, A View from the Classroom: Reviewing Gregory and Laverty's (eds.) In Community of Inquiry with Ann Margaret Sharp

summary:
  –Sharp, (ICI, 80)1 n Community of Inquiry with Ann Margaret Sharp, is an anthology of essays collated under a variety of themes. Each section starts with an essay on the theme by another academic in the field of Community of Inquiry (CoI) or Philosophy for Children (P4C)2, most of whom either knew and/or worked with Ann Margaret Sharp and themselves have made significant contributions to the theory and practice of CoI/P4C. Inspired by the title of the book, this article is going to attempt to be ‘in communal inquiry’3 with Sharp and the other authors.


id: atpp-1185
author: Farfan, Guillermo
title: The Perpetual Crisis: Early and Modern Ideas on Education
date: 2020-12-08
pages: 10
extension: .pdf
mime: application/pdf
words: 4885
sentence: 265
flesch: 58
cache: cache/atpp-1185.pdf
txt: txt/atpp-1185.txt
summary:
  Conclusion This paper aimed to call attention to the idea that the portrayal of education (in particular STEM education) as a solution to a social dilemma or crisis has precedents in the Western philosophical tradition. Nonetheless, contemporary arguments in favor of STEM education often employ narratives that are not novel but instead resemble certain philosophical antecedents.


id: atpp-1172
author: Splitter, Laurance J.
title: Reflecting and Looking Forward: Inquiring into Inquiry, Philosophy and Community
date: 2020-04-20
pages: 14
extension: .pdf
mime: application/pdf
words: 8539
sentence: 343
flesch: 51
cache: cache/atpp-1172.pdf
txt: txt/atpp-1172.txt
summary:
  But as I have noted elsewhere, we need also to attend “to the links and threads that bind philosophical issues of contemporary concern with those that have generated philosophy inquiry and dialogue for thousands of years. In this respect, philosophical inquiry with students is not so different from that which engages professional philosophers (and, needless to say, teachers of philosophy).


id: atpp-1165
author: Howard, Jason J.
title: Editor's Welcome
date: 2019-05-06
pages: 1
extension: .pdf
mime: application/pdf
words: 408
sentence: 14
flesch: 42
cache: cache/atpp-1165.pdf
txt: txt/atpp-1165.txt
summary:
  Pax et Bonum Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 39, Issue 2 (2019)


id: atpp-1188
author: Borisov, Sergey
title: Book Review: Maria daVenza Tillman's "Why We Are in Need of Tails"
date: 2020-12-08
pages: 4
extension: .pdf
mime: application/pdf
words: 1919
sentence: 113
flesch: 70
cache: cache/atpp-1188.pdf
txt: txt/atpp-1188.txt
summary:
  Without tails, we cannot pass on to the Other the full depth of our feelings and thoughts. Since, according to Martin Buber, being is a relationship, tails are a wonderful way to establish and maintain that relationship.


id: atpp-1171
author: Gardner, Susan
title: Guest Editor's Welcome
date: 2020-04-20
pages: 1
extension: .pdf
mime: application/pdf
words: 695
sentence: 16
flesch: 27
cache: cache/atpp-1171.pdf
txt: txt/atpp-1171.txt
summary:
  CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 40, Issue 1 (2020) Guest Editor’s


id: atpp-1169
author: Tiedemann, Markus
title: Philosophical Education and Transcendental Tolerance
date: 2019-05-06
pages: 9
extension: .pdf
mime: application/pdf
words: 4173
sentence: 358
flesch: 54
cache: cache/atpp-1169.pdf
txt: txt/atpp-1169.txt
summary:
  Essentially, two models of tolerance education can be differentiated: But what effect does transcendental tolerance education produce?


id: atpp-1181
author: Anderson, Anastasia
date: 2020-12-08
pages: 15
extension: .pdf
mime: application/pdf
words: 9184
sentence: 344
flesch: 54
cache: cache/atpp-1181.pdf
txt: txt/atpp-1181.txt
title:
  P4C and Voice: Does the Community of Philosophical Inquiry Provide Space for Children's Free Expression?

summary:
  It is a pedagogical approach that is designed to provide children with the opportunity to freely express themselves and practice the skills necessary for making well-reasoned 1 Anastasia Anderson, “Categories of Goals in Philosophy for Children”, Studies in Philosophy and Education, vol. In this section, her analysis of that prejudice will be outlined and presented as a starting point for an examination of children’s free expression in P4C. In the book, Childism: Confronting Prejudice against Children, Young-Bruehl attempts to persuade the reader that prejudice against children exists and must be eliminated.4


id: atpp-1167
author: daVenza Tillmanns, Maria
title: Aporia and Picture Books
date: 2019-05-06
pages: 12
extension: .pdf
mime: application/pdf
words: 6097
sentence: 381
flesch: 81
cache: cache/atpp-1167.pdf
txt: txt/atpp-1167.txt
summary:
  Many children say that to be brave you cannot be afraid. Many children will say that they do, because they got rid of the cookies and will no longer be tempted to eat them.


id: atpp-1223
author: Howard, Jason
title: Editor’s Welcome
date: 2022-05-09
pages: 1
extension: .pdf
mime: application/pdf
words: 689
sentence: 24
flesch: 41
cache: cache/atpp-1223.pdf
txt: txt/atpp-1223.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Heather Greenberg Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Natalie M. Fletcher Brila Institute, Quebec Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Editor's Welcome ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 42, Issue 1 (2022)


id: atpp-1210
author: Gardner, Susan
date: 2021-12-20
pages: 6
extension: .pdf
mime: application/pdf
words: 3752
sentence: 111
flesch: 45
cache: cache/atpp-1210.pdf
txt: txt/atpp-1210.txt
title:
  Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy

summary:
  For those of us who believe, like these authors, that dialogical philosophical interchange can be a life-transforming experience, for those who are convinced that humanity has taken a detour in the wrong direction by focusing our educational energies too exclusively toward the neoliberal “productivist” vision, for those who would like to see philosophy students brimming with pride over the service-learning that their department offers the community, buying this book as a celebratory gift for anyone who might think likewise would be a way to “pass it forward.” All in all, Vitale urges us to find ways in which university philosophy students can philosophically engage with high school students since it is a win-win that will help in the struggle against the impact of productivism on the greater public (p. 128).


id: atpp-1183
author: Castleberry, Jacob B.; Clark, Kevin M.
title: Expanding the Facilitator's Toolbox: Vygotskian Mediation in Philosophy for Children
date: 2020-12-08
pages: 15
extension: .pdf
mime: application/pdf
words: 8085
sentence: 453
flesch: 46
cache: cache/atpp-1183.pdf
txt: txt/atpp-1183.txt
summary:
  We aim to provide P4C facilitators with conceptual tools for critical reflection as they strive to improve their facilitative practice. Kennedy (2013) has provided P4C facilitators and participants a set of tools for inquiry he calls “philosophical moves.”


id: atpp-1136
author: Wang, Jessica Ching-Sze
date: 2018-02-08
pages: 18
extension: .pdf
mime: application/pdf
words: 7637
sentence: 386
flesch: 63
cache: cache/atpp-1136.pdf
txt: txt/atpp-1136.txt
title:
  From Learning Outcomes to Educational Possibilities-What Happens When Philosophical Community Inquiry "Works Wonders" with University Students in Taiwan

summary:
  A government-funded study found that the main cause is students’ fear of “losing face,” and suggests a number of practical, culturally appropriate strategies for tackling this deep-seated problem, such as making student opinions anonymous and having students present group ideas instead of individual claims (Lee, 2013). From Learning Outcomes to Educational Possibilities—What Happens When Philosophical Community Inquiry Works Wonders with University Students in Taiwan ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 36 (2015-16) 26 From Learning Outcomes to Educational Possibilities—What Happens When Philosophical Community Inquiry “Works Wonders” with University Students in Taiwan Jessica Ching-Sze Wang INTRODUCTION here have been concerns in higher education circles in Taiwan regarding students’ reluctance to participate in class discussion and their lack of ability to think independently about major societal issues.


id: atpp-1191
author: de la Garza Camino, María Teresa
title: Freire Critical Pedagogy. Ann Sharp, Liberating Education
date: 2021-04-30
pages: 11
extension: .pdf
mime: application/pdf
words: 5128
sentence: 258
flesch: 55
cache: cache/atpp-1191.pdf
txt: txt/atpp-1191.txt
summary:
  Analytic Teaching and Philosophical Praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 41, ISSUE 1 (2021) 1 Freire Critical Pedagogy. Critical pedagogy is influenced by these ideas.


id: atpp-1194
author: García Moriyón, Félix
title: An Ecological Approach to Thinking
date: 2021-04-30
pages: 12
extension: .pdf
mime: application/pdf
words: 6778
sentence: 491
flesch: 62
cache: cache/atpp-1194.pdf
txt: txt/atpp-1194.txt
summary:
  As we can see in the table prepared by Lipman, it is a triadic approach to philosophical thinking that has been present in the Western philosophical tradition, including medieval scholasticism. Neither is it to resort to philosophy, since in countries of the “Latin” cultural sphere (Italy, France, Portugal, Spain, Mexico, Argentina, etc.) philosophy was already an important discipline, partly focusing on good thinking.


id: atpp-1192
author: Burgh, Gilbert
title: The Narrow-sense and Wide-sense Community of Inquiry: What It Means for Teachers
date: 2021-04-30
pages: 15
extension: .pdf
mime: application/pdf
words: 7921
sentence: 329
flesch: 44
cache: cache/atpp-1192.pdf
txt: txt/atpp-1192.txt
summary:
  Values education in schools: A resource book for student inquiry. Noteworthy, is the potential of philosophical inquiry as an effective educational strategy for enhancing democratic ways of life (Burgh, 2003, 2010, 2014; Burgh, Field & Freakley, 2006; Lefrançois & Ethier, 2010; Saint, 2019; UNESCO, 2007; Venter & Higgs, 2014).


id: atpp-1198
author: Turgeon, Wendy; Wartenberg, Thomas
title: Teaching Philosophy with Picture Books
date: 2021-04-30
pages: 13
extension: .pdf
mime: application/pdf
words: 7220
sentence: 286
flesch: 51
cache: cache/atpp-1198.pdf
txt: txt/atpp-1198.txt
summary:
  In the book that he wrote to help teachers use picture books, Big Ideas for Little Kids: Teaching Philosophy Through Children’s Literature, Wartenberg includes discussions of the philosophy contained in eight picture books that are suitable for use with young children. Lipman believed that philosophical novels written with the express purpose of engaging children in philosophical discussions were better suited than picture books to the task of introducing philosophy into elementary school classrooms because only they could actually teach children how to think, the goal of the philosophy for children movement.


id: atpp-1175
author: Retyunskikh, Larisa
title: Teaching Philosophy and Doing Philosophy in the Space of Play
date: 2020-04-20
pages: 10
extension: .pdf
mime: application/pdf
words: 5021
sentence: 341
flesch: 67
cache: cache/atpp-1175.pdf
txt: txt/atpp-1175.txt
summary:
  40, ISSUE 1 (2020) 38 Teaching Philosophy and Doing Philosophy in the Space of Play Larisa Retyunskikh Introduction ear friends, I am a professor of philosophy and have been teaching philosophy more than 30 years. That is why there are many philosophies, and none of them is correct.


id: atpp-1149
author: Morehouse, Richard
date: 2018-02-08
pages: 14
extension: .pdf
mime: application/pdf
words: 7898
sentence: 422
flesch: 58
cache: cache/atpp-1149.pdf
txt: txt/atpp-1149.txt
title:
  Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches

summary:
  While constitutional and legal guarantees are essential for the workings of democratic governments, Dewey is more concerned with democracy as practiced in communal settings from neighborhoods to community groups to individual classrooms. Being with others and neither for 72 nor against others (Arendt’s phrase) is consistent with Dewey’s definition of democracy as the manifestation of community life Regarded as an idea, democracy is not an alternative to other principles of associated life.


id: atpp-1179
author: Vitale, Sarah; Miller, Owen
title: Combatting Epistemic Violence against Young Activists
date: 2020-12-08
pages: 16
extension: .pdf
mime: application/pdf
words: 8436
sentence: 452
flesch: 54
cache: cache/atpp-1179.pdf
txt: txt/atpp-1179.txt
summary:
  Young people, especially marginalized young people including young people of color, develop the license to speak their mind and gain the ability to demand that those words are heard. They did not take young Black people seriously at all, not even enough to criticize them.


id: atpp-1163
author: Hines, Carol
date: 2018-12-12
pages: 8
extension: .pdf
mime: application/pdf
words: 3666
sentence: 199
flesch: 52
cache: cache/atpp-1163.pdf
txt: txt/atpp-1163.txt
title:
  Unintended Lessons: What Typically Developing Students Learn from the Inclusion and Exclusion of Students Who Receive Special Education Services

summary:
  Many also question whether having special education students in the general education classroom helps or harms the progress of the typically developing students (Cosier, 2014: Brantlinger, 2006; Gallagher, 2006; Rice, 2006). What if elementary school students learned that people with disabilities are not so very different, or dangerous, or vulnerable?


id: atpp-1161
author: Newby, Alex; Gardner, Susan T.; Wolf, Arthur
title: Using Communal Inquiry as a Way of Increasing Group Cohesion in Soccer Teams
date: 2018-12-12
pages: 12
extension: .pdf
mime: application/pdf
words: 4940
sentence: 262
flesch: 66
cache: cache/atpp-1161.pdf
txt: txt/atpp-1161.txt
summary:
  In other words, if the results showed no increase in team cohesion, we needed to be able to estimate whether this was due to the fact that there wasn’t sufficient CPI exposure (either quantitatively or qualitatively) to have a significant impact to enhance “communicative thinking,” or whether the sort of intellectual stimulation offered in CPI’s does not in fact increase group cohesion. Were a study such as this to be done again, we would recommend more frequent CPI’s, as well as restricting CPI questions to those that are obviously pertinent to contemporary issues.


id: atpp-1177
author: Gardner, Susan T.
title: What Kind of Magnet Is Freedom?
date: 2020-04-20
pages: 11
extension: .pdf
mime: application/pdf
words: 5937
sentence: 272
flesch: 62
cache: cache/atpp-1177.pdf
txt: txt/atpp-1177.txt
summary:
  In other words, survival energizes qualitatively different kinds of freedom magnets: the freedom to do what your body (emotions) tells you to do, and the freedom to be whom you want to become. The difference between these two kinds of freedom magnets is also interestingly in line with contemporary psychological studies done on the difference between seeking happiness versus seeking meaning1 (Baumeister 2018).


id: atpp-1224
author: Howard, Jason
title: Editor's Welcome
date: 2023-04-27
pages: 1
extension: .pdf
mime: application/pdf
words: 685
sentence: 23
flesch: 41
cache: cache/atpp-1224.pdf
txt: txt/atpp-1224.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Natalie M. Fletcher Brila Institute, Quebec Nadia S. Kennedy Stony Brook University, SUNY Megan J. Laverty Teachers College, Columbia University Maria Miraglia, University of Naples Federico II Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Stefano Oliverio University of Naples Federico II Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia Aaron Yarmel Center for Ethics and Human Values, Ohio State University PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 43, Issue 1 (2023)


id: atpp-1208
author: Moodley, Desireé E.
date: 2021-12-20
pages: 14
extension: .pdf
mime: application/pdf
words: 6526
sentence: 326
flesch: 40
cache: cache/atpp-1208.pdf
txt: txt/atpp-1208.txt
title:
  Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique

summary:
  Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. Doing philosophy with children and exposing students to multiple perspectives (Westheimer, 2017), as exemplified by the Austrian Center of Philosophy with Children PEACE curriculum for democratic citizenry, makes a valuable written, taught, and tested curriculum that is designed to deliver results.


id: atpp-1203
author: Aslanimehr, Parmis
title: Can Philosophy Aid the Adjustment of Newcomer Children?
date: 2021-12-20
pages: 13
extension: .pdf
mime: application/pdf
words: 7291
sentence: 216
flesch: 31
cache: cache/atpp-1203.pdf
txt: txt/atpp-1203.txt
summary:
  By depicting the social and emotional triggers facing newcomer immigrant children in the domains of educational policy, the Canadian classroom, and ongoing research and lenses, I hope to inspire paths upon which practitioners of philosophical inquiry may meaningfully tread. Although each province has its regulations for accompanying the needs of first- generation immigrant students, the guidelines established by the British Columbia Ministry of Education serve as an example of how acculturation for newcomer immigrant children has been encapsulated.


id: atpp-1229
author: Morehouse, Richard
date: 2023-04-27
pages: 7
extension: .pdf
mime: application/pdf
words: 3192
sentence: 136
flesch: 54
cache: cache/atpp-1229.pdf
txt: txt/atpp-1229.txt
title:
  Book Review of The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities

summary:
  “Optional but suggested: The role of ethical theory and research in Ethics Bowl preparation,” the title of Chapter three, is emblematic of the open-ended form, procedures, and rules of EBW. The connections between the views of the authors and their perspectives on this class are stated by the authors as important for two reasons, (1) their students in the Ethic Bowl program have been taking philosophy classes for a number of years, and (2) they have found that their students apply what they are learning in Ethics Bowl support to the general curriculum of Stanford Online High School and vice-versa.


id: atpp-1205
author: Michaud, Olivier; Gagnon, Mathieu
title: Does Philosophical Dialogue Cause Children to Reject Adult Authority?
date: 2021-12-20
pages: 14
extension: .pdf
mime: application/pdf
words: 8112
sentence: 436
flesch: 60
cache: cache/atpp-1205.pdf
txt: txt/atpp-1205.txt
summary:
  One possible critique of Philosophy for/with Children (P4wC) is that it teaches children to question school rules and the adults who issue them, and thus should not be included in the school curriculum—or elsewhere for that matter. This traditional view of education and the kind of authority attached to it present a critical lens on P4C, including the view that the CPI should be rejected as an educational approach because it leads children to question adult authority.


id: atpp-1196
author: Daniel, Marie-France
title: In the Footsteps of Matthew Lipman: Dialogue among Peers and Dialogical Thinking
date: 2021-04-30
pages: 18
extension: .pdf
mime: application/pdf
words: 8806
sentence: 499
flesch: 55
cache: cache/atpp-1196.pdf
txt: txt/atpp-1196.txt
summary:
  In the following paragraphs, I address the concepts of critical thinking before discussing dialogical critical thinking (DCT). However, the legacy I would like to focus on in this paper concerns my years of research on the concepts of philosophical dialogue and critical thinking.


id: atpp-1186
author: Svanø¸e, Lisbet
title: Learning Morality through Literary Mimesis
date: 2020-12-08
pages: 9
extension: .pdf
mime: application/pdf
words: 4876
sentence: 168
flesch: 47
cache: cache/atpp-1186.pdf
txt: txt/atpp-1186.txt
summary:
  How can comparisons and judgment of narratives turn into practical reason and not solely remain theoretical knowledge? Exactly this role is what Kant misses in the “educators of the youth” who should develop and refine the practical reason of their students through exemplary narratives and hence ensure their moral education.


id: atpp-1212
author: Miraglia, Maria
date: 2021-12-20
pages: 15
extension: .pdf
mime: application/pdf
words: 7598
sentence: 327
flesch: 53
cache: cache/atpp-1212.pdf
txt: txt/atpp-1212.txt
title:
  The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World

summary:
  Going back to the pedagogical aims that moved Lipman in the construction of philosophical stories and to the intentions behind the creation of such a literary genre, I will suggest that the Lipmanian novel represents a device for recovering the dialogical origins of the Western philosophical tradition through a reappropriation of the orality that is said to have characterized Socratic dialogue in its original form —beyond the representation made of that dialogue from Plato onwards which served as a literary expedient, designed to expose and clarify theories already previously defined (Cosentino, 2017). The aim of this contribution is to argue for the continuing effectiveness of the Lipmanian novel, and the usefulness of producing new stories in the Lipman style.


id: atpp-1217
author: Green, Lena
title: On Becoming both Less and More Open-Minded
date: 2022-05-06
pages: 13
extension: .pdf
mime: application/pdf
words: 6848
sentence: 324
flesch: 54
cache: cache/atpp-1217.pdf
txt: txt/atpp-1217.txt
summary:
  I should like to argue that academics involved in teacher education should be actively encouraged to become both practitioners and trainers capable of modelling P4C or PwC in their teaching. As Baumfield (2017) argues, community of inquiry pedagogy is a desirable practice for teacher education generally, whether or not it can be said to be philosophy.


id: atpp-1211
author: Morehouse, Richard
date: 2021-12-20
pages: 5
extension: .pdf
mime: application/pdf
words: 2664
sentence: 138
flesch: 65
cache: cache/atpp-1211.pdf
txt: txt/atpp-1211.txt
title:
  Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter

summary:
  In a section called Understanding children, Lone recites one story of children who enacted a play that took the part of the woodland animals (p. 17). Lone first presents the student's (Ashely) comments [children offer genuine opinions and children can keep secrets] about what might make children more trustworthy.


id: atpp-1215
author: Gregory, Maughn Rollins
title: Charles Peirce and the Community of Philosophical Inquiry
date: 2022-05-06
pages: 16
extension: .pdf
mime: application/pdf
words: 8295
sentence: 396
flesch: 52
cache: cache/atpp-1215.pdf
txt: txt/atpp-1215.txt
summary:
  I believe that a deeper familiarity with the origins of the ‘community of philosophical inquiry’ in the scholarship of Peirce, Lipman, Sharp, and Oscanyan will illuminate important aspects of contemporary theory and practice in this field and clarify points of disagreement and debate. (5.265, 1868) The ‘community of philosophical inquiry’ developed by Lipman and Sharp was both a protocol meant to operationalize Peirce’s recommendation for philosophical inquiry and a pedagogical device intended to initiate young children and schoolteachers into that enterprise.


id: atpp-1225
author: Cam, Philip
title: Thinking as Method
date: 2023-04-27
pages: 14
extension: .pdf
mime: application/pdf
words: 7063
sentence: 379
flesch: 62
cache: cache/atpp-1225.pdf
txt: txt/atpp-1225.txt
summary:
  Working out what this amounts to may also be aided by seeing how, in more recent years, Dewey’s home discipline of philosophy 1 John Dewey, Democracy and Education (New York: Macmillan, 1966), p. 152. I am referring to a program of Philosophy for Children, which has diversified in many ways as it has spread around the world, but was begun by the philosopher and educationalist, Matthew Lipman, who knew Dewey and was inspired by him.


id: atpp-1173
author: Cassidy, Claire; Mohr Lone, Jana
title: Thinking about Childhood: Being and Becoming in the World
date: 2020-04-20
pages: 11
extension: .pdf
mime: application/pdf
words: 6034
sentence: 367
flesch: 64
cache: cache/atpp-1173.pdf
txt: txt/atpp-1173.txt
summary:
  Moreover, an ongoing discussion examines the relative merits of conceptions of childhood that rest on: (1) an understanding of the child as “being,” where the child is an independent social actor engaged in constructing his or her own childhood; (2) an approach that sees the child as “becoming,” where child is understood primarily as an adult in the making; and (3) a construction of the child as both “being and becoming,” where the child is both an active social agent and developing into a future adult (Qvortrup, 1994; Prout, 2005; Uprichard, 2008), and examines whether our conceptions of children might apply equally to adults. Instead of a linear consideration of child and childhood, with children directed towards adulthood and as separate from adults, the idea of a network suggests that all – children and adults – are “a multiplicity of becomings in which all are incomplete and dependent” (Prout, 2011, p.8).


id: atpp-1195
author: Cosentino, Antonio
title: Lipman and Socrates: A Dialogue
date: 2021-04-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3133
sentence: 181
flesch: 74
cache: cache/atpp-1195.pdf
txt: txt/atpp-1195.txt
summary:
  “You know, Socrates, I have spent my life teaching thinking, but I started with children, from the age of 5 or 6, hoping that, if they start young, maybe…” Meanwhile a small group had formed around Socrates and Mat and everyone was tuned into the thoughts they were exchanging. “To tell you the truth,” Mat replied, “I first thought that even the youngest children were capable of philosophizing having made a comparison between the questions all children ask adults, and the questions Socrates asked his fellows Athenians.


id: atpp-1182
author: Weber, Barbara
title: Phenomenology as a Voice of Childhood
date: 2020-12-08
pages: 12
extension: .pdf
mime: application/pdf
words: 6419
sentence: 305
flesch: 61
cache: cache/atpp-1182.pdf
txt: txt/atpp-1182.txt
summary:
  And while for us a snowy landscape might just appear white and flat, people who grew up in this environment and learnt different concepts for snow’ will actually see these differences. It felt like a moment of no return where new concepts, words and descriptions had to be found in order to match the richness of their experiences.


id: atpp-1227
author: Asgari, Mahboubeh; Whitehead, Jenna; Schonert-Reichl, Kimberly; Weber , Barbara
date: 2023-04-27
pages: 19
extension: .pdf
mime: application/pdf
words: 8537
sentence: 438
flesch: 51
cache: cache/atpp-1227.pdf
txt: txt/atpp-1227.txt
title:
  The Impact of Philosophy for Children (P4C) on Middle School Students’ Empathy, Perspective-Taking, and Autonomy: Preliminary Outcomes

summary:
  Outcome analyses revealed no significant differences between P4C and control students on self-reported classroom supportiveness, empathy, perspective-taking, or altruism, however, P4C students were significantly lower on classroom autonomy and teacher-rated SECs at post-test, compared to controls. Person-centered analyses revealed higher post-test empathy among P4C students who were rated by teachers as having higher SECs as compared to students rated low on SECs at pre-test.


id: atpp-1184
author: Bobro, Marc
title: Dialogue and Writing Philosophy
date: 2020-12-08
pages: 15
extension: .pdf
mime: application/pdf
words: 8365
sentence: 558
flesch: 68
cache: cache/atpp-1184.pdf
txt: txt/atpp-1184.txt
summary:
  Writing dialogues is a great way of having students debate a topic without committing themselves to any one position. In a popular college textbook on writing, the authors write: “Many creative writing teachers are inclined to feel that writing good dialogue is a gift.


id: atpp-1199
author: Morehouse, Richard
date: 2021-04-30
pages: 13
extension: .pdf
mime: application/pdf
words: 6749
sentence: 326
flesch: 56
cache: cache/atpp-1199.pdf
txt: txt/atpp-1199.txt
title:
  Review of "Thinking, Childhood and Time: Contemporary Perspectives on the Politics of Education" (Edited by W.O. Kohan and B. Weber)

summary:
  The idea of thinking with the other as it relates to this chapter has two applications: 1) when working with children, their otherness is to be ‘thought with’ not ‘thought to,’ and 2) children can relate to people in books as well as to other children or adults. She presents her anarcheological exercise for the invention of other times in a four-step sequence.


id: atpp-1193
author: Cam, Philip
title: A Model of Philosophical Discussion in the Classroom
date: 2021-04-30
pages: 16
extension: .pdf
mime: application/pdf
words: 8459
sentence: 418
flesch: 54
cache: cache/atpp-1193.pdf
txt: txt/atpp-1193.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 41, ISSUE 1 (2021) 34 Earlier I made some remarks on the character of philosophical questions, but let me come at them again from the perspective of the classroom. First, philosophical questions ask about things that matter to us, but to which we do not have settled answers.


id: atpp-1204
author: Brel Cloutier , Anne
title: How Can Rationality Empower Children?
date: 2021-12-20
pages: 15
extension: .pdf
mime: application/pdf
words: 7458
sentence: 388
flesch: 49
cache: cache/atpp-1204.pdf
txt: txt/atpp-1204.txt
summary:
  His theory on the development of rationality claims that children are not born logical and that logical reasoning only appears progressively in adolescence. If practiced with metacognitive development in mind, P4C therefore stands a good chance of contributing to the development of logical reasoning, helping children grow in their capacity to apply appropriate procedures and arrive at appropriate answers.


id: atpp-1219
author: Chetty, Darren; Gregory, Maughn Rollins; Laverty, Megan Jane
title: Philosophizing with Children’s Literature: A Response to Turgeon and Wartenberg
date: 2022-05-06
pages: 27
extension: .pdf
mime: application/pdf
words: 15160
sentence: 750
flesch: 49
cache: cache/atpp-1219.pdf
txt: txt/atpp-1219.txt
summary:
  Wartenberg suggests that the modeling of philosophical dialogue is “another reason for using picture books to teach children philosophy” (2022:71). Over almost forty years, a number of books about philosophy for children have been published featuring Black children on the cover while failing to cite a single Black scholar within their covers.39 From a scan of much existing philosophy for children literature, it would be possible to conclude that while BIPOC children are capable of philosophizing (in classrooms with white philosophy teachers), BIPOC adults have little or nothing to offer those who philosophize with children.


id: atpp-1226
author: Padilla Rosas, Erick J.
title: From Neutrality to Intentionality: Notes for a Philosophy of Liberation for/with Children
date: 2023-04-27
pages: 11
extension: .pdf
mime: application/pdf
words: 5917
sentence: 292
flesch: 50
cache: cache/atpp-1226.pdf
txt: txt/atpp-1226.txt
summary:
  Drawing on various philosopher-educators and the tradition of liberation philosophy, particularly Amy Reed- Sandoval's (2019) article entitled “Can Philosophy for Children Contribute to Decolonization?”, this research paper explores what it means to engage in the philosophy of liberation (PL) and decolonization for and with children. However, discussions of liberation philosophy for/with children need not always be about the original sin of modernity or the coloniality of power and knowledge.


id: atpp-1209
author: Kilby, Ben
title: Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education
date: 2021-12-20
pages: 16
extension: .pdf
mime: application/pdf
words: 8600
sentence: 602
flesch: 56
cache: cache/atpp-1209.pdf
txt: txt/atpp-1209.txt
summary:
  Analysing Student Talk Moves in Whole-Class Teaching. In sum, “the quality of student learning is closely related to the quality of classroom talk” (p. 29).


id: atpp-1218
author: Mostert, Pieter
title: Where Are We Now? Effect-studies and the Rise of Diversity in Philosophy for Children
date: 2022-05-06
pages: 12
extension: .pdf
mime: application/pdf
words: 5550
sentence: 302
flesch: 57
cache: cache/atpp-1218.pdf
txt: txt/atpp-1218.txt
summary:
  In my attempt to answer this question, I will focus on three issues that have been raised over the years and that keep returning in conversations about whether, as an international community, we are doing the research we should do: (1) although commonly named ‘Philosophy for Children’, there is a wide variety in the actual ‘programmes’ that students are involved in; (2) in most effect-studies only a rudimentary description is given of the actual teaching and learning activities; (3) there is a wide variety in understandings of philosophy. Understandings of Philosophy and Its Impact In a thorough literature review of articles about the teaching and learning of philosophy in primary and secondary schools, Bowyer, Amos and Stevens describe how they were able to identify ten different understandings of what philosophy is: (1) a foundational concept, (2) thinking—a skill, a disposition, a practice, (3) a method or process, (4) a tool or instrument, (5) a creative task, (6) inquiry, (7) search for truth, (8) non-dogmatic teaching and hence the emancipation of thought, (9) communal activity, (10) a way of life (Bowyer, Amos and Stevens, 2020, p. 41).


id: atpp-1206
author: Taylor, Jason
title: P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry?
date: 2021-12-20
pages: 16
extension: .pdf
mime: application/pdf
words: 9286
sentence: 411
flesch: 60
cache: cache/atpp-1206.pdf
txt: txt/atpp-1206.txt
summary:
  However, we can often predict them: sometimes the CPI explores whether a proposal really counts as novel (either because it closely resembles some other game already in existence or because two sub-groups created something very similar to one another); or the CPI explores the value of playing games in general; or the CPI explores how we can effectively articulate the aim of a game to others (which usually arises because the creators of the task had something in 19 It aimed to merge the pedagogical approach to P4C developed and defended by the IAPC with play and games.


id: atpp-1197
author: Lyle, Susan
date: 2021-04-30
pages: 16
extension: .pdf
mime: application/pdf
words: 8621
sentence: 469
flesch: 57
cache: cache/atpp-1197.pdf
txt: txt/atpp-1197.txt
title:
  Philosophy for Children, the UNCRC and Children's Voice in the Context of the Climate and Biodiversity Crisis

summary:
  Children are seen as ‘developing’ suggesting that developmental psychology has a powerful influence on educationalists, which limits their expectations of children. The dominant discourse of child as “citizen-in-waiting” is an attitude that works against the UNCRC and by implication, P4C. Barrier 2: Narratives of Childhood As well as a developmental approach to childhood, there was evidence that historical narratives about children were present in educators’ thinking and informed arguments about immaturity.


id: atpp-1228
author: Turgeon, Wendy
date: 2023-04-27
pages: 7
extension: .pdf
mime: application/pdf
words: 3765
sentence: 204
flesch: 70
cache: cache/atpp-1228.pdf
txt: txt/atpp-1228.txt
title:
  Adult Picture Books as Liminal Spaces: Exploring Some Inventive Invitations to Philosophical Reflection

summary:
  All of these proffered criteria fail since we can find books that appeal to adults as much as to children (Alice in Wonderland, for example), children appear in stories aimed at adult readers (The Turn of the Screw), topics of violence and love are present in children’s stories, they can disrupt and upset (Roald Dahl books), and many adults books also include illustrations. But pinpointing a criterion that clearly sets them apart from adult stories proves to be elusive.


id: atpp-1216
author: Sutcliffe, Roger
title: Philosophical Teaching-and-Learning and the Valuing of Virtues
date: 2022-05-06
pages: 17
extension: .pdf
mime: application/pdf
words: 8493
sentence: 388
flesch: 52
cache: cache/atpp-1216.pdf
txt: txt/atpp-1216.txt
summary:
  Cognitive skills, particularly, need to become dispositions or habits of mind—intellectual virtues—which, along with other virtues, should be among the ultimate aims of education. This pedagogy is given the name ‘Philosophical Teaching-and-Learning’ (PTL), because its 6 interweaving strands draw on the tradition of philosophy itself—as well as on P4C practice.


id: atpp-1213
author: Fletcher, Natalie M.
title: Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining
date: 2021-12-20
pages: 18
extension: .pdf
mime: application/pdf
words: 9894
sentence: 517
flesch: 49
cache: cache/atpp-1213.pdf
txt: txt/atpp-1213.txt
summary:
  Concepts like imagination, tacit knowledge, affect and embodiment imbue richness and texture into our mental landscape—that vast expanse of intertwined knowledge, memories, beliefs and feelings that make up the scenery of our mind—but they do not stick around long enough for our direct contemplation; if chased, they move in so many different directions that it seems only definitional dizziness can ensue. Given such difficulties, in this section, I will consider some of these conflicting elements by briefly surveying historical impressions of imagination, then narrowing in on features that can contribute to defining the kind of deliberate imagining I will be associating with the elucidation of tacit knowledge.


id: atpp-1220
author: Turgeon, Wendy C.
date: 2022-05-06
pages: 7
extension: .pdf
mime: application/pdf
words: 3787
sentence: 132
flesch: 48
cache: cache/atpp-1220.pdf
txt: txt/atpp-1220.txt
title:
  Book Review: Maughn Rollins Gregory and Megan Jane Laverty's "Gareth Matthews, The Child's Philosopher"

summary:
  The next urgent point Shea makes is the impending death or at least marginalization of philosophy in academia and how Matthews approach reminds us that philosophy has the “power to nourish the soul” (p. 136). These authors hail from around the world, signaling the impact of this one pioneer in child philosophy.


# url

id: atpp-1076
domain: www.unesco.org
url:
  www.unesco.org/new/fileadmin/multimedia/hq/shs/pdf/working_document_teaching_philosophy_milan2011_en.pdf


id: atpp-1032
domain: wales.gov.uk
url:
  http://wales.gov.uk/topics/educationandskills/curriculumassessment/thinkingandassessmentforlearning/


id: atpp-1153
domain: www.heldref.org&rft.place=&rft.series=&rft.stitle=&rft.bici=&rft_id=info:bibcode
url:
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id: atpp-1001
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id: atpp-1063
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  http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/students/2008_full_year.htm


id: atpp-1176
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url:
  https://www.semanticscholar.org/paper/juggling-the-many-voices-inside%3a-what-itmeans-to-morehouse-visse/5939edc03e46e4b8b588bf029ec6fe7a02d89b1a


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id: atpp-1179
domain: www.bustle.com
url:
  https://www.bustle.com/p/what-this-blacklives-matter-teen-activist-thinks-never-again-msd-misses-about-the-gun-debate-8587893


id: atpp-1179
domain: www.nytimes.com
url:
  https://www.nytimes.com/2013/08/12/us/dream-defenders-arent-walking-out-on-theirflorida-protest.html


id: atpp-1179
domain: www.law.georgetown.edu
url:
  https://www.law.georgetown.edu/poverty-inequality-center/wpcontent/uploads/sites/14/2017/08/girlhood-interrupted.pdf


id: atpp-1179
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/morning-mix/wp/2018/03/26/rep-steve-kingscampaign-ties-parklands-emma-gonzalez-to-communist-cuba/


id: atpp-1179
domain: www.bustle.com
url:
  https://www.bustle.com/p/what-is-never-again-msdparkland-survivors-are-standing-up-to-politicians-the-nra-8262680


id: atpp-1179
domain: www.salon.com
url:
  https://www.salon.com/2018/01/30/the-civil-rightsmovement-distorted-weaponizing-history-against-black-lives-matter/


id: atpp-1179
domain: www.theguardian.com
url:
  https://www.theguardian.com/environment/2019/apr/23/greta-thunberg-full-speech-to-mpsyou-did-not-act-in-time


id: atpp-1179
domain: www.huffpost.com
url:
  https://www.huffpost.com/entry/parkland-student-emmagonzalez-ripping-up-the-constitution-fake_n_5ab934efe4b054d118e5aeb8


id: atpp-1211
domain: www.amazon.com
url:
  https://www.amazon.com/philosophical-child-jana-mohr-lone/dp/1442217332/ref=sr_1_2?crid=lxk09efre608&dchild=1&keywords=jana+mohr+lone&qid=1629833468&sprefix=jana+mohr+%2caps%2c198&sr=8-2


id: atpp-1225
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  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch


id: atpp-1225
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  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch


id: atpp-1227
domain: www.collaborativeclassroom.org
url:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-childdevelopment-project-for-elementary-school-students-grades-3-6


id: atpp-1227
domain: www.collaborativeclassroom.org
url:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-child-development-project-for-elementary-school-students-grades-3-6


id: atpp-1197
domain: gov.wales
url:
  https://gov.wales/sites/default/files/statistics-and-research/2019-09/101206-improving-learningtaking-account-learners-perspectives-briefing-en.pdf


id: atpp-1197
domain: www.theguardian.com
url:
  https://www.theguardian.com/environment/2019/mar/01/youth-climate-change-strikers-open-%0b%20%20%20%20%20letter-to-world-leaders


id: atpp-1159
domain: learning.gov.wales
url:
  http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19year-olds-en.pdf


id: atpp-1216
domain: www.gov.uk
url:
  https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook


id: atpp-1216
domain: www.headteacher-update.com
url:
  https://www.headteacher-update.com/best-practice-article/discussion-is-a-key-step-towards-maths-mastery/221726


id: atpp-1216
domain: www.amazon.co.uk
url:
  http://www.amazon.co.uk/thinking-together-geography-lyn-dawes/dp/1844244202/ref=sr_1_1?ie=utf8&s=books&qid=1225477080&sr=1-1


id: atpp-1185
domain: www.edweek.org
url:
  https://www.edweek.org/ew/section/multimedia/no-child-left-behindoverview-definition-summary.html#timeline


id: atpp-1185
domain: www.cbsnews.com
url:
  https://www.cbsnews.com/news/secretary-of-education-betsydevos-on-guns-school-choice-and-why-people-dont-like-her


id: atpp-1185
domain: www.ed.gov
url:
  https://www.ed.gov/news/press-releases/us-department-education-advances-trumpadministrations-stem-investment-priorities


id: atpp-1217
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/301685352_whole_school_development__acknowledging_wider_debates


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# ent

id: atpp-1094
sid: 4
eid: 1
type: ORG
entity:
  quisiéramos reanudar el diálogo entre la filosofía de la liberación de enrique dus-sel y la filosofía de paul ricœur


id: atpp-1094
sid: 6
eid: 1
type: ORG
entity:
  nuestra intención de volver al diálogo que tuvo lugar entre estos dos filósofos radica en que consideramos que dicho intercambio se debería profundizar y continuar


id: atpp-1094
sid: 9
eid: 2
type: ORG
entity:
  los intercambios entre el hermeneuta y el filósofo de la liberación parece que fue más la ocasión de marcar sus diferencias


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eid: 1
type: ORG
entity:
  situación de la filosofía latinoamericana de la liberación es que está marcada por una “presión económica y política que les confronta


id: atpp-1094
sid: 33
eid: 9
type: ORG
entity:
  ser sólo uno de los componentes?”6 ricœur parece más preocupado por lo que él puede aportar al debate


id: atpp-1094
sid: 41
eid: 2
type: ORG
entity:
  de que esta diferencia insalvable puede imponerse entre ellos, ricœur dirige a dussel otras advertencias


id: atpp-1094
sid: 54
eid: 3
type: ORG
entity:
  el trabajo de interpretación del texto en detrimento de la cuestión de la producción y de la reproducción de la vida humana


id: atpp-1094
sid: 81
eid: 2
type: WORK_OF_ART
entity:
  c’est sous la condition de l’impartialité que l’indignation peut s’affranchir du désir de vengeance qui


id: atpp-1094
sid: 104
eid: 4
type: ORG
entity:
  acabarían en la desesperanza de una conciencia desgraciada que sabe que la realización de la consideración ética está fuera de alcance de la acción


id: atpp-1094
sid: 110
eid: 8
type: ORG
entity:
  transpose des phases intermédiaires et transitoires jusqu’à l’instauration d’un nouvel ordre pratique.


id: atpp-1094
sid: 114
eid: 2
type: ORG
entity:
  permiten la producción y la reproducción de la vida de los que están excluidos de la antigua totalidad moral


id: atpp-1094
sid: 150
eid: 2
type: ORG
entity:
  todo designar el lugar desde el que la confrontación de las filosofías de ricœur y dussel permitiría de ser


id: atpp-1094
sid: 152
eid: 1
type: ORG
entity:
  este artículo es el resultado de la adaptación de la intervención hecha en la conferencia anual de la asociación caribeña de filosofía :


id: atpp-1094
sid: 154
eid: 2
type: PERSON
entity:
  los textos de las intervenciones de dussel y de ricœur en el seminario de nápoles fueron publicadas inicialmente en una publicación


id: atpp-1054
sid: 158
eid: 5
type: ORG
entity:
  ipsorum quae scit et habere scientiam quae subordinet alias scientias subservientes et habere scientiam quae sui


id: atpp-1076
sid: 307
eid: 2
type: ORG
entity:
  http://www.unesco.org/new/fileadmin/multimedia/hq/shs/pdf/ working_document_teaching_philosophy_milan2011_en.pdf unesco


id: atpp-1076
sid: 318
eid: 1
type: PERSON
entity:
  gasparat@upatras.gr http://www.ecedu.upatras.gr/services/site/prosopiko.php?sm=22&teacher_id=105 maria kampeza


id: atpp-1000
sid: 341
eid: 1
type: PERSON
entity:
  http://www.hekupu.ac.nz/journal%20files/issue2%20october%202015/lauradolimpio.pdf http://www.hekupu.ac.nz/journal%20files/issue2%20october%202015/lauradolimpio.pdf


id: atpp-1153
sid: 289
eid: 2
type: ORG
entity:
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sid: 3
eid: 3
type: ORG
entity:
  pensamiento de enrique dussel siguiendo la evolución de su pro-puesta ética así como sus repercusiones en su


id: atpp-1093
sid: 11
eid: 3
type: ORG
entity:
  del pensamiento de dussel estuvo muy influida por la ontología de heidegger y la hermenéutica de paul ricoeur


id: atpp-1093
sid: 32
eid: 1
type: ORG
entity:
  un movimiento de clara vocación ética y política que arranca con una subversión de términos: si hasta entonces


id: atpp-1093
sid: 56
eid: 4
type: ORG
entity:
  es la filosofía postmoderna cuando parte de una praxis que supera la dialéctica del sujeto como dominador-dominado10


id: atpp-1093
sid: 86
eid: 3
type: ORG
entity:
  del otro empobrecido al nuevo análisis del capitalismo como economía de explotación mundial y fuente de la pobreza latinoamericana.


id: atpp-1093
sid: 188
eid: 1
type: ORG
entity:
  echa en falta una discusión con el actualísimo debate de la bioética más allá de cuestiones escolásticas sobre el


id: atpp-1093
sid: 222
eid: 1
type: ORG
entity:
  latinoamericanos del siglo xvi deberían ser considerados como el inicio de la filosofía de la modernidad


id: atpp-1093
sid: 264
eid: 3
type: ORG
entity:
  activo que debe componer el amplio ámbito de la sociedad civil organizada dentro de nuevas e inéditas instituciones políticas dentro de una


id: atpp-1093
sid: 268
eid: 2
type: ORG
entity:
  quiere continuar en política el proyecto deconstructivo que marx emprendió en economía contra las categorías de la economía burguesa


id: atpp-1118
sid: 206
eid: 1
type: ORG
entity:
  http://emma.hypotheses.org/?lang=fr_fr http://www.loe.fu-berlin.de/ http://www.mpib-berlin.mpg.de/en/research/history-of-emotions


id: atpp-1103
sid: 399
eid: 1
type: ORG
entity:
  conceptuelle des représentations sociales discursives à l’égard de l’apprentissage et de l’enseignement chez de futurs enseignant(e)s de sciences


id: atpp-1164
sid: 251
eid: 1
type: ORG
entity:
  https://www.nytimes.com/2011/09/13/opinion/if-it-feels-right.html http://www.thinkingplayground.org/


id: atpp-1170
sid: 411
eid: 1
type: PERSON
entity:
  http://www.acel.org.au/acel/acelweb/programs/2018/curiosity_and_powerful_learning/about.aspx http://www.acel.org.au/acel/acelweb/programs/2018/curiosity_and_powerful_learning/about.aspx http://victoriancurriculum.vcaa.vic.edu.au/ethical-capability/introduction/rationale-and-aims


id: atpp-1007
sid: 448
eid: 1
type: PERSON
entity:
  http://www.sapere.org.uk/default.aspx?tabid=162%20%20 https://plato.stanford.edu/archives/fall2016/entries/epistemology/


id: atpp-1159
sid: 262
eid: 1
type: PERSON
entity:
  http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19year-olds-en.pdf egan


id: atpp-1169
sid: 212
eid: 1
type: PERSON
entity:
  https://en.wikipedia.org/wiki/creator_deity https://en.wikipedia.org/wiki/inalienable_rights https://en.wikipedia.org/wiki/life,_liberty_and_the_pursuit_of_happiness https://de.wikipedia.org/wiki/paul_feyerabend analytic teaching


id: atpp-1208
sid: 98
eid: 1
type: ORG
entity:
  https://nam02.safelinks.protection.outlook.com/?url=https%3a%2f%2fpeace.kinderphilosophie.at%2findex.html&data=04%7c01%7cjjhoward%40viterbo.edu%7c623c87ad4ece4457984b08d9be458e98%7c6b9fc982e8d74958976cb08441cc9b0b%7c0%7c0%7c637750028218343343%7cunknown%7ctwfpbgzsb3d8eyjwijoimc4wljawmdailcjqijoiv2lumziilcjbtii6ik1hawwilcjxvci6mn0%3d%7c3000&sdata=nfzftkeok0xa%2f%2bor5bn7r1ithv7vy0mvowvpy%2fcfu10%3d&reserved=0 https://peace.kinderphilosophie.at/index.html


id: atpp-1208
sid: 307
eid: 5
type: PERSON
entity:
  mdldes019@myuct.ac.za http://dx.doi.org/10.1016/j.ijer.2013.01.002 http://dx.doi.org/10.1080/00131857.2013.771442


id: atpp-1225
sid: 321
eid: 1
type: PERSON
entity:
  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch dewey


id: atpp-1225
sid: 349
eid: 4
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entity:
  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch


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sid: 259
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type: ORG
entity:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-childdevelopment-project-for-elementary-school-students-grades-3-6/ http://about:blank/ https://doi.org/10.1146/annurev-psych-010213-115202 https://doi.org/10.1146/annurev-psych-010213-115202


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sid: 260
eid: 1
type: ORG
entity:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-child-development-project-for-elementary-school-students-grades-3-6/ https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-child-development-project-for-elementary-school-students-grades-3-6/


id: atpp-1227
sid: 403
eid: 1
type: PRODUCT
entity:
  https://doi.org/10.5840/thinking200316410 https://doi.org/10.1177/019874299301800306 https://doi.org/10.1007/s12671-010-0011-8 https://psycnet.apa.org/doi/10.1007/s12310-011-9064-7


id: atpp-1227
sid: 445
eid: 1
type: ORG
entity:
  https://doi.org/10.1111/j.1467-9752.2011.00801.x https://doi.org/10.1007/s11121-015-0612-5 https://doi.org/10.1007/s11121-015-0612-5 https://doi.org/10.1111/j.1741-3729.2007.00442.x analytic


id: atpp-1197
sid: 394
eid: 1
type: PERSON
entity:
  https://gov.wales/sites/default/files/statistics-and-research/2019-09/101206-improving-learningtaking-account-learners-perspectives-briefing-en.pdf lyle


id: atpp-1197
sid: 459
eid: 2
type: ORG
entity:
  sue.marilyn.lyle@gmail.com https://www.theguardian.com/environment/2019/mar/01/youth-climate-change-strikers-open-%0b%20%20%20%20%20letter-to-world-leaders https://www.theguardian.com/environment/2019/mar/01/youth-climate-change-strikers-open-%0b%20%20%20%20%20letter-to-world-leaders


id: atpp-1216
sid: 65
eid: 4
type: TIME
entity:
  10https://www.educ.cam.ac.uk/research/programmes/camtalk/dialogic/ https://www.curriculumfoundation.org/


id: atpp-1216
sid: 141
eid: 1
type: ORG
entity:
  https://www.headteacher-update.com/best-practice-article/discussion-is-a-key-step-towards-maths-mastery/221726/


id: atpp-1216
sid: 194
eid: 1
type: PERSON
entity:
  https://www.pdcnet.org/collection-anonymous/browse?fp=inquiryct https://www.etymonline.com/search?q=care


id: atpp-1216
sid: 329
eid: 1
type: GPE
entity:
  http://www.amazon.co.uk/thinking-together-geography-lyn-dawes/dp/1844244202/ref=sr_1_1?ie=utf8&s=books&qid=1225477080&sr=1-1 http://www.amazon.co.uk/thinking-together-geography-lyn-dawes/dp/1844244202/ref=sr_1_1?ie=utf8&s=books&qid=1225477080&sr=1-1


id: atpp-1216
sid: 349
eid: 1
type: ORG
entity:
  https://www.educ.cam.ac.uk/research/programmes/dialogic/whatis.html https://valuesbasededucation.com/ https://publications.parliament.uk/pa/cm200708/cmselect/cmchilsch/memo/natcurric/ucm34b02.pdf https://publications.parliament.uk/pa/cm200708/cmselect/cmchilsch/memo/natcurric/ucm34b02.pdf https://www.waterstones.com/author/chuck-wiederhold/1215909 http://www.dialogueworks.co.uk/


id: atpp-1173
sid: 304
eid: 1
type: ORG
entity:
  national review https://www.nationalreview.com/2019/09/greta-thunberg-climate-activist-united-nations/ matthews


id: atpp-1179
sid: 400
eid: 1
type: PERSON
entity:
  https://www.washingtonpost.com/posteverything/wp/2015/08/24/i-was-a-civil-rights-act vist-in-the-1960s


id: atpp-1179
sid: 403
eid: 1
type: PERSON
entity:
  https://www.washingtonpost.com/news/morning-mix/wp/2018/03/26/rep-steve-kingscampaign-ties-parklands-emma-gonzalez-to-communist-cuba/.


id: atpp-1179
sid: 410
eid: 1
type: PERSON
entity:
  https://takingnote.blogs.nytimes.com/2014/03/28/at-school-it-matters-ifyoure-black-or-white/. stevens


id: atpp-1219
sid: 44
eid: 2
type: ORG
entity:
  https://www.montclair.edu/iapc/wise-owl/. https://www.montclair.edu/iapc/wise-owl/ analytic teaching


id: atpp-1219
sid: 497
eid: 2
type: FAC
entity:
  https://www.researchgate.net/publication/336312912_dreamers_a_philosophical_novel_for_children https://www.researchgate.net/publication/336312912_dreamers_a_philosophical_novel_for_children


# pos

id: atpp-1185
sid: 245
tid: 3
pos: NOUN
token:
  https://www.ed.gov/news/press-releases/us-department-education-advances-trumpadministrations-stem-investment-priorities

lemma:
  https://www.ed.gov/news/press-releases/us-department-education-advances-trumpadministrations-stem-investment-prioritie


id: atpp-1227
sid: 259
tid: 8
pos: PROPN
token:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-childdevelopment-project-for-elementary-school-students-grades-3-6/

lemma:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-childdevelopment-project-for-elementary-school-students-grades-3-6/


id: atpp-1227
sid: 260
tid: 4
pos: PROPN
token:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-child-development-project-for-elementary-school-students-grades-3-6/

lemma:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-child-development-project-for-elementary-school-students-grades-3-6/


id: atpp-1197
sid: 459
tid: 7
pos: NOUN
token:
[cell repeats an earlier one in this file: 128 characters]

lemma:
  https://www.theguardian.com/environment/2019/mar/01/youth-climate-change-strikers-open-%0b%20%20%20%20%20letter-to-world-leader


id: atpp-1179
sid: 422
tid: 1
pos: PROPN
token:
  https://www.salon.com/2018/01/30/the-civil-rightsmovement-distorted-weaponizing-history-against-black-lives-matter/.

lemma:
  https://www.salon.com/2018/01/30/the-civil-rightsmovement-distorted-weaponizing-history-against-black-lives-matter/.


