item: #1 of 179 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 words: 8178 flesch: 57 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.’ keywords: coi; cois; community; feminist; gender; ideas; inquiry; law; philosophy; standpoint; students; teaching; thinking cache: atpp-1000.pdf plain text: atpp-1000.txt item: #2 of 179 id: atpp-1001 author: Haenel, Hilkje Charlotte title: Power, Pedagogy, and the "Women Problem": Ameliorating Philosophy date: 2017-12-18 words: 6301 flesch: 51 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. keywords: analysis; concept; groups; philosophical; philosophy; students; underrepresented; women cache: atpp-1001.pdf plain text: atpp-1001.txt item: #3 of 179 id: atpp-1002 author: Miller, Stephen Kekoa title: Socratic Aporia in the Classroom and the Development of Resilience date: 2017-12-18 words: 3999 flesch: 64 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.” keywords: answers; course; end; press; socrates; students; teaching; university cache: atpp-1002.pdf plain text: atpp-1002.txt item: #4 of 179 id: atpp-1004 author: De Marzio, Darryl M. title: Matthew Lipman's Model Theory of the Community of Inquiry date: 2017-12-18 words: 5251 flesch: 40 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. keywords: behaviors; community; inquiry; lipman; model; thinking cache: atpp-1004.pdf plain text: atpp-1004.txt item: #5 of 179 id: atpp-1005 author: Howard, Jason J. title: Editor's Notes date: 2017-12-18 words: 464 flesch: 45 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) keywords: philosophy; university cache: atpp-1005.pdf plain text: atpp-1005.txt item: #6 of 179 id: atpp-1006 author: Keyser, Vadim title: Engaging Science, Artistically date: 2017-12-18 words: 7587 flesch: 52 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. keywords: art; concepts; examples; measurement; perspective; philosophy; properties; representation; science; teaching; things; use cache: atpp-1006.pdf plain text: atpp-1006.txt item: #7 of 179 id: atpp-1007 author: Ioannou, Savvas; Georgiou, Kypros; Ventista, Ourania Maria title: Teaching Philosophy through Paintings: A Museum Workshop date: 2017-12-18 words: 7833 flesch: 60 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. keywords: art; children; discussion; museum; paintings; philosophy; pupils; teaching; workshop cache: atpp-1007.pdf plain text: atpp-1007.txt item: #8 of 179 id: atpp-1017 author: Howard, Jason J. title: Editor's Notes date: 2017-04-26 words: 306 flesch: 42 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. keywords: university; viterbo cache: atpp-1017.pdf plain text: atpp-1017.txt item: #9 of 179 id: atpp-1019 author: Gardner, Susan T. title: Communicating Toward Personhood date: 2018-02-07 words: 5781 flesch: 56 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. keywords: bridging; capital; humans; inquiry; putnam; thinking; truth; vol; way cache: atpp-1019.pdf plain text: atpp-1019.txt item: #10 of 179 id: atpp-1020 author: Holtz-Wodzak, Victoria title: Running Widdershins Round Middle Earth: Why Teaching Tolkien Matters date: 2018-02-07 words: 4293 flesch: 71 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. keywords: beowulf; fellowship; myth; sea; tolkien; trees; world cache: atpp-1020.pdf plain text: atpp-1020.txt item: #11 of 179 id: atpp-1021 author: Wodzak, Michael title: Make Believe Numbers: A Multidimensional Analysis of Phillip Pullman's Mythopoeic Vision date: 2018-02-07 words: 4975 flesch: 62 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.” keywords: direction; force; negative; numbers; pullman; universe cache: atpp-1021.pdf plain text: atpp-1021.txt item: #12 of 179 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 words: 3761 flesch: 55 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? keywords: education; facilitator; inquiry; medicine; p4c; philosophy; students cache: atpp-1022.pdf plain text: atpp-1022.txt item: #13 of 179 id: atpp-1023 author: Glina, Monica B. title: Democracy as Morality: Using Philosophical Dialogue to Cultivate Safe Learning Communities date: 2018-02-07 words: 5204 flesch: 53 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? keywords: bullying; children; dialogue; inquiry; school; smith; social; students cache: atpp-1023.pdf plain text: atpp-1023.txt item: #14 of 179 id: atpp-1024 author: Kennedy, Nadia Stoyanova title: Wolf, Goat, and Cabbage: An Analysis of Students' Roles and Cognitive and Metacognitive Behaviors in Small Group Collaborative Problem-Solving date: 2018-02-07 words: 9409 flesch: 62 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. keywords: analysis; behaviors; cabbage; goat; group; metacognitive; problem; solving; students; wolf cache: atpp-1024.pdf plain text: atpp-1024.txt item: #15 of 179 id: atpp-1025 author: Siegrist, Raymond title: Characteristics of a High School Classroom Community of Mathematical Inquiry date: 2018-02-07 words: 3519 flesch: 50 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). keywords: community; inquiry; mathematics; problem; students cache: atpp-1025.pdf plain text: atpp-1025.txt item: #16 of 179 id: atpp-1027 author: Carpenter, Andrew N.; Bach, Craig title: Learning Assessment: Hyperbolic Doubts versus Deflated Critiques date: 2017-04-26 words: 7129 flesch: 37 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. keywords: accountability; argument; assessment; education; faculty; learning; methods; outcomes; philosophical; student; teaching cache: atpp-1027.pdf plain text: atpp-1027.txt item: #17 of 179 id: atpp-1028 author: Turgeon, Wendy C. title: Confessions of a Departmental Chair on Assessment date: 2017-04-26 words: 5930 flesch: 51 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. keywords: assessment; college; community; education; faculty; learning; philosophy; program; students; teaching; values cache: atpp-1028.pdf plain text: atpp-1028.txt item: #18 of 179 id: atpp-1029 author: Michaud, Olivier title: The Effects of Assessment: a Reflection from within the Economic Worldview in Education date: 2017-04-26 words: 8051 flesch: 62 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. keywords: education; policy; research; school; stakes; students; system; teachers; teaching; testing cache: atpp-1029.pdf plain text: atpp-1029.txt item: #19 of 179 id: atpp-1030 author: Moore, Theresa R.; Hassinger, Mary C. title: Improving Academic Quality through Outcomes Assessment and Active Learning Strategies - a Model for Effective Institutional Change date: 2017-04-26 words: 3539 flesch: 39 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. keywords: academic; assessment; commitment; faculty; learning; nsse; outcomes; student; teaching cache: atpp-1030.pdf plain text: atpp-1030.txt item: #20 of 179 id: atpp-1031 author: Wodzak, Michael title: Assessment Standards: Recentering and Decentering Higher Education date: 2017-04-26 words: 7017 flesch: 58 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. keywords: assessment; business; culture; education; mathematics; model; need; students; teaching cache: atpp-1031.pdf plain text: atpp-1031.txt item: #21 of 179 id: atpp-1032 author: Costello, Patrick J.M. title: Developing Communities of Inquiry in the UK: Retrospect and Prospect date: 2017-04-26 words: 11991 flesch: 74 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: keywords: children; costello; development; education; jenny; new; person; philosophy; research; schools; skills; teachers; teaching; thinking cache: atpp-1032.pdf plain text: atpp-1032.txt item: #22 of 179 id: atpp-1033 author: Morehouse, Richard title: Developing Communities of Inquiry in the USA: Retrospect and Prospective date: 2017-04-26 words: 6502 flesch: 58 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. keywords: bruner; children; community; dewey; inquiry; lipman; philosophy; teaching; thinking; work cache: atpp-1033.pdf plain text: atpp-1033.txt item: #23 of 179 id: atpp-1043 author: Howard, Jason J. title: Editor's Notes date: 2018-02-07 words: 754 flesch: 22 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. keywords: assessment; university; viterbo cache: atpp-1043.pdf plain text: atpp-1043.txt item: #24 of 179 id: atpp-1045 author: Howard, Jason J. title: Editor's Notes date: 2018-02-07 words: 395 flesch: 37 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. keywords: university; wisdom cache: atpp-1045.pdf plain text: atpp-1045.txt item: #25 of 179 id: atpp-1046 author: Gardner, Susan T. title: Agitating for Munificence or Going Out of Business: Philosophy's Dilemma date: 2018-02-07 words: 2703 flesch: 47 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. keywords: behavior; consciousness; determinism; freedom; self cache: atpp-1046.pdf plain text: atpp-1046.txt item: #26 of 179 id: atpp-1048 author: Cowley, Christopher J. title: Moral Philosophy and the 'Real World' date: 2018-02-07 words: 6998 flesch: 56 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). keywords: benatar; book; ethics; moral; non; person; philosophers; philosophy; wisdom; world cache: atpp-1048.pdf plain text: atpp-1048.txt item: #27 of 179 id: atpp-1049 author: Kraemer, Eric Russert title: Plato and the Virtues of Wisdom date: 2018-02-07 words: 7628 flesch: 62 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. keywords: account; forms; judgment; knowledge; plato; reflection; virtue; vol; wisdom cache: atpp-1049.pdf plain text: atpp-1049.txt item: #28 of 179 id: atpp-1050 author: Windhorst, H. Dirk title: Loving Wisdom with Dewey and Simone Weil date: 2018-02-07 words: 10420 flesch: 61 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? keywords: action; dewey; experience; nature; new; self; thinking; way; weil; wisdom; work cache: atpp-1050.pdf plain text: atpp-1050.txt item: #29 of 179 id: atpp-1051 author: Harwood, Larry D. title: Sagely Wisdom in Confucianism date: 2018-02-07 words: 5074 flesch: 59 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. keywords: chinese; confucianism; confucius; kant; law; people; person; sense; wisdom cache: atpp-1051.pdf plain text: atpp-1051.txt item: #30 of 179 id: atpp-1052 author: Levanon, Maya J. title: The Dialogical Path to Wisdom Education date: 2018-02-07 words: 3554 flesch: 54 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. keywords: dialogue; education; inquiry; new; participants; wisdom; words cache: atpp-1052.pdf plain text: atpp-1052.txt item: #31 of 179 id: atpp-1053 author: Gayle, Rhett title: Befriending Wisdom date: 2018-02-07 words: 6356 flesch: 60 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. keywords: friendship; good; knowledge; philosophy; students; teaching; wisdom cache: atpp-1053.pdf plain text: atpp-1053.txt item: #32 of 179 id: atpp-1054 author: Kitanov, Severin V. title: The Problem of the Relationship between Philosophical and Theological Wisdom in the Scholasticism of the 13th and early 14th Centuries date: 2018-02-07 words: 7380 flesch: 40 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. keywords: aquinas; aristotle; brown; certitude; est; faith; god; holcot; metaphysics; philosophy; reason; science; theologian; theology; truth; university; view; wisdom cache: atpp-1054.pdf plain text: atpp-1054.txt item: #33 of 179 id: atpp-1056 author: Hall, Richard title: The Clifford/James Debate date: 2018-02-07 words: 8152 flesch: 59 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. keywords: belief; choice; clifford; error; evidence; faith; james; moral; nature; option; truth cache: atpp-1056.pdf plain text: atpp-1056.txt item: #34 of 179 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 words: 11520 flesch: 56 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). keywords: awareness; failure; new; outside; perspective; sense; teaching; things; way; wisdom; zen cache: atpp-1057.pdf plain text: atpp-1057.txt item: #35 of 179 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 words: 2583 flesch: 49 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. keywords: biases; classroom; process; students; teachers cache: atpp-1058.pdf plain text: atpp-1058.txt item: #36 of 179 id: atpp-1059 author: Hamilton, Andrew title: The U.S. Constitution as an Atlantic Document date: 2018-02-07 words: 2456 flesch: 57 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: keywords: atlantic; case; constitution; corpus; habeas; history cache: atpp-1059.pdf plain text: atpp-1059.txt item: #37 of 179 id: atpp-1060 author: Jambrina, Jesús title: Radical Courage: Bartolomé de Las Casas and his defense of the American Indians date: 2018-02-07 words: 3328 flesch: 45 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. keywords: casas; indians; las; las casas; new; radical; spanish cache: atpp-1060.pdf plain text: atpp-1060.txt item: #38 of 179 id: atpp-1061 author: Kreitlow, Bert title: Using Blogs in Latin American Studies Seminars date: 2018-02-07 words: 4341 flesch: 49 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. keywords: american; blog; class; course; latin; seminar; students; studies cache: atpp-1061.pdf plain text: atpp-1061.txt item: #39 of 179 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 words: 5078 flesch: 44 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. keywords: diversity; education; icts; networks; setting; social; system; teaching; technologies; technology cache: atpp-1062.pdf plain text: atpp-1062.txt item: #40 of 179 id: atpp-1063 author: Paton, Michael title: Asian Students, Critical Thinking and English as an Academic Lingua Franca date: 2018-02-07 words: 7310 flesch: 53 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. keywords: china; chinese; english; franca; knowledge; language; lingua; lingua franca; science; students; teaching; thinking; university cache: atpp-1063.pdf plain text: atpp-1063.txt item: #41 of 179 id: atpp-1064 author: Ross, Sheryl Tuttle title: Show and Tell: Photovoice as International Travel Pedagogy date: 2018-02-07 words: 4903 flesch: 52 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. keywords: conversation; january; photographers; photos; photovoice; pictures; project; students; teaching cache: atpp-1064.pdf plain text: atpp-1064.txt item: #42 of 179 id: atpp-1065 author: Sorensen, Diana title: Thoughts on Geographic Imaginaries for the 21st Century date: 2018-02-07 words: 3628 flesch: 40 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. keywords: border; distance; geographic; history; space; studies; understanding; world cache: atpp-1065.pdf plain text: atpp-1065.txt item: #43 of 179 id: atpp-1066 author: Howard, Jason J. title: Editor's Notes date: 2018-02-07 words: 465 flesch: 29 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. keywords: children; philosophy; university cache: atpp-1066.pdf plain text: atpp-1066.txt item: #44 of 179 id: atpp-1068 author: del Collado, Marí­a del Rosario title: Recognition, Tolerance, Respect and Empathy date: 2018-02-07 words: 4959 flesch: 56 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.’ keywords: communities; dialogue; empathy; moral; person; respect; tolerance cache: atpp-1068.pdf plain text: atpp-1068.txt item: #45 of 179 id: atpp-1069 author: Gardner, Susan T. title: Teaching Children to Think Ethically date: 2018-02-07 words: 3988 flesch: 55 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? keywords: children; dewey; ibid; philosophy; reasoning; teaching; thinking cache: atpp-1069.pdf plain text: atpp-1069.txt item: #46 of 179 id: atpp-1070 author: Marsal, Eva; Dobashi, Takara title: The Support of the Community of Inquiry in the Understanding of Death among Children: A German - Japanese Comparison with Gender Analysis date: 2018-02-07 words: 4508 flesch: 66 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: keywords: children; community; death; heaven; inquiry; life; soul; topic; vol cache: atpp-1070.pdf plain text: atpp-1070.txt item: #47 of 179 id: atpp-1071 author: Turgeon, Wendy C. title: The Place of 'Philosophy' in Preparing Teachers to Teach Pre-college Philosophy-Notes for a conversation date: 2018-02-07 words: 4034 flesch: 48 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. keywords: children; inquiry; philosophical; philosophy; teachers; teaching; thinking; training cache: atpp-1071.pdf plain text: atpp-1071.txt item: #48 of 179 id: atpp-1072 author: Cannon, Dale title: P4C, Community of Inquiry, and Methodological Faith date: 2018-02-07 words: 3852 flesch: 52 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. keywords: doubt; faith; inquiry; polanyi; process cache: atpp-1072.pdf plain text: atpp-1072.txt item: #49 of 179 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 words: 4412 flesch: 55 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. keywords: children; education; philosophy; schools; skills; teachers; teaching; thinking cache: atpp-1073.pdf plain text: atpp-1073.txt item: #50 of 179 id: atpp-1074 author: Davis, Jessica title: Being Participation: The Ontology of the Socratic Method date: 2018-02-07 words: 6582 flesch: 56 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 keywords: approach; dialogue; education; knowledge; method; philosophy; plato; students; teaching cache: atpp-1074.pdf plain text: atpp-1074.txt item: #51 of 179 id: atpp-1075 author: Gardner, Susan T. title: THE COMPLEXITY OF RESPECTING TOGETHER: From the point of view of one participant of the 2012 Vancouver NAACI conference date: 2018-02-07 words: 9041 flesch: 50 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. keywords: children; conference; dialogue; gardner; inquiry; issue; paper; regard; respect; role; self; teaching cache: atpp-1075.pdf plain text: atpp-1075.txt item: #52 of 179 id: atpp-1076 author: Gasparatou, Renia; Kampeza, Maria title: Introducing P4C in Kindergarten in Greece date: 2018-02-07 words: 5573 flesch: 64 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. keywords: children; group; kindergarten; p4c; philosophy; teachers; teaching; thinking cache: atpp-1076.pdf plain text: atpp-1076.txt item: #53 of 179 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 words: 6190 flesch: 52 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. keywords: book; children; discussion; lipman; philosophy; students; teacher; teaching; wartenberg cache: atpp-1077.pdf plain text: atpp-1077.txt item: #54 of 179 id: atpp-1078 author: Jackson, Michael title: Approaches to Learning and Teaching: Some Observations date: 2018-02-07 words: 4273 flesch: 62 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. keywords: approaches; assignments; education; learning; students; surface; teachers; teaching cache: atpp-1078.pdf plain text: atpp-1078.txt item: #55 of 179 id: atpp-1079 author: Kennedy, Nadia Stoyanova title: Community of Inquiry as a Complex Communicative System date: 2018-02-07 words: 3809 flesch: 42 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. keywords: community; complexity; group; inquiry; new; system cache: atpp-1079.pdf plain text: atpp-1079.txt item: #56 of 179 id: atpp-1083 author: Howard, Jason J. title: Editor's Notes date: 2017-04-26 words: 476 flesch: 36 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. keywords: articles; philosophy; university cache: atpp-1083.pdf plain text: atpp-1083.txt item: #57 of 179 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 words: 6227 flesch: 62 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. keywords: approach; children; der; die; ethik; martens; orientation; philosophy; problem; question; teaching; und; vol cache: atpp-1084.pdf plain text: atpp-1084.txt item: #58 of 179 id: atpp-1085 author: Määttä, Kaarina; Uusiautti, Satu title: How to Raise Children to Be Good People? date: 2017-04-26 words: 5671 flesch: 60 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. keywords: care; children; development; good; goodness; love; määttä; parents; people; teacher cache: atpp-1085.pdf plain text: atpp-1085.txt item: #59 of 179 id: atpp-1086 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 486 flesch: 32 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. keywords: liberation; philosophy; university cache: atpp-1086.pdf plain text: atpp-1086.txt item: #60 of 179 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 words: 6095 flesch: 56 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. keywords: children; education; freire; inquiry; liberation; pedagogy; philosophy; students; teacher; teaching cache: atpp-1090.pdf plain text: atpp-1090.txt item: #61 of 179 id: atpp-1091 author: Glina, Monica title: Expanding the Parameters of Exploratory Talk date: 2018-02-08 words: 8154 flesch: 58 summary: Female Student: I know, but . . . Female Student: I’m saying you’d just be sitting there. keywords: example; exploratory; facilitator; inquiry; interjection; power; problem; speaker; student; talk; teaching cache: atpp-1091.pdf plain text: atpp-1091.txt item: #62 of 179 id: atpp-1092 author: Katra, Bill title: The Signs of the Times: The Changing Faces of Liberation Theology date: 2018-02-08 words: 7662 flesch: 54 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. keywords: america; bishops; brazil; catholic; cebs; church; issue; latin; leaders; liberation; new; poor; pope; praxis; priests; theology; vatican cache: atpp-1092.pdf plain text: atpp-1092.txt item: #63 of 179 id: atpp-1093 author: Moreno Lax, Alejandro title: Enrique Dussel: ética y polí­tica date: 2018-02-08 words: 8970 flesch: 46 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. keywords: américa; analytic; cit; como; comunidad; con; crítica; de la; de una; del; desde; donde; dussel; en la; es el; esta; este; filosofía; hasta; historia; issue; la liberación; la vida; la ética; las; liberación; los; marx; material; momento; más; obra; otro; para; parte; pensamiento; pero; poder; política; por; praxis; principio; que; ser; siglo; sino; sujeto; sus; también; teaching; toda; todo; totalidad; trata; una; una ética; vida; vol; y el; y la; ética; ética de cache: atpp-1093.pdf plain text: atpp-1093.txt item: #64 of 179 id: atpp-1094 author: Loute, Alain title: Enrique Dussel y Paul Ricoeur: Pensar la Creatividad Normativa date: 2018-02-08 words: 5390 flesch: 55 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. keywords: como; con; de la; del; dussel; entre; esta; filosofía; la liberación; las; liberación; los; moral; normativa; para; paul; por; praxis; propone; puede; que; ricoeur; ricœur; siguiente; traducción; una; ética cache: atpp-1094.pdf plain text: atpp-1094.txt item: #65 of 179 id: atpp-1095 author: Morehouse, Richard title: Picturebooks, Pedagogy, and Philosophy: A review of Joanna Haynes & Karin Murris' Picturebooks, Pedagogy, and Philosophy by Richard Morehouse. date: 2018-02-08 words: 2079 flesch: 53 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. keywords: authors; philosophy; picturebooks cache: atpp-1095.pdf plain text: atpp-1095.txt item: #66 of 179 id: atpp-1096 author: Gardner, Susan T. title: Perceiving "The Philosophical Child": A Guide for the Perplexed: A review of Jana Mohr Lone's The Philosophical Child. date: 2018-02-08 words: 2210 flesch: 65 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. keywords: children; lone; mohr cache: atpp-1096.pdf plain text: atpp-1096.txt item: #67 of 179 id: atpp-1097 author: Kennedy, Nadia title: Guest Editor's Notes date: 2018-02-08 words: 695 flesch: 22 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 keywords: inquiry; mathematics; university cache: atpp-1097.pdf plain text: atpp-1097.txt item: #68 of 179 id: atpp-1098 author: Oliverio, Stefano title: For a 'Non-mathematical' Learning of Mathematics. A Philosophical-Educational Reflection on Philosophical Inquiry and Mathematics Classes date: 2018-02-08 words: 9208 flesch: 50 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. keywords: academy; community; dialogue; education; inquiry; issue; learning; lipman; mathematics; philosophy; socrates; teacher; teaching; vol cache: atpp-1098.pdf plain text: atpp-1098.txt item: #69 of 179 id: atpp-1099 author: Chesky, Nataly title: Beyond Epistemology and Axiology: Locating an Emerging Philosophy of Mathematics Education date: 2018-02-08 words: 5496 flesch: 37 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. keywords: assumptions; education; knowledge; mathematics; mathematics education; philosophy; policy; teaching; way; world cache: atpp-1099.pdf plain text: atpp-1099.txt item: #70 of 179 id: atpp-1100 author: Roemischer, John title: Can Philosophic Methods without Metaphysical Foundations Contribute to the Teaching of Mathematics? date: 2018-02-08 words: 8010 flesch: 45 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. keywords: concepts; foundations; mathematics; metaphysical; methods; philosophy; plato; questions; socrates; subject; teaching; thought cache: atpp-1100.pdf plain text: atpp-1100.txt item: #71 of 179 id: atpp-1101 author: Fisherman, Daniel title: Philosophy and the Faces of Abstract Mathematics date: 2018-02-08 words: 5484 flesch: 54 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. keywords: action; domain; dreyfus; experience; kelly; mathematics; shining; students; world cache: atpp-1101.pdf plain text: atpp-1101.txt item: #72 of 179 id: atpp-1102 author: English, Lyn D. title: Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum date: 2018-02-08 words: 5851 flesch: 53 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. keywords: cyprus; education; english; inquiry; mathematics; modelling; philosophical; problem; students; teaching; water cache: atpp-1102.pdf plain text: atpp-1102.txt item: #73 of 179 id: atpp-1103 author: Daniel, Marie-France title: Engaging in Critical Dialogue about Mathematics date: 2018-02-08 words: 6112 flesch: 60 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. keywords: cube; daniel; dialogue; les; m.-f; mathematics; pupils; teacher; teaching; think cache: atpp-1103.pdf plain text: atpp-1103.txt item: #74 of 179 id: atpp-1104 author: Chassapis, Dimitris title: The History of Mathematics as Scaffolding for Introducing Prospective Teachers into the Philosophy of Mathematics date: 2018-02-08 words: 5064 flesch: 43 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. keywords: course; history; knowledge; mathematics; philosophy; questions; teachers; teaching cache: atpp-1104.pdf plain text: atpp-1104.txt item: #75 of 179 id: atpp-1105 author: Meerwaldt, Diana; Ferri, Rita Borromeo; Nevers, Patricia title: Philosophizing with Children in the Course of Solving Modeling Problems in a Sixth Grade Mathematics Classroom date: 2018-02-08 words: 7149 flesch: 61 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. keywords: children; class; discussion; group; hamburg; mathematics; modeling; philosophizing; philosophy; pots; problems; teaching; thinking cache: atpp-1105.pdf plain text: atpp-1105.txt item: #76 of 179 id: atpp-1106 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 530 flesch: 38 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) keywords: love; university; virtue cache: atpp-1106.pdf plain text: atpp-1106.txt item: #77 of 179 id: atpp-1107 author: Schulzke, Marcus title: Evaluating Fromm's Theory of Love and its Pedagogical Significance date: 2018-02-08 words: 7905 flesch: 49 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. keywords: fromm; love; people; relationship; student; teacher; theory cache: atpp-1107.pdf plain text: atpp-1107.txt item: #78 of 179 id: atpp-1108 author: Jarrett, William R. title: Love or Tolerance? A Virtue Response to Religious Violence and Plurality date: 2018-02-08 words: 8729 flesch: 46 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. keywords: beliefs; caritas; hospitality; human; issue; love; new; peace; philosophical; press; students; teaching; tolerance; violence; virtue; york cache: atpp-1108.pdf plain text: atpp-1108.txt item: #79 of 179 id: atpp-1109 author: Johnson, Rolf M. title: The Significance of Alcibiades' Speech in Plato's Symposium date: 2018-02-08 words: 3377 flesch: 67 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 keywords: alcibiades; good; love; plato; socrates cache: atpp-1109.pdf plain text: atpp-1109.txt item: #80 of 179 id: atpp-1111 author: Caslib, Jr., Bernardo N. title: Caritas and Experience-based Learning: Teaching Love to Filipino College Students date: 2018-02-08 words: 5917 flesch: 65 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. keywords: aquinas; caritas; friendship; good; learning; love; man; students; teaching cache: atpp-1111.pdf plain text: atpp-1111.txt item: #81 of 179 id: atpp-1112 author: D'Ambrosio, Joseph G.; Faul, Anna C. title: Love: Through the Lens of Pitirim Sorokin date: 2018-02-08 words: 6904 flesch: 58 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. keywords: actions; example; forms; intensity; life; love; new; sorokin; understanding cache: atpp-1112.pdf plain text: atpp-1112.txt item: #82 of 179 id: atpp-1113 author: Morehouse, Richard title: Book Review: Educational Leadership and Hannah Arendt date: 2018-02-08 words: 698 flesch: 34 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. keywords: education; leadership cache: atpp-1113.pdf plain text: atpp-1113.txt item: #83 of 179 id: atpp-1114 author: McFadden, Kathryn A. title: Agape: Love and Art in Community date: 2018-02-08 words: 7423 flesch: 61 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. keywords: agape; art; community; darkness; freud; hiroshima; iliescu; love; nancy; new; norton; praxis; project; space; teaching; university cache: atpp-1114.pdf plain text: atpp-1114.txt item: #84 of 179 id: atpp-1115 author: Hamilton, Paula title: Book Review: Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty date: 2018-02-08 words: 1611 flesch: 35 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. keywords: dilemmas; education; norwich; tensions cache: atpp-1115.pdf plain text: atpp-1115.txt item: #85 of 179 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 words: 1566 flesch: 44 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. keywords: love; silverman cache: atpp-1117.pdf plain text: atpp-1117.txt item: #86 of 179 id: atpp-1118 author: Ware, Lauren title: What Good is Love? date: 2018-02-08 words: 9290 flesch: 53 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 keywords: beauty; development; education; emotions; ethics; love; new; object; plato; praxis; press; symposium; teaching; theory; university; virtue; volume cache: atpp-1118.pdf plain text: atpp-1118.txt item: #87 of 179 id: atpp-1119 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 478 flesch: 37 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. keywords: issue; university; viterbo cache: atpp-1119.pdf plain text: atpp-1119.txt item: #88 of 179 id: atpp-1120 author: Kennedy, David title: Dialogic Schooling date: 2018-02-08 words: 4100 flesch: 50 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. keywords: childhood; community; dialogic; education; form; new; school; space cache: atpp-1120.pdf plain text: atpp-1120.txt item: #89 of 179 id: atpp-1121 author: Fletcher, Natalie M. title: Body Talk, Body Taunt - Corporeal Dialogue within a Community of Philosophical Inquiry date: 2018-02-08 words: 8368 flesch: 46 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. keywords: body; cpi; dialogue; experience; inquirers; inquiry; kennedy; merleau; ponty; self; taunting cache: atpp-1121.pdf plain text: atpp-1121.txt item: #90 of 179 id: atpp-1123 author: Preece, Abdul Shakour; Juperi, Adila title: Philosophical Inquiry in the Malaysian Educational System - Reality or Fantasy? date: 2018-02-08 words: 6125 flesch: 51 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. keywords: children; education; hashim; malaysian; p4c; philosophy; rosnani; school; skills; students; teaching; thinking cache: atpp-1123.pdf plain text: atpp-1123.txt item: #91 of 179 id: atpp-1127 author: Marsal, Eva title: Socratic Philosophizing with the Five Finger Model: The Theoretical Approach of Ekkehard Martens date: 2018-02-08 words: 4434 flesch: 61 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: keywords: children; finger; martens; method; philosophizing; philosophy cache: atpp-1127.pdf plain text: atpp-1127.txt item: #92 of 179 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 words: 2255 flesch: 55 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). keywords: ability; group; p4c; school; students; years cache: atpp-1129.pdf plain text: atpp-1129.txt item: #93 of 179 id: atpp-1131 author: Morehouse, Richard title: Book Review: Tinker Thinkers date: 2018-02-08 words: 743 flesch: 54 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. keywords: book; children cache: atpp-1131.pdf plain text: atpp-1131.txt item: #94 of 179 id: atpp-1132 author: Morehouse, Richard title: Book Review: Philosophy and Childhood: Critical Perspectives and Affirmative Practices date: 2018-02-08 words: 1947 flesch: 54 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. keywords: book; children; kohan; philosophy cache: atpp-1132.pdf plain text: atpp-1132.txt item: #95 of 179 id: atpp-1133 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 370 flesch: 42 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. keywords: university; viterbo cache: atpp-1133.pdf plain text: atpp-1133.txt item: #96 of 179 id: atpp-1134 author: Strong Makaiau, Amber 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 date: 2018-02-08 words: 3034 flesch: 53 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. keywords: education; p4chi; pedagogy; studies; teachers; teaching cache: atpp-1134.pdf plain text: atpp-1134.txt item: #97 of 179 id: atpp-1135 author: Love, Rhiannon title: The Case for Philosophy For Children In The English Primary Curriculum date: 2018-02-08 words: 9012 flesch: 52 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. keywords: children; curriculum; dfe; education; haynes; murris; p4c; philosophy; practice; school; teachers; thinking; training cache: atpp-1135.pdf plain text: atpp-1135.txt item: #98 of 179 id: atpp-1136 author: Wang, Jessica Ching-Sze title: From Learning Outcomes to Educational Possibilities-What Happens When Philosophical Community Inquiry "Works Wonders" with University Students in Taiwan date: 2018-02-08 words: 7637 flesch: 63 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. keywords: class; community; dewey; education; inquiry; people; questions; students; teaching; thinking cache: atpp-1136.pdf plain text: atpp-1136.txt item: #99 of 179 id: atpp-1137 author: Robinson, Grace title: Feeling the Pull: Ethical Enquiry and the Tension It Creates for Teachers date: 2018-02-08 words: 6334 flesch: 51 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. keywords: character; children; enquiry; facilitator; good; instruction; issues; roles; teacher cache: atpp-1137.pdf plain text: atpp-1137.txt item: #100 of 179 id: atpp-1138 author: Henry, Wayne title: Consumer Capitalism Meets Inquiry date: 2018-02-08 words: 3870 flesch: 56 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. keywords: capitalism; consumer; consumption; forces; inquiry; market; self cache: atpp-1138.pdf plain text: atpp-1138.txt item: #101 of 179 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 words: 6384 flesch: 60 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. keywords: 2015; boys; children; community; group; inquiry; philosophy; school; teaching; thinking cache: atpp-1139.pdf plain text: atpp-1139.txt item: #102 of 179 id: atpp-1140 author: Mizell, Karen title: The Epistemology of Imagination and Play in the Community of Inquiry date: 2018-02-08 words: 5906 flesch: 43 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. keywords: children; coi; experiments; imagination; learning; philosophical; philosophy; play; press; pretense; thought cache: atpp-1140.pdf plain text: atpp-1140.txt item: #103 of 179 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 words: 8578 flesch: 59 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). keywords: ability; argumentation; arguments; children; crosstalk; development; forms; praxis; reasoning; school; teaching; use; volume cache: atpp-1141.pdf plain text: atpp-1141.txt item: #104 of 179 id: atpp-1142 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 372 flesch: 37 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. keywords: inquiry; university cache: atpp-1142.pdf plain text: atpp-1142.txt item: #105 of 179 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 words: 6020 flesch: 52 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). keywords: children; coi; comprehension; esteem; interest; p4c; philosophy; program; reading; self; students; study cache: atpp-1143.pdf plain text: atpp-1143.txt item: #106 of 179 id: atpp-1145 author: Bowen, Warren title: Sharing Space with Other Animals: Early Childhood Education, Engaged Philosophical Inquiry, and Sustainability date: 2018-02-08 words: 4775 flesch: 62 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? keywords: animals; caging; children; humans; peanut; sustainability; thinking cache: atpp-1145.pdf plain text: atpp-1145.txt item: #107 of 179 id: atpp-1146 author: Baker, Geoff; Fisher, Andrew title: Philosophy, Pedagogy and Personal Identity: Listening to the Teachers in PFC date: 2018-02-08 words: 4585 flesch: 59 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]. keywords: children; education; p4c; philosophy; students; teachers; teaching; thinking cache: atpp-1146.pdf plain text: atpp-1146.txt item: #108 of 179 id: atpp-1147 author: Miller, Stephen title: Your Feelings Are Wrong date: 2018-02-08 words: 3632 flesch: 60 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. keywords: emotions; ethics; love; nussbaum; press; students cache: atpp-1147.pdf plain text: atpp-1147.txt item: #109 of 179 id: atpp-1148 author: Fletcher, Natalie M. title: Shared Autonomous Reasoning: Interpretations of Habermasian Discourse for The Community of Philosophical Inquiry date: 2018-02-08 words: 8886 flesch: 42 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. keywords: action; autonomy; capacity; discourse; habermas; knowledge; norms; press; process; reasoning; reasons; ways cache: atpp-1148.pdf plain text: atpp-1148.txt item: #110 of 179 id: atpp-1149 author: Morehouse, Richard title: Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches date: 2018-02-08 words: 7898 flesch: 58 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. keywords: classroom; community; democracy; dewey; discussion; equality; freedom; inquiry; new; problem; students cache: atpp-1149.pdf plain text: atpp-1149.txt item: #111 of 179 id: atpp-1150 author: Howard, Jason J. title: Editor's Notes date: 2018-02-08 words: 412 flesch: 38 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. keywords: university; viterbo cache: atpp-1150.pdf plain text: atpp-1150.txt item: #112 of 179 id: atpp-1151 author: Moriyón, Félix García title: The Classroom as a Work of Art date: 2018-02-08 words: 7083 flesch: 56 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). keywords: activity; art; class; criteria; experience; inquiry; life; performance; process; rules; thinking; time; value; work cache: atpp-1151.pdf plain text: atpp-1151.txt item: #113 of 179 id: atpp-1153 author: Kenyon, Erik; Terorde-Doyle, Diane title: Art & Dialogue: An Experiment in Pre-k Philosophy date: 2018-02-08 words: 5241 flesch: 68 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. keywords: children; discussion; ideas; philosophy; questions; story; students; thinking; wartenberg cache: atpp-1153.pdf plain text: atpp-1153.txt item: #114 of 179 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 words: 2762 flesch: 73 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. keywords: arthur; artist; max; paint; world cache: atpp-1154.pdf plain text: atpp-1154.txt item: #115 of 179 id: atpp-1155 author: Morehouse, Richard title: Review of "Academic Philosophy: An Uncommonly Creative, Imaginative and Challenging Curriculum" date: 2018-02-08 words: 2267 flesch: 58 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. keywords: books; curriculum; pages; philosophy; teacher cache: atpp-1155.pdf plain text: atpp-1155.txt item: #116 of 179 id: atpp-1157 author: Garside, Darren; Myskiw, Karen J. title: Community of Inquiry and Underserved Youth Engagement: A reflective account of philosophy and method date: 2018-02-12 words: 6861 flesch: 51 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. keywords: art; arts; community; dewey; education; inquiry; koopman; philosophy; practice; pragmatism; students; youth cache: atpp-1157.pdf plain text: atpp-1157.txt item: #117 of 179 id: atpp-1158 author: Howard, Jason J. title: Editor's Welcome date: 2018-12-12 words: 409 flesch: 43 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) keywords: university; viterbo cache: atpp-1158.pdf plain text: atpp-1158.txt item: #118 of 179 id: atpp-1159 author: Lyle, Sue title: Education for Sustainable Development and Global Citizenship through Philosophical Enquiry: Principles and Practices date: 2018-12-12 words: 6275 flesch: 58 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. keywords: arctic; children; curriculum; education; inuit; teaching; thinking; understanding; whaling cache: atpp-1159.pdf plain text: atpp-1159.txt item: #119 of 179 id: atpp-1160 author: Yan, Sijin; Walters, Lynne Masel; Wang, Zhuoying; Wang, Chia-Chiang title: Meta-Analysis of the Effectiveness of Philosophy for Children Programs on Students' Cognitive Outcomes date: 2018-12-12 words: 8788 flesch: 52 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. keywords: analysis; children; effect; grade; meta; outcomes; p4c; philosophy; research; sizes; students; studies; study; teaching cache: atpp-1160.pdf plain text: atpp-1160.txt item: #120 of 179 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 words: 4940 flesch: 66 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. keywords: cohesion; cpi; group; measure; members; questions; team cache: atpp-1161.pdf plain text: atpp-1161.txt item: #121 of 179 id: atpp-1162 author: Yarmel, Aaron J. title: Between Crisis-Philia and Crisis-Phobia: Reflections on the Community of Inquiry date: 2018-12-12 words: 10832 flesch: 54 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. keywords: coi; community; conflict; crisis; inquiry; love; mendham; people; person; philia; praxis; teaching; work cache: atpp-1162.pdf plain text: atpp-1162.txt item: #122 of 179 id: atpp-1163 author: Hines, Carol title: Unintended Lessons: What Typically Developing Students Learn from the Inclusion and Exclusion of Students Who Receive Special Education Services date: 2018-12-12 words: 3666 flesch: 52 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? keywords: classroom; disabilities; disability; education; school; students; teaching cache: atpp-1163.pdf plain text: atpp-1163.txt item: #123 of 179 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 words: 7852 flesch: 50 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. keywords: application; concepts; context; degree; inquiry; questions; regard; teaching; value; value concepts; vol cache: atpp-1164.pdf plain text: atpp-1164.txt item: #124 of 179 id: atpp-1165 author: Howard, Jason J. title: Editor's Welcome date: 2019-05-06 words: 408 flesch: 42 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) keywords: university; viterbo cache: atpp-1165.pdf plain text: atpp-1165.txt item: #125 of 179 id: atpp-1166 author: Gardner, Susan T.; Anderson, Anastasia; Henry, Wayne title: Reasoning (or not) with the Unreasonable date: 2019-05-06 words: 5167 flesch: 59 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. keywords: dialogue; issue; person; position; teaching; view; vol; way cache: atpp-1166.pdf plain text: atpp-1166.txt item: #126 of 179 id: atpp-1167 author: daVenza Tillmanns, Maria title: Aporia and Picture Books date: 2019-05-06 words: 6097 flesch: 81 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. keywords: aporia; children; fish; frog; grasshopper; question; rules cache: atpp-1167.pdf plain text: atpp-1167.txt item: #127 of 179 id: atpp-1168 author: Anderson, Daniel J. title: Bringing Philosophy to Gaming, Not Gaming to Philosophy date: 2019-05-06 words: 4367 flesch: 52 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. keywords: cpi; game; individuals; input; participants; players; roleplaying; rpg cache: atpp-1168.pdf plain text: atpp-1168.txt item: #128 of 179 id: atpp-1169 author: Tiedemann, Markus title: Philosophical Education and Transcendental Tolerance date: 2019-05-06 words: 4173 flesch: 54 summary: Essentially, two models of tolerance education can be differentiated: But what effect does transcendental tolerance education produce? keywords: comp; education; human; philosophy; rights; teaching; tolerance; und; unesco; values; vol cache: atpp-1169.pdf plain text: atpp-1169.txt item: #129 of 179 id: atpp-1170 author: Zuidland, Bonnie title: Ann Margaret Sharp, A View from the Classroom: Reviewing Gregory and Laverty's (eds.) In Community of Inquiry with Ann Margaret Sharp date: 2019-05-06 words: 8623 flesch: 63 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. keywords: book; coi; community; education; inquiry; philosophy; practice; sharp; teaching; thinking; work cache: atpp-1170.pdf plain text: atpp-1170.txt item: #130 of 179 id: atpp-1171 author: Gardner, Susan title: Guest Editor's Welcome date: 2020-04-20 words: 695 flesch: 27 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 keywords: article; teaching; university cache: atpp-1171.pdf plain text: atpp-1171.txt item: #131 of 179 id: atpp-1172 author: Splitter, Laurance J. title: Reflecting and Looking Forward: Inquiring into Inquiry, Philosophy and Community date: 2020-04-20 words: 8539 flesch: 51 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). keywords: answers; community; concepts; inquiry; philosophy; questions; sense; students; teachers; teaching; thinking cache: atpp-1172.pdf plain text: atpp-1172.txt item: #132 of 179 id: atpp-1173 author: Cassidy, Claire; Mohr Lone, Jana title: Thinking about Childhood: Being and Becoming in the World date: 2020-04-20 words: 6034 flesch: 64 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). keywords: adults; cassidy; childhood; children; kennedy; lone; philosophy; relation; world cache: atpp-1173.pdf plain text: atpp-1173.txt item: #133 of 179 id: atpp-1174 author: Striano, Maura title: The Deweyan Background in P4C date: 2020-04-20 words: 5421 flesch: 44 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. keywords: dewey; education; experience; inquiry; lipman; philosophy; process; thinking cache: atpp-1174.pdf plain text: atpp-1174.txt item: #134 of 179 id: atpp-1175 author: Retyunskikh, Larisa title: Teaching Philosophy and Doing Philosophy in the Space of Play date: 2020-04-20 words: 5021 flesch: 67 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. keywords: children; language; philosophizing; philosophy; teaching; thinking; way cache: atpp-1175.pdf plain text: atpp-1175.txt item: #135 of 179 id: atpp-1176 author: Morehouse, Richard (Mort) title: Doing Philosophical Psychology: Helping Adolescents Discover their Place in History date: 2020-04-20 words: 6384 flesch: 65 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. keywords: appearance; arendt; gilligan; human; life; ludwig; philosophy; self; teaching; world cache: atpp-1176.pdf plain text: atpp-1176.txt item: #136 of 179 id: atpp-1177 author: Gardner, Susan T. title: What Kind of Magnet Is Freedom? date: 2020-04-20 words: 5937 flesch: 62 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). keywords: freedom; happiness; kant; life; meaning; reasoning; self; teaching cache: atpp-1177.pdf plain text: atpp-1177.txt item: #137 of 179 id: atpp-1178 author: Howard, Jason title: Editor's Welcome date: 2020-12-08 words: 646 flesch: 36 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) keywords: teaching; university; viterbo cache: atpp-1178.pdf plain text: atpp-1178.txt item: #138 of 179 id: atpp-1179 author: Vitale, Sarah; Miller, Owen title: Combatting Epistemic Violence against Young Activists date: 2020-12-08 words: 8436 flesch: 54 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. keywords: activists; black; children; climate; cpi; dotson; injustice; movement; p4c; people; students; testimonial; testimony; vol; young cache: atpp-1179.pdf plain text: atpp-1179.txt item: #139 of 179 id: atpp-1181 author: Anderson, Anastasia title: P4C and Voice: Does the Community of Philosophical Inquiry Provide Space for Children's Free Expression? date: 2020-12-08 words: 9184 flesch: 54 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 keywords: adult; childhood; children; cpi; expression; freedom; inquiry; p4c; philosophy; prejudice; questions cache: atpp-1181.pdf plain text: atpp-1181.txt item: #140 of 179 id: atpp-1182 author: Weber, Barbara title: Phenomenology as a Voice of Childhood date: 2020-12-08 words: 6419 flesch: 61 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. keywords: body; children; concepts; example; perceptions; phenomenology; philosophy; think; thinking; world cache: atpp-1182.pdf plain text: atpp-1182.txt item: #141 of 179 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 words: 8085 flesch: 46 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.” keywords: assistance; facilitation; facilitators; metaphor; moves; p4c; students; teaching; thinking; vygotsky cache: atpp-1183.pdf plain text: atpp-1183.txt item: #142 of 179 id: atpp-1184 author: Bobro, Marc title: Dialogue and Writing Philosophy date: 2020-12-08 words: 8365 flesch: 68 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. keywords: characters; dialogue; form; issue; paper; philosophy; plato; praxis; teaching; way; writing cache: atpp-1184.pdf plain text: atpp-1184.txt item: #143 of 179 id: atpp-1185 author: Farfan, Guillermo title: The Perpetual Crisis: Early and Modern Ideas on Education date: 2020-12-08 words: 4885 flesch: 58 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. keywords: crisis; education; mathematics; national; plato; rousseau; science; states; stem; united; vol cache: atpp-1185.pdf plain text: atpp-1185.txt item: #144 of 179 id: atpp-1186 author: Svanø¸e, Lisbet title: Learning Morality through Literary Mimesis date: 2020-12-08 words: 4876 flesch: 47 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. keywords: actions; life; literature; mimesis; narrative; praxis; ricœur; teaching; time; world cache: atpp-1186.pdf plain text: atpp-1186.txt item: #145 of 179 id: atpp-1187 author: Morehouse, Richard title: Book Review: Wendy Turgeon's "Philosophical Adventures with Fairy Tales: new ways to explore familiar tales with kids of all ages" date: 2020-12-08 words: 1691 flesch: 65 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. keywords: book; fairy; tales; turgeon cache: atpp-1187.pdf plain text: atpp-1187.txt item: #146 of 179 id: atpp-1188 author: Borisov, Sergey title: Book Review: Maria daVenza Tillman's "Why We Are in Need of Tails" date: 2020-12-08 words: 1919 flesch: 70 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. keywords: book; tails; understanding; world cache: atpp-1188.pdf plain text: atpp-1188.txt item: #147 of 179 id: atpp-1190 author: Gardner, Susan title: Guest Editor's Welcome from Susan Gardner date: 2021-04-30 words: 788 flesch: 40 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 keywords: dialogue; inquiry; university; viterbo cache: atpp-1190.pdf plain text: atpp-1190.txt item: #148 of 179 id: atpp-1191 author: de la Garza Camino, María Teresa title: Freire Critical Pedagogy. Ann Sharp, Liberating Education date: 2021-04-30 words: 5128 flesch: 55 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. keywords: children; democracy; dialogue; education; freire; new; philosophy; sharp; thinking; world cache: atpp-1191.pdf plain text: atpp-1191.txt item: #149 of 179 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 words: 7921 flesch: 44 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). keywords: classroom; communities; community; education; inquiry; philosophy; sense; students; teaching cache: atpp-1192.pdf plain text: atpp-1192.txt item: #150 of 179 id: atpp-1193 author: Cam, Philip title: A Model of Philosophical Discussion in the Classroom date: 2021-04-30 words: 8459 flesch: 54 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. keywords: classroom; discussion; inquiry; issue; operations; questions; reasoning; students; things; thinking cache: atpp-1193.pdf plain text: atpp-1193.txt item: #151 of 179 id: atpp-1194 author: García Moriyón, Félix title: An Ecological Approach to Thinking date: 2021-04-30 words: 6778 flesch: 62 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. keywords: children; community; education; inquiry; lipman; philosophy; sharp; teaching; thinking cache: atpp-1194.pdf plain text: atpp-1194.txt item: #152 of 179 id: atpp-1195 author: Cosentino, Antonio title: Lipman and Socrates: A Dialogue date: 2021-04-30 words: 3133 flesch: 74 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. keywords: children; dialogue; mat; questions; socrates cache: atpp-1195.pdf plain text: atpp-1195.txt item: #153 of 179 id: atpp-1196 author: Daniel, Marie-France title: In the Footsteps of Matthew Lipman: Dialogue among Peers and Dialogical Thinking date: 2021-04-30 words: 8806 flesch: 55 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. keywords: children; daniel; dct; dialogue; exchange; lipman; p4c; peers; praxis; pupils; teaching; thinking; years cache: atpp-1196.pdf plain text: atpp-1196.txt item: #154 of 179 id: atpp-1197 author: Lyle, Susan title: Philosophy for Children, the UNCRC and Children's Voice in the Context of the Climate and Biodiversity Crisis date: 2021-04-30 words: 8621 flesch: 57 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. keywords: adults; childhood; children; education; lyle; p4c; people; research; schools; teachers; teaching; uncrc; voice cache: atpp-1197.pdf plain text: atpp-1197.txt item: #155 of 179 id: atpp-1198 author: Turgeon, Wendy; Wartenberg, Thomas title: Teaching Philosophy with Picture Books date: 2021-04-30 words: 7220 flesch: 51 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. keywords: books; children; lipman; literature; philosophical; philosophy; picture; picture books; teachers; teaching; use cache: atpp-1198.pdf plain text: atpp-1198.txt item: #156 of 179 id: atpp-1199 author: Morehouse, Richard title: Review of "Thinking, Childhood and Time: Contemporary Perspectives on the Politics of Education" (Edited by W.O. Kohan and B. Weber) date: 2021-04-30 words: 6749 flesch: 56 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. keywords: chapter; childhood; children; education; life; philosophy; praxis; teaching; thinking; time; understanding; world cache: atpp-1199.pdf plain text: atpp-1199.txt item: #157 of 179 id: atpp-1203 author: Aslanimehr, Parmis title: Can Philosophy Aid the Adjustment of Newcomer Children? date: 2021-12-20 words: 7291 flesch: 31 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. keywords: children; culture; doi; education; english; experiences; expression; home; identity; immigrant; inquiry; journal; newcomer; newcomer children; praxis; students; teaching cache: atpp-1203.pdf plain text: atpp-1203.txt item: #158 of 179 id: atpp-1204 author: Brel Cloutier , Anne title: How Can Rationality Empower Children? date: 2021-12-20 words: 7458 flesch: 49 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. keywords: children; development; inferences; moshman; p4c; participant; rationality; reasoning; thinking; understanding cache: atpp-1204.pdf plain text: atpp-1204.txt item: #159 of 179 id: atpp-1205 author: Michaud, Olivier; Gagnon, Mathieu title: Does Philosophical Dialogue Cause Children to Reject Adult Authority? date: 2021-12-20 words: 8112 flesch: 60 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. keywords: annie; authority; children; classroom; cpi; education; fight; order; p4c; philosophy; school cache: atpp-1205.pdf plain text: atpp-1205.txt item: #160 of 179 id: atpp-1206 author: Taylor, Jason title: P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry? date: 2021-12-20 words: 9286 flesch: 60 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. keywords: activity; children; cpi; dialogue; discussion; experience; game; issue; philosophy; playfulness; question; rules; teaching cache: atpp-1206.pdf plain text: atpp-1206.txt item: #161 of 179 id: atpp-1208 author: Moodley, Desireé E. title: Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique date: 2021-12-20 words: 6526 flesch: 40 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. keywords: children; cosmopolitan; curriculum; development; education; issues; peace; peace curriculum; philosophy; project; teaching; thinking cache: atpp-1208.pdf plain text: atpp-1208.txt item: #162 of 179 id: atpp-1209 author: Kilby, Ben title: Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education date: 2021-12-20 words: 8600 flesch: 56 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). keywords: classroom; dialogic; dialogue; education; learning; students; talk; teacher; teaching cache: atpp-1209.pdf plain text: atpp-1209.txt item: #163 of 179 id: atpp-1210 author: Gardner, Susan title: Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy date: 2021-12-20 words: 3752 flesch: 45 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). keywords: college; format; philosophy; program; school; students; university cache: atpp-1210.pdf plain text: atpp-1210.txt item: #164 of 179 id: atpp-1211 author: Morehouse, Richard title: Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter date: 2021-12-20 words: 2664 flesch: 65 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. keywords: chapter; children; lone; understanding cache: atpp-1211.pdf plain text: atpp-1211.txt item: #165 of 179 id: atpp-1212 author: Miraglia, Maria title: The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World date: 2021-12-20 words: 7598 flesch: 53 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. keywords: children; dialogue; lipman; new; philosophy; plato; research; stories; teaching; thinking; way cache: atpp-1212.pdf plain text: atpp-1212.txt item: #166 of 179 id: atpp-1213 author: Fletcher, Natalie M. title: Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining date: 2021-12-20 words: 9894 flesch: 49 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. keywords: elucidation; experience; imagination; imagining; kind; knowing; knowledge; new; polanyi; praxis; process; routledge; sense; tacit; teaching; volume cache: atpp-1213.pdf plain text: atpp-1213.txt item: #167 of 179 id: atpp-1215 author: Gregory, Maughn Rollins title: Charles Peirce and the Community of Philosophical Inquiry date: 2022-05-06 words: 8295 flesch: 52 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. keywords: charles; children; community; inquirers; inquiry; lipman; peirce; philosophy; reason; sharp; teaching; theory; university cache: atpp-1215.pdf plain text: atpp-1215.txt item: #168 of 179 id: atpp-1216 author: Sutcliffe, Roger title: Philosophical Teaching-and-Learning and the Valuing of Virtues date: 2022-05-06 words: 8493 flesch: 52 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. keywords: concept; education; inquiry; learning; p4c; philosophy; practice; ptl; teaching; thinking; virtues; volume cache: atpp-1216.pdf plain text: atpp-1216.txt item: #169 of 179 id: atpp-1217 author: Green, Lena title: On Becoming both Less and More Open-Minded date: 2022-05-06 words: 6848 flesch: 54 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. keywords: children; community; education; inquiry; p4c; p4wc; philosophy; students; teachers; teaching; thinking cache: atpp-1217.pdf plain text: atpp-1217.txt item: #170 of 179 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 words: 5550 flesch: 57 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). keywords: children; effect; philosophy; programme; reasoning; skills; studies; teaching; thinking cache: atpp-1218.pdf plain text: atpp-1218.txt item: #171 of 179 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 words: 15160 flesch: 49 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. keywords: books; chetty; children; inquiry; issue; lipman; literature; matthews; new; novels; philosophical; philosophy; picture; picture books; praxis; racism; sharp; stories; teaching; thinking; turgeon; volume; wartenberg cache: atpp-1219.pdf plain text: atpp-1219.txt item: #172 of 179 id: atpp-1220 author: Turgeon, Wendy C. title: Book Review: Maughn Rollins Gregory and Megan Jane Laverty's "Gareth Matthews, The Child's Philosopher" date: 2022-05-06 words: 3787 flesch: 48 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. keywords: childhood; children; essay; matthews; philosophy; volume; work cache: atpp-1220.pdf plain text: atpp-1220.txt item: #173 of 179 id: atpp-1223 author: Howard, Jason title: Editor’s Welcome date: 2022-05-09 words: 689 flesch: 41 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) keywords: philosophy; university; viterbo cache: atpp-1223.pdf plain text: atpp-1223.txt item: #174 of 179 id: atpp-1224 author: Howard, Jason title: Editor's Welcome date: 2023-04-27 words: 685 flesch: 41 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) keywords: article; ethics; university; viterbo cache: atpp-1224.pdf plain text: atpp-1224.txt item: #175 of 179 id: atpp-1225 author: Cam, Philip title: Thinking as Method date: 2023-04-27 words: 7063 flesch: 62 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. keywords: development; dewey; education; inquiry; issue; lipman; teaching; thinking; thought; way cache: atpp-1225.pdf plain text: atpp-1225.txt item: #176 of 179 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 words: 5917 flesch: 50 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. keywords: children; coloniality; education; liberation; p4c; p4wc; philosophical; philosophy; world cache: atpp-1226.pdf plain text: atpp-1226.txt item: #177 of 179 id: atpp-1227 author: Asgari, Mahboubeh; Whitehead, Jenna; Schonert-Reichl, Kimberly; Weber , Barbara title: The Impact of Philosophy for Children (P4C) on Middle School Students’ Empathy, Perspective-Taking, and Autonomy: Preliminary Outcomes date: 2023-04-27 words: 8537 flesch: 51 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. keywords: autonomy; baseline; children; classroom; empathy; intervention; journal; p4c; philosophy; questions; research; school; students; test cache: atpp-1227.pdf plain text: atpp-1227.txt item: #178 of 179 id: atpp-1228 author: Turgeon, Wendy title: Adult Picture Books as Liminal Spaces: Exploring Some Inventive Invitations to Philosophical Reflection date: 2023-04-27 words: 3765 flesch: 70 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. keywords: adults; books; boy; children; life; stories; story; text cache: atpp-1228.pdf plain text: atpp-1228.txt item: #179 of 179 id: atpp-1229 author: Morehouse, Richard title: Book Review of The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities date: 2023-04-27 words: 3192 flesch: 54 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. keywords: bowl; chapter; ethics; issue; learning; students; way cache: atpp-1229.pdf plain text: atpp-1229.txt