# bib

id: atpp-1005
author: Howard, Jason
title: Editor's Notes
date: 2017
pages: 1
extension: .pdf
mime: application/pdf
words: 464
sentence: 16
flesch: 43
cache: cache/atpp-1005.pdf
txt: txt/atpp-1005.txt
summary:
  Pax et Bonum Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jan Wellik Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. We have decided to strengthen our ties with the Department of Education here at Viterbo and look forward to doing more collaborative projects with them in the future.


id: atpp-1086
author: Howard, Jason
title: Editor's Notes
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 486
sentence: 14
flesch: 35
cache: cache/atpp-1086.pdf
txt: txt/atpp-1086.txt
summary:
  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 Given that liberation philosophy arose as a reac- tion to a complicated configuration of problems with- in Latin America, it is only fitting that the final two articles of this issue are written in Spanish and speak to the development and on-going legacy of one of the greatest advocates of liberation philosophy, Enrique Dussel.


id: atpp-1045
author: Howard, Jason
title: Editor's Notes
date: 2011
pages: 1
extension: .pdf
mime: application/pdf
words: 395
sentence: 11
flesch: 37
cache: cache/atpp-1045.pdf
txt: txt/atpp-1045.txt
summary:
  Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College LAYOUT DESIGN ASSISTANT Adam Alexander PUBLISHER Viterbo University La Crosse, Wisconsin 54601 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 31 No.1 Editor’s notes Welcome to another volume of Analytic Teaching and Philosophical Praxis.


id: atpp-1115
author: Hamilton, Paula
title: Book Review: Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1611
sentence: 67
flesch: 36
cache: cache/atpp-1115.pdf
txt: txt/atpp-1115.txt
summary:
  Even Norwich reports how ‘an analysis of the UK BEI, Australian education index and US (ERIC) databases between 3 and 15 times as many papers on inclusive education or inclusion were about SEN/disability as about gender or ethnicity’ (Norwich, 2013:4). 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.


id: atpp-1096
author: Gardner, Susan
date: 2012
pages: 4
extension: .pdf
mime: application/pdf
words: 2210
sentence: 97
flesch: 64
cache: cache/atpp-1096.pdf
txt: txt/atpp-1096.txt
title:
  Perceiving "The Philosophical Child": A Guide for the Perplexed: A Review of Jana Mohr Lone's The Philosophical Child

summary:
  Susan T. Gardner The Philosophical Child Jana Mohr Lone Rowman & Littlefield Publishers Lanham, Maryland and United Kingdom 147 Pages Hardcover $26.22 Though Jana Mohr Lone (2012) refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves (p. 5). 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.


id: atpp-1022
author: Weber, Barbara; Gardner, Susan
title: Back to the Future in Philosophical Dialogue: A Plea for Changing P4C Teacher Education
date: 2009
pages: 6
extension: .pdf
mime: application/pdf
words: 3761
sentence: 152
flesch: 54
cache: cache/atpp-1022.pdf
txt: txt/atpp-1022.txt
summary:
  Of course P4C facilitators cannot learn all or even most philosophy, and we will never—unhappily—be in a position in which Ph. D’s in philosophy are teaching in elementary schools. And finally, though certainly not least—though perhaps most relevant—Matt Lipman, founder of Philosophy for Children, in responding to this Pierce/Deweyan call for genuine inquiry in the face of real and living doubt, situated the Community of Inquiry at its pedagogical center, and, as well, insisted that students, not the text nor teacher, decide what topic they want to discuss thus ensuring that the issue under inquiry was of genuine relevance.12 In so doing, Lipman suggests to us, in spades, an obvious format for the philosophical education of P4C teachers.


id: atpp-1095
author: Morehouse, Richard
date: 2012
pages: 4
extension: .pdf
mime: application/pdf
words: 2079
sentence: 96
flesch: 55
cache: cache/atpp-1095.pdf
txt: txt/atpp-1095.txt
title:
  Picturebooks, Pedagogy, and Philosophy: A Review of Joanna Haynes & Karin Murris' Picturebooks, Pedagogy, and Philosophy by Richard Morehouse

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


id: atpp-1101
author: Fisherman, Daniel
title: Philosophy and the Faces of Abstract Mathematics
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 5484
sentence: 295
flesch: 54
cache: cache/atpp-1101.pdf
txt: txt/atpp-1101.txt
summary:
  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. Unlike efforts to embed high school mathematics in a practical milieu, philosophical engagement with the nature of mathematics offers the possibility of connecting mathematics to the world without potentially compromising the abstract nature of its study.


id: atpp-1062
author: Navarro, Marí­a
title: Cognitive Challenges for the Realisation of a Collective Intelligence: The New Educational Settings
date: 2011
pages: 8
extension: .pdf
mime: application/pdf
words: 5078
sentence: 194
flesch: 43
cache: cache/atpp-1062.pdf
txt: txt/atpp-1062.txt
summary:
  Understanding and adapting to changes introduced by new educational technologies is a problem not only at the practical level of use, but also at the level of pedagogy. This paper maintains that Information and Communication Technologies are not only networks that people join individually, but they also act as social technologies.


id: atpp-1085
author: Määttä, Kaarina; Uusiautti, Satu
title: How to Raise Children to Be Good People?
date: 2012
pages: 9
extension: .pdf
mime: application/pdf
words: 5671
sentence: 350
flesch: 60
cache: cache/atpp-1085.pdf
txt: txt/atpp-1085.txt
summary:
  Children are allowed to express their bad feelings and still parents’ love holds on; children need love especially when they do not seem to deserve it (E.g. Katz & Tello, 2003). National Network for child care.


id: atpp-1025
author: Siegrist, Raymond
title: Characteristics of a High School Classroom Community of Mathematical Inquiry
date: 2009
pages: 6
extension: .pdf
mime: application/pdf
words: 3519
sentence: 191
flesch: 50
cache: cache/atpp-1025.pdf
txt: txt/atpp-1025.txt
summary:
  Students need to engage in the polishing process, but for this to happen teachers must get students to change their focus. 3) Learning occurs when students attempt to make meaning by actively negotiating with their peers (Cobb et al., 1991; Fawcett, 1938; Lampert, 1990; Schoenfeld, 1987, 1996). 4) “Social norms are not static prescriptions or rules to be followed but are instead continually reconstructed in the course of classroom interactions” (Cobb, Wood, Yackel, Nichols, et al., 1991, p. 7). 5) Students create mathematics as mathematicians (Cobb et al., 1991; Fawcett, 1938; Lampert, 1990; Schoenfeld, 1987, 1996).


id: atpp-1103
author: Daniel, Marie-France
title: Engaging in Critical Dialogue about Mathematics
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 6112
sentence: 408
flesch: 60
cache: cache/atpp-1103.pdf
txt: txt/atpp-1103.txt
summary:
  One of the challenges facing teachers who use P4CM with elementary school pupils consists in becoming aware of the differences between, on one hand, conversation (monological exchange) and dialogue and, on the other hand, between non-critical dialogue and critical dialogue. Experiments conducted with groups of pupils aged 9 to 12 years have indicated that P4CM positively stimulates reflection and dialogical competencies in these pupils.


id: atpp-1084
author: Tiedemann, Markus
title: The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and 'Ethik'
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 6227
sentence: 556
flesch: 62
cache: cache/atpp-1084.pdf
txt: txt/atpp-1084.txt
summary:
  Today, we are able to articulate and investigate questions and problems whose solutions do not seem to be of any concrete value for us. On the contrary, Martens sees the problem-opening phase as the right time to awaken the children’s awareness for problems, to let them grasp and verbalize problems.


id: atpp-1112
author: D'Ambrosio, Joseph; Faul, Anna
title: Love: Through the Lens of Pitirim Sorokin
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 6904
sentence: 359
flesch: 58
cache: cache/atpp-1112.pdf
txt: txt/atpp-1112.txt
summary:
  Highly extensive love is in contradition to limiting love actions that are directed to a small group and purposefully refrained from sharing love with others or the rest of humanity. The Five Dimensions of Love Although Sorokin did not promote psychometric analysis of the five-dimensional model, for purposes of understanding, “scalar” terminology will be used below to outline an understanding of love from the lens of Sorokin.


id: atpp-1049
author: Kraemer, Eric
title: Plato and the Virtues of Wisdom
date: 2011
pages: 11
extension: .pdf
mime: application/pdf
words: 7628
sentence: 332
flesch: 61
cache: cache/atpp-1049.pdf
txt: txt/atpp-1049.txt
summary:
  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. Finding these as well as other forms of wisdom all around us is an empowering perspective, as it helps us better appreciate the many different gifts with which each of us has been endowed.26 Endnotes 1 For a survey of theories of wisdom see Sharon Ryan’s discussion, “Wisdom,” The Stanford Encyclopedia of Philosophy (entry dated 1/8/2007),http://plato.stanford.edu/entries/wisdom/. Ryan discusses various views of wisdom, including those which equate it with believing one is ignorant, having knowledge/justifica- tion for one’s beliefs, having extensive factual knowledge, knowing how to live well, and being successful at living well.


id: atpp-1000
author: Tarrant, Stella; D'Olimpio, Laura
title: Philosophy in the (Gender and the Law) Classroom
date: 2017
pages: 16
extension: .pdf
mime: application/pdf
words: 8178
sentence: 429
flesch: 57
cache: cache/atpp-1000.pdf
txt: txt/atpp-1000.txt
summary:
  Other students could ask questions or challenge the classification, and the person representing the small group that made the classification had the opportunity to alter the category if they were convinced of another’s reasoning. [I looked] at things through the eyes of other students and [saw] how society is changing and adapting’; and ‘I liked having gained the skills of being more aware about my thoughts and that of others, being able to listen more critically and in a focused manner.’


id: atpp-1056
author: Hall, Richard
title: The Clifford/James Debate
date: 2011
pages: 11
extension: .pdf
mime: application/pdf
words: 8152
sentence: 362
flesch: 59
cache: cache/atpp-1056.pdf
txt: txt/atpp-1056.txt
summary:
  But above all it is religious beliefs that James is particularly anxious to vindicate, a vindication that would be continued later in his Varieties. In Varieties, James states that the truth of religious beliefs is to be validated by their practical fruits.


id: atpp-1100
author: Roemischer, John
title: Can Philosophic Methods without Metaphysical Foundations Contribute to the Teaching of Mathematics?
date: 2013
pages: 12
extension: .pdf
mime: application/pdf
words: 8010
sentence: 376
flesch: 44
cache: cache/atpp-1100.pdf
txt: txt/atpp-1100.txt
summary:
  A more reason- able strategy for teaching mathematics would appear to go through a progressive enrichment of children’s intuitions, leaning heavily on their precocious understanding of quantitative ma- nipulations and of counting. . These comments mark a crisis now fully evident in competitive philosophical foundations of mathemat- ics, as well as a spillover into the field of teaching mathematics; one such effect was the mid-twentieth century pedagogic preoccupation with set-theory.


id: atpp-1031
author: Wodzak, Michael
title: Assessment Standards: Recentering and Decentering Higher Education
date: 2010
pages: 9
extension: .pdf
mime: application/pdf
words: 7017
sentence: 315
flesch: 58
cache: cache/atpp-1031.pdf
txt: txt/atpp-1031.txt
summary:
  There is a rather ironic history to the assessment of student work in Mathematics. In order to achieve the same level of clarity, objectivity and quantifiability in the assessment of student work, other disciplines have needed to construct ingenious rubrics.


id: atpp-1113
author: Morehouse, Richard
title: Book Review: Educational Leadership and Hannah Arendt
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 698
sentence: 22
flesch: 33
cache: cache/atpp-1113.pdf
txt: txt/atpp-1113.txt
summary:
  While Gunter’s comments here and throughout the book are directed toward an internationalization of methods and processes in elementary and secondary schools, many in higher education can sympathize and emphasize with this sentiment. According to their website the MLESMA of British Education, leadership, management and administration association is: The British Educational Leadership Management and Administration Society (BELMAS) is an independent voice supporting quality education through effective leadership and management.


id: atpp-1024
author: Stoyanova Kennedy, Nadia
date: 2009
pages: 14
extension: .pdf
mime: application/pdf
words: 9409
sentence: 519
flesch: 61
cache: cache/atpp-1024.pdf
txt: txt/atpp-1024.txt
title:
  Wolf, Goat, and Cabbage: An Analysis of Students' Roles and Cognitive and Metacognitive Behaviors in Small Group Collaborative Problem-Solving

summary:
  In order to analyze the cognitive and metacognitive behaviors of the subjects while they worked to- gether in small groups, I adopted Artzt & Thomas’s framework, which is derived from Schoenfeld’s model, and expands the latter’s episodic categories for coding students behaviors with two new categories – understanding the problem and watching/listening – given that, quite often, students made comments about the conditions of the problem, or tried to clarify their understanding, and by definition collaborative work implies that at certain moments students watch and listen to others. A. F., & Armour-Thomas, E. (1992) Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups.


id: atpp-1092
author: Katra, Bill
title: The Signs of the Times: The Changing Faces of Liberation Theology
date: 2012
pages: 13
extension: .pdf
mime: application/pdf
words: 7662
sentence: 421
flesch: 54
cache: cache/atpp-1092.pdf
txt: txt/atpp-1092.txt
summary:
  But it was unmistakable that, in country after country, new church leaders were eschewing social and political involvement in favor of pastoral services. It urged church leaders to better respond to “the signs of the times,” that is, the social and political contexts in which the religious faithful lived.


id: atpp-1090
author: Costello, Patrick; Morehouse, Richard
title: Liberation Philosophy and the Development of Communities of Inquiry: A Critical Evaluation
date: 2018
pages: 15
extension: .pdf
mime: application/pdf
words: 6095
sentence: 339
flesch: 56
cache: cache/atpp-1090.pdf
txt: txt/atpp-1090.txt
summary:
  Nevertheless, it is always very instructive to discuss the above extracts with students who are undertaking teacher education programmes, ei- ther at undergraduate or postgraduate level, as this enables them to share their own previous (and current) expe- riences as learners within the educational system and then to reflect critically on their own pedagogical practice. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers.


id: atpp-1105
author: Meerwaldt, Diana; Borromeo Ferri, Rita; Nevers, Patricia
date: 2013
pages: 13
extension: .pdf
mime: application/pdf
words: 7149
sentence: 443
flesch: 61
cache: cache/atpp-1105.pdf
txt: txt/atpp-1105.txt
title:
  Philosophizing with Children in the Course of Solving Modeling Problems in a Sixth Grade Mathematics Classroom

summary:
  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. ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 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.


id: atpp-1001
author: Haenel, Hilkje
title: Power, Pedagogy, and the "Women Problem": Ameliorating Philosophy
date: 2017
pages: 12
extension: .pdf
mime: application/pdf
words: 6301
sentence: 311
flesch: 51
cache: cache/atpp-1001.pdf
txt: txt/atpp-1001.txt
summary:
  To sum up, I have argued that the narrow conception of armchair philosophy can be marginalizing for philosophy students that are members of underrepresented groups when combined with the culture of male entitlement in academic philosophy. That this is the case has to do with the fact that men already feel entitled to do philosophy; while as one of the few women in the seminars who are being openly told that we “don’t have what it takes to do philosophy,” we mostly feel like the odd ones out.7 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOL. 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.


id: atpp-1051
author: Harwood, Larry
title: Sagely Wisdom in Confucianism
date: 2011
pages: 8
extension: .pdf
mime: application/pdf
words: 5074
sentence: 203
flesch: 59
cache: cache/atpp-1051.pdf
txt: txt/atpp-1051.txt
summary:
  .3 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 31 No.1 57 The portrayal of Confucius matches well Creel’s description of the Chinese people, for Confucius in many ways molded much of the Chinese cultural character. Kant wants to argue that morality should be ultimately autonomous, whereas for Confucius one way of cultivating a people is with a leader who is cultivated morally and thus offers good moral example to citizens by the way the ruler lives and governs.


id: atpp-1017
author: Howard, Jason
title: Editor's Notes
date: 2009
pages: 1
extension: .pdf
mime: application/pdf
words: 306
sentence: 11
flesch: 42
cache: cache/atpp-1017.pdf
txt: txt/atpp-1017.txt
summary:
  Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glendŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College ONLINE GRAPHIC PRODUCTION Viterbo University PUBLISHER Viterbo University La Crosse, Wisconsin 54601 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 29 No.1 Editor’s notes I hope this issue of Analytic Teaching and Philo- sophical Praxis finds all of you well.


id: atpp-1023
author: Glina, Monica
title: Democracy as Morality: Using Philosophical Dialogue to Cultivate Safe Learning Communities
date: 2009
pages: 8
extension: .pdf
mime: application/pdf
words: 5204
sentence: 355
flesch: 54
cache: cache/atpp-1023.pdf
txt: txt/atpp-1023.txt
summary:
  Thus, research shows that bullying can be a significant reason why school children do not feel safe in school. Research on school bullying and victimization: What have we learned and where do we go from here?


id: atpp-1074
author: Davis, Jessica
title: Being Participation: The Ontology of the Socratic Method
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 6582
sentence: 292
flesch: 55
cache: cache/atpp-1074.pdf
txt: txt/atpp-1074.txt
summary:
  Part 1 Introduction When advocates of the Socratic Method (SM) argue that dialogue is an alternative to (or a supplement for) the ‘instructional approach’ to education, they seem to focus on the benefits that dialogue has for stu- dents and teachers.1 These same advocates seem to conceive of Plato and the SM, understandably, as entailing a certain metaphysical position.2 In particular, this position holds that one’s knowledge is limited insofar as one is part of a changing, material world, and that one’s knowledge is confirmed to the extent that one connects with the unchanging Forms inhering in the soul; we are limited to the status of becoming.3 I agree that the SM is beneficial, and I agree that the metaphysics mentioned above are easily derivable from the Platonic corpus. The Socratic Method The SM is generally viewed as an alternative to the instructional approach toward education because it pri- oritizes the investigation of the beliefs that students have, and their processing of those beliefs, rather than on beliefs or information which teachers have and give to students.13 The qualities derivable from a survey of the myriad of examples of the SM in Plato’s corpus have been nicely summarized by Angelo Corlett as consisting of epistemic humility, a collective pursuit of truth, curiosity, honesty, humor, and hope, among other things.14


id: atpp-1060
author: Jambrina, Jesús
title: Radical Courage: Bartolomé de Las Casas and his defense of the American Indians
date: 2011
pages: 5
extension: .pdf
mime: application/pdf
words: 3328
sentence: 104
flesch: 44
cache: cache/atpp-1060.pdf
txt: txt/atpp-1060.txt
summary:
  Who was Bartolomé de Las Casas? Las Casas (Seville, 1484 – Madrid, 1566) came to the Americas in 1502 as a regular Spanish conquistador, and in 1514, after a long transformative experience that included becoming a priest, he took the side of the American Indians against most of the economic interests of the encomenderos (land owners). This is the central theme that he explores, and in doing so, allows him to speak out against both the mistreatment of the Indigenous people, and against slavery and all other forms of oppression.6 Las Casas accomplished this by reaching out to other social fields, going beyond his own religious framework in order to articulate what could be called a ‘counter- narrative.


id: atpp-1079
author: Stoyanova Kennedy, Nadia
title: Community of Inquiry as a Complex Communicative System
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 3809
sentence: 166
flesch: 43
cache: cache/atpp-1079.pdf
txt: txt/atpp-1079.txt
summary:
  On the other hand, an ecosystem or the brain are complex systems, in that they are characterized by non-linear relationships and feedback loops. The traditional analytic method that works well with complicated and simple systems does not fare well with complex systems.


id: atpp-1070
author: Marsal, Eva; Dobashi, Takara
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 4508
sentence: 221
flesch: 65
cache: cache/atpp-1070.pdf
txt: txt/atpp-1070.txt
title:
  The Support of the Community of Inquiry in the Understanding of Death among Children: A German - Japanese Comparison with Gender Analysis

summary:
  The unaccustomed physical proximity to others (Japanese children, unlike German children, normally sit isolated at their individual tables) visibly encouraged them. 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: Ikuhei: (Japanese boy)


id: atpp-1094
author: Loute, Alain
title: Enrique Dussel y Paul Ricoeur: Pensar la Creatividad Normativa
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 5390
sentence: 274
flesch: 54
cache: cache/atpp-1094.pdf
txt: txt/atpp-1094.txt
summary:
  DUSSEL, E. (1998), Ética de la liberación en la edad de la globalización y de la exclusión, Editorial Trotta, Madrid, p. 140. 25. cit, p. 18. 33. DUSSEL, E. (1998), Ética de la liberación en la edad de la globalización y de la exclusión, op.


id: atpp-1019
author: Gardner, Susan
title: Communicating Toward Personhood
date: 2009
pages: 9
extension: .pdf
mime: application/pdf
words: 5780
sentence: 261
flesch: 56
cache: cache/atpp-1019.pdf
txt: txt/atpp-1019.txt
summary:
  What kind of com- municative style would fuel such bridging social connectivity? ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 29 No.1 1 Communicating Toward Personhood Susan T. Gardner ABSTRACT: Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years.


id: atpp-1063
author: Paton, Michael
title: Asian Students, Critical Thinking and English as an Academic Lingua Franca
date: 2011
pages: 13
extension: .pdf
mime: application/pdf
words: 7310
sentence: 375
flesch: 53
cache: cache/atpp-1063.pdf
txt: txt/atpp-1063.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 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. Definitions Critical Thinking The definition of critical thinking is important if we are to decide whether it is incompatible with Asian cultural attitudes.


id: atpp-1102
author: English, Lyn
title: Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum
date: 2013
pages: 12
extension: .pdf
mime: application/pdf
words: 5851
sentence: 342
flesch: 53
cache: cache/atpp-1102.pdf
txt: txt/atpp-1102.txt
summary:
  With the avalanche of data students face on a daily basis from various sources, they need more than ever before to be critical consumers of information. Within this perspective, I view modelling problems as realistically complex situations set within life contexts that engage student groups in mathematical content and thinking that extend beyond the usual classroom school experience.


id: atpp-1114
author: McFadden, Kathryn
title: Agape: Love and Art in Community
date: 2013
pages: 12
extension: .pdf
mime: application/pdf
words: 7415
sentence: 402
flesch: 61
cache: cache/atpp-1114.pdf
txt: txt/atpp-1114.txt
summary:
  Love is patient, love is kind. She writes, “Love proves its strength precisely in considering even the enemy and even the sinner as mere occasions for love.


id: atpp-1093
author: Moreno Lax, Alejandro
title: Enrique Dussel: ética y polí­tica
date: 2012
pages: 15
extension: .pdf
mime: application/pdf
words: 8970
sentence: 352
flesch: 45
cache: cache/atpp-1093.pdf
txt: txt/atpp-1093.txt
summary:
  DUSSEL, E., Ética de la liberación en la edad de la globalización y la exclusión, Madrid, Trotta, 1998, § 60. Si la originalidad de la antropología semita es presentar al hombre como unidad indivisible, la originalidad de la ética hebrea es la de haber guardado ese monismo en el plano moral.


id: atpp-1043
author: Howard, Jason
title: Editor's Notes
date: 2010
pages: 2
extension: .pdf
mime: application/pdf
words: 754
sentence: 21
flesch: 28
cache: cache/atpp-1043.pdf
txt: txt/atpp-1043.txt
summary:
  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. Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College LAYOUT DESIGN ASSISTANT Adam Alexander PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching is published twice a year.


id: atpp-1071
author: Turgeon, Wendy
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 4034
sentence: 165
flesch: 47
cache: cache/atpp-1071.pdf
txt: txt/atpp-1071.txt
title:
  The Place of 'Philosophy' in Preparing Teachers to Teach Pre-college Philosophy-Notes for a conversation

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


id: atpp-1061
author: Kreitlow, Bert
title: Using Blogs in Latin American Studies Seminars
date: 2011
pages: 7
extension: .pdf
mime: application/pdf
words: 4341
sentence: 173
flesch: 48
cache: cache/atpp-1061.pdf
txt: txt/atpp-1061.txt
summary:
  Even after a semester had elapsed since the Latin American Studies seminar ended, interviewed students were still able to recall some knowledge of certain topics outside their speciality, and these were topics they learned about through reading other student posts on the blog. Also, since the material is presented by other students to whom they make comments, the material can often be more engaging.


id: atpp-1002
author: Kekoa Miller, Stephen
title: Socratic Aporia in the Classroom and the Development of Resilience
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 3999
sentence: 245
flesch: 63
cache: cache/atpp-1002.pdf
txt: txt/atpp-1002.txt
summary:
  According to Avi Mintz, “There is a distinction that can be made between the texts of Socratic teaching and those of the Socratic method. In contrast, Socratic teaching does not use texts as instruments of knowledge.


id: atpp-1109
author: Johnson, Rolf
title: The Significance of Alcibiades' Speech in Plato's Symposium
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 3377
sentence: 173
flesch: 67
cache: cache/atpp-1109.pdf
txt: txt/atpp-1109.txt
summary:
  As one such critic has expressed it, “Plato was fundamentally unaware of any other form of love than acquisitive love. Let it first be granted, however, that Plato’s primary objective was not to present a theory of interpersonal love; his main concern was with love of the Absolute.


id: atpp-1054
author: Kitanov, Severin
date: 2011
pages: 11
extension: .pdf
mime: application/pdf
words: 7380
sentence: 243
flesch: 40
cache: cache/atpp-1054.pdf
txt: txt/atpp-1054.txt
title:
  The Problem of the Relationship between Philosophical and Theological Wisdom in the Scholasticism of the 13th and early 14th Centuries

summary:
  In the Nicomachean Ethics, Aristotle calls philosophical wisdom an intellectual virtue and defines it as the product of both science (epistêmê) and intuitive grasp or understanding (nous). In the Metaphysics, Aristotle links philosophical wisdom with the study of the first principles and highest causes.


id: atpp-1120
author: Kennedy, David
title: Dialogic Schooling
date: 2014
pages: 9
extension: .pdf
mime: application/pdf
words: 4055
sentence: 203
flesch: 49
cache: cache/atpp-1120.pdf
txt: txt/atpp-1120.txt
summary:
  As I have already argued, it is conceivable that the characteristics of dialogic education described here could be expressed in any given traditional form of schooling in less conscious and systematic ways; and it is probable that even in a traditional school some teachers, given a modicum of professional autonomy, will incorporate one or more of these characteristics in their individual classrooms, thus leading to a mixed picture. the creation of alternative forms of organization on a world scale, new forms of communication, new, less alienated ways of organizing life, which will, eventually, make currently existing forms of power seem stupid and beside the point” (2004, p. 40).


id: atpp-1111
author: Caslib, Bernardo
title: Caritas and Experience-based Learning: Teaching Love to Filipino College Students
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 5913
sentence: 285
flesch: 65
cache: cache/atpp-1111.pdf
txt: txt/atpp-1111.txt
summary:
  According to Aquinas, beings in the world that have sensitive souls just like animals and humans are prone, foremost, to sensitive love or amor. Teaching Love to Filipino College Students Bernardo N. Caslib, Jr.


id: atpp-1072
author: Cannon, Dale
title: P4C, Community of Inquiry, and Methodological Faith
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 3852
sentence: 146
flesch: 53
cache: cache/atpp-1072.pdf
txt: txt/atpp-1072.txt
summary:
  However, I want to call attention to how there is a certain tension between the cultivation of this sense of faith in the process of reasoned inquiry and our dedication to cultivating critical thinking in accordance with the paradigm of critical inquiry that has characterized modern intellectual culture—a paradigm whose motto is “Doubt unless and until one has sufficient reason to believe.” And I have shown how it relates in turn to the controversy between W. K. Clifford and William James, which many, unfortunately, have misinterpreted as exemplifying a conflict between critical inquiry and faith in any sense, whereas James actually was arguing for recognition of a foundational role of faith to reasoned inquiry and by no means did he mean to set faith over against reasoned inquiry as its op- posite.


id: atpp-1065
author: Sorensen, Diana
title: Thoughts on Geographic Imaginaries for the 21st Century
date: 2011
pages: 5
extension: .pdf
mime: application/pdf
words: 3628
sentence: 131
flesch: 39
cache: cache/atpp-1065.pdf
txt: txt/atpp-1065.txt
summary:
  Even when the transnational impulse is arrested, and one nation is studied as a discreet unit, the spatial logic of explanation and the function assigned to distance will produce different accounts of the object of study—that is to say, different geographic imaginaries. Such studies would encapsulate the role played by geography, distance, materiality and mutability in cultural construction and reception.


id: atpp-1073
author: Costello, Patrick
title: The Place of 'Philosophy' in Preparing Teachers to Teach Pre-College Philosophy: A UK Perspective
date: 2012
pages: 9
extension: .pdf
mime: application/pdf
words: 4412
sentence: 241
flesch: 55
cache: cache/atpp-1073.pdf
txt: txt/atpp-1073.txt
summary:
  Issue 1 68 The Place of ‘Philosophy’ in Preparing Teachers to Teach Pre-College Philosophy: A UK Perspective Patrick J.M. Costello In Britain, trainee teachers and their more experienced colleagues tend to find the idea of undertaking philosophy for and with children appealing because they are actively engaged (or wish to engage) in forms of pedagogy that rely heavily on developing learners’ thinking reasoning and argument skills (Costello, 2010a).


id: atpp-1104
author: Chassapis, Dimitris
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 5064
sentence: 240
flesch: 42
cache: cache/atpp-1104.pdf
txt: txt/atpp-1104.txt
title:
  The History of Mathematics as Scaffolding for Introducing Prospective Teachers into the Philosophy of Mathematics

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


id: atpp-1083
author: Howard, Jason
title: Editor's Notes
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 476
sentence: 13
flesch: 39
cache: cache/atpp-1083.pdf
txt: txt/atpp-1083.txt
summary:
  Happy Readings, Dr. Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada Susan Wilks University of Melbourne, Australia LAYOUT DESIGN ASSISTANTS Chelsey E. McCoy PUBLISHER Viterbo University La Crosse, Wisconsin 54601 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 33 Editor’s notes Warm Regards to all of our readers.


id: atpp-1097
author: Kennedy, Nadia
title: Guest Editor's Notes
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 695
sentence: 19
flesch: 22
cache: cache/atpp-1097.pdf
txt: txt/atpp-1097.txt
summary:
  And Diana Meerwaldt, Rita Borromeo Ferri, and Patricia Nevers explore yet another aspect of philosophizing in the context of mathematical modeling—the use of specula- CHIEF EDITOR Jason J. Howard Viterbo University GUEST EDITOR FOR VOLUME 34 Nadia Kennedy Stony Brook University, SUNY COPY EDITOR Jacqueline Herbers Viterbo University EDITORIAL BOARD Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada LAYOUT DESIGN ASSISTANTS Tyler R. Mancl PUBLISHER Viterbo University La Crosse, Wisconsin 54601 The role of philosophical inquiry, he argues, is “not to discover something of which until now we have been ignorant,” but to see conceptual aspects and assump- tions that have not been unearthed, and thus “to come to know it


id: atpp-1053
author: Gayle, Rhett
title: Befriending Wisdom
date: 2011
pages: 9
extension: .pdf
mime: application/pdf
words: 6356
sentence: 255
flesch: 59
cache: cache/atpp-1053.pdf
txt: txt/atpp-1053.txt
summary:
  Nonetheless it might be the best shot at teaching wisdom, if we think that wisdom is some kind of knowledge that we can explicitly teach. 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.


id: atpp-1075
author: Gardner, Susan
date: 2012
pages: 12
extension: .pdf
mime: application/pdf
words: 9041
sentence: 336
flesch: 51
cache: cache/atpp-1075.pdf
txt: txt/atpp-1075.txt
title:
  THE COMPLEXITY OF RESPECTING TOGETHER: From the point of view of one participant of the 2012 Vancouver NAACI conference

summary:
  Respect requires value-communicative-interaction The arguments presented by Weber, Gardner, Howard and Morehouse harmonize toward the message that due to our intersubjective dependency, respect requires that we attempt to engage in authentic dialogue with others—the authenticity of which would inevitably require honesty with regard to one’s evaluative stance. 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.


id: atpp-1046
author: Gardner, Susan
title: Agitating for Munificence or Going Out of Business: Philosophy's Dilemma
date: 2011
pages: 4
extension: .pdf
mime: application/pdf
words: 2703
sentence: 100
flesch: 46
cache: cache/atpp-1046.pdf
txt: txt/atpp-1046.txt
summary:
  And secondly, even if there is an element of indeterminacy in the behaviour of physical particles—even if they are only statis- tically predictable—still, that by itself gives no scope for human freedom of the will; because it doesn’t follow from the fact that particles are only statistically determined that the human mind can force the statistically- determined particles to swerve from their paths. . . . So it really does look as if everything we know about physics forces us to some form of denial of human freedom.


id: atpp-1052
author: Levanon, Maya
title: The Dialogical Path to Wisdom Education
date: 2011
pages: 6
extension: .pdf
mime: application/pdf
words: 3554
sentence: 178
flesch: 53
cache: cache/atpp-1052.pdf
txt: txt/atpp-1052.txt
summary:
  If we recall that dialogue means dia-logos or “through words,” we can see that practicing genuine dialogue means putting our thoughts into words so we can articulate our own innate wisdom, then assisting our counterparts in doing the same, and finally working together to assign meanings and actual applications to these findings. Dialectic and dialogue: Plato’s practice of philosophical dialogue.


id: atpp-1020
author: Holtz-Wodzak, Victoria
title: Running Widdershins Round Middle Earth: Why Teaching Tolkien Matters
date: 2009
pages: 7
extension: .pdf
mime: application/pdf
words: 4293
sentence: 193
flesch: 69
cache: cache/atpp-1020.pdf
txt: txt/atpp-1020.txt
summary:
  For example, Tolkien variously titled his picture of the haunted forest of Taur-Na-Fuin (#54) as “Mirkwood,” “Fangorn,” and “Entwood”, and he published the picture for all three to illustrate all three of those places (J. R. R. Tolkien, p. 58). Tolkien explained many times that one of the early inspirations for a critical part of his myth, the story of Earendil the Mariner, was a line from the Old English poem Crist, “Eala Earendil, engla beorhtost!”2 (The Letters of J. R. R. Tolkien, p. 385).


id: atpp-1066
author: Howard, Jason
title: Editor's Notes
date: 2011
pages: 1
extension: .pdf
mime: application/pdf
words: 465
sentence: 16
flesch: 38
cache: cache/atpp-1066.pdf
txt: txt/atpp-1066.txt
summary:
  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 The articles published in Issue One discuss a varie- ty of different themes largely related to the challenge of teaching a culturally homogenous student body about international topics, of which these students (and per- haps even faculty) will have little firsthand knowledge or experience.


id: atpp-1057
author: Barris, Jeremy; Ruff, Jeffrey
title: Thoughts on Wisdom and Its Relation to Critical Thinking, Multiculturalism, and Global Awareness
date: 2011
pages: 16
extension: .pdf
mime: application/pdf
words: 11520
sentence: 431
flesch: 55
cache: cache/atpp-1057.pdf
txt: txt/atpp-1057.txt
summary:
  We forget our old perspectives, misunderstandings, or positive sensibilities because the whole of things is dif- ferent, and so our new way of making sense now makes absolute sense to us. He can explore the relevant questions within the same world of familiar sense, but now being less prejudiced as to what that sense can involve.


id: atpp-1033
author: Morehouse, Richard
title: Developing Communities of Inquiry in the USA: Retrospect and Prospective
date: 2010
pages: 11
extension: .pdf
mime: application/pdf
words: 6502
sentence: 341
flesch: 58
cache: cache/atpp-1033.pdf
txt: txt/atpp-1033.txt
summary:
  Given this complex history, it seems appropriate to start in the middle with Lipman’s Philosophy in the Class- room (Lipman et al, 1980). First, Lipman and his colleagues (Lipman et al, 1980) thought anew about how to teach philosophy - not as a history of ideas or an uncovering of the ideas of others, but as a thinking activity; philosophy for children is do- ing philosophy.


id: atpp-1138
author: Henry, Wayne
title: Consumer Capitalism Meets Inquiry
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 3870
sentence: 175
flesch: 56
cache: cache/atpp-1138.pdf
txt: txt/atpp-1138.txt
summary:
  Where there is an unmet demand, the self-interest of market participants will motivate someone to exploit that niche. One way or another, though, I think it is safe to say that participants in such discussions are unlikely to be as blind to the potential deleterious personal impact of consumer forces.


id: atpp-1050
author: Windhorst, H.
title: Loving Wisdom with Dewey and Simone Weil
date: 2011
pages: 15
extension: .pdf
mime: application/pdf
words: 10420
sentence: 551
flesch: 61
cache: cache/atpp-1050.pdf
txt: txt/atpp-1050.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 31 No.1 41 Loving Wisdom with Dewey and Simone Weil H. Dirk Windhorst ABSTRACT: This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. Why compare John Dewey and Simone Weil on their views of wisdom?


id: atpp-1058
author: Bird, Maribel
title: Exposing Cultural Bias in the Classroom: Self-Evaluation as a Catalyst for Transformation
date: 2011
pages: 4
extension: .pdf
mime: application/pdf
words: 2583
sentence: 129
flesch: 49
cache: cache/atpp-1058.pdf
txt: txt/atpp-1058.txt
summary:
  One of those challenges is graduating students who are prepared to function effectively in a multicultural society. To assist students, some institutions seek to introduce them to as many cultures as possible by adding programs to the curriculum.


id: atpp-1091
author: Glina, Monica
title: Expanding the Parameters of Exploratory Talk
date: 2012
pages: 17
extension: .pdf
mime: application/pdf
words: 8154
sentence: 488
flesch: 57
cache: cache/atpp-1091.pdf
txt: txt/atpp-1091.txt
summary:
  Female Student: I know, but . . . Y (Male Student): R. R (Female Student): That’s why you sort of need to think because you need to think if you want to answer a problem.


id: atpp-1121
author: Fletcher, Natalie
title: Body Talk, Body Taunt - Corporeal Dialogue within a Community of Philosophical Inquiry
date: 2014
pages: 16
extension: .pdf
mime: application/pdf
words: 8288
sentence: 347
flesch: 45
cache: cache/atpp-1121.pdf
txt: txt/atpp-1121.txt
summary:
  Like correcting bad posture, regulating body taunting habits might require a very diligent, almost artificial focus at first, and involve some overcorrection and awkward manoeuvring until more congruous body talk becomes possible.11 Still, this effort towards a global sense of self-correction that includes mental and bodily habits is an important endeavour—one that reveals a neglected dimension of the CPI experience with potentially broad repercussions on its pedagogical effectiveness. The guiding question focuses on hostility expressed corporeally in dialogue: How might the phenomenological experience of individual inquirers within a CPI be affected by the hostile interventions of body language?


id: atpp-1106
author: Howard, Jason
title: Editor's Notes
date: 2013
pages: 1
extension: .pdf
mime: application/pdf
words: 530
sentence: 15
flesch: 36
cache: cache/atpp-1106.pdf
txt: txt/atpp-1106.txt
summary:
  - Pax et Bonum Jason J. Howard, Chief Editor CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University LAYOUT ASSISTANT Tyler R. Mancl Viterbo University WEB DESIGN MASTER Debra A. Kappmeyer Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Michel Sasseville Laval University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 34, Issue 2 (2014) Editor’s Notes The original inspiration for the papers collected here was in response to a conference on the virtue of love held at Viterbo University in spring of 2013.


id: atpp-1059
author: Hamilton, Andrew
title: The U.S. Constitution as an Atlantic Document
date: 2011
pages: 4
extension: .pdf
mime: application/pdf
words: 2456
sentence: 103
flesch: 56
cache: cache/atpp-1059.pdf
txt: txt/atpp-1059.txt
summary:
  Although the histories of the continents and nations surrounding the Atlantic have long been considered sepa- rately in academic programs (American history, European history, and so on), Atlantic history insists that begin- ning with the early modern period, these geographic units are most usefully considered as a system. Useful overviews of the field are Bernard Bailyn, Atlantic History: Concept and Contours (Cambridge, MA and London: Harvard University Press, 2005) and Jack P. Greene and Philip D. Morgan, eds., Atlantic History: A Critical Reappraisal (Oxford: Oxford University Press, 2009).


id: atpp-1027
author: Carpenter, Andrew; Bach, Craig
title: Learning Assessment: Hyperbolic Doubts versus Deflated Critiques
date: 2010
pages: 11
extension: .pdf
mime: application/pdf
words: 7129
sentence: 250
flesch: 36
cache: cache/atpp-1027.pdf
txt: txt/atpp-1027.txt
summary:
  The authors of this article—two philosophers with extensive experience designing, implementing, and managing learning outcomes assessment—find these arguments to be less than convincing as attacks on the enterprise of learning assessment. Second, implementing learning assessment drives a shift in cultures.


id: atpp-1155
author: Morehouse, Richard
title: Review of "Academic Philosophy: An Uncommonly Creative, Imaginative and Challenging Curriculum"
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 2267
sentence: 112
flesch: 59
cache: cache/atpp-1155.pdf
txt: txt/atpp-1155.txt
summary:
  Books D, E, and F teacher material have themes or questions to be explored. The first three sets of teacher materials are labeled Teacher Manual, while the last three sets of teacher materials are called Philosophical Curriculum Guidebooks.


id: atpp-1006
author: Keyser, Vadim
title: Engaging Science, Artistically
date: 2017
pages: 15
extension: .pdf
mime: application/pdf
words: 7587
sentence: 410
flesch: 52
cache: cache/atpp-1006.pdf
txt: txt/atpp-1006.txt
summary:
  This is why representational art examples do not capture ‘indeterminacy’. First, it is necessary to characterize particle and wave phenomena and their relation to scientific measurement.


id: atpp-1048
author: Cowley, Christopher
title: Moral Philosophy and the 'Real World'
date: 2011
pages: 10
extension: .pdf
mime: application/pdf
words: 6998
sentence: 280
flesch: 55
cache: cache/atpp-1048.pdf
txt: txt/atpp-1048.txt
summary:
  His main thesis was that the young field of medical ethics rescued the allegedly moribund subject of ethics in philosophy depart- ments, and provided new jobs for moral philosophers. Hence, moral philosophers have no special expertise to solve other people’s moral problems, although of course they have just as much authority to morally criticise other people’s actions and attitudes as anybody does (although perhaps as articulate intellectuals they have a certain civic obligation).


id: atpp-1004
author: De Marzio, Darryl
title: Matthew Lipman's Model Theory of the Community of Inquiry
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 5251
sentence: 151
flesch: 39
cache: cache/atpp-1004.pdf
txt: txt/atpp-1004.txt
summary:
  I am suggesting, then, that when we talk about the community of inquiry model in a Lipmanian manner we must remain within the contours of the double sense of a model of and a model for, and that the notion of a model as a kind of deep educational structure in which we may have, for example, a “traditional model”, a “reflective model”, and so on, will weaken and thin the significance of the model and the modeling function in our understanding of CI. These behaviors gradually become normal practice within the community.11 Based on this passage, it would appear that the community of inquiry, by virtue of its constituent members, models behaviors.


id: atpp-1117
author: Gaier, Robyn
title: Book Review: The Prudence of Love: How Possessing the Virtue of Love Benefits the Lover
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1566
sentence: 56
flesch: 44
cache: cache/atpp-1117.pdf
txt: txt/atpp-1117.txt
summary:
  For example, love can be manifested in a variety of relationships within distinct domains including self-love, interpersonal love, and even impartial love (as in philanthropy). Given Silverman’s definition of love and his acknowledgement of self-love, according to his definition (75) it seems as though possessing love as a virtue should be fundamentally regarded as manifesting itself in terms of self-love rather than in terms of the potential for loving interpersonal relationships.


id: atpp-1029
author: Michaud, Olivier
title: The Effects of Assessment: a Reflection from within the Economic Worldview in Education
date: 2010
pages: 11
extension: .pdf
mime: application/pdf
words: 8051
sentence: 404
flesch: 62
cache: cache/atpp-1029.pdf
txt: txt/atpp-1029.txt
summary:
  The goal of this article is to offer a rationale against this dominant economic model by analyzing one aspect of it: high stakes testing. 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.


id: atpp-1135
author: Love, Rhiannon
title: The Case for Philosophy For Children In The English Primary Curriculum
date: 2016
pages: 18
extension: .pdf
mime: application/pdf
words: 9012
sentence: 383
flesch: 52
cache: cache/atpp-1135.pdf
txt: txt/atpp-1135.txt
summary:
  In P4C children are encouraged to question, to think, to reason and to make connections between philosophical concepts and their own experiences (Murris, 2000), as well as to generate their own questions as a focus for the enquiry. They have found that through P4C enquiries the children have become more engaged with stories, poems and literary texts; in addition to developing the skills of reading, writing, speaking and listening.


id: atpp-1032
author: Costello, Patrick
title: Developing Communities of Inquiry in the UK: Retrospect and Prospect
date: 2010
pages: 20
extension: .pdf
mime: application/pdf
words: 11991
sentence: 956
flesch: 74
cache: cache/atpp-1032.pdf
txt: txt/atpp-1032.txt
summary:
  No doubt a major reason for this unfortunate state of affairs is a widespread acceptance of the notion that such children are simply not equal to the task, since they are largely incapable of the mature reflection and ra- tional thought which philosophy presupposes (see, for example, Levine, 1983 and Gazzard, 1983). Coming from a background of philosophy myself, I immediately warmed to the idea that young children should be exposed to the teaching of logical, ethical (and more general philosophical) reasoning at a young age.


id: atpp-1224
author: Howard, Jason
title: Editor's Welcome
date: 2023
pages: 1
extension: .pdf
mime: application/pdf
words: 685
sentence: 23
flesch: 41
cache: cache/atpp-1224.pdf
txt: txt/atpp-1224.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Natalie M. Fletcher Brila Institute, Quebec Nadia S. Kennedy Stony Brook University, SUNY Megan J. Laverty Teachers College, Columbia University Maria Miraglia, University of Naples Federico II Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Stefano Oliverio University of Naples Federico II Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia Aaron Yarmel Center for Ethics and Human Values, Ohio State University PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. The final article is by Wendy Turgeon (“Adult Picture Books as Liminal Spaces”) and provides a thoughtful overview of a range of picture books.


id: atpp-1028
author: Turgeon, Wendy
title: Confessions of a Departmental Chair on Assessment
date: 2010
pages: 8
extension: .pdf
mime: application/pdf
words: 5930
sentence: 241
flesch: 51
cache: cache/atpp-1028.pdf
txt: txt/atpp-1028.txt
summary:
  And most importantly, are the results of student assessment of faculty effectiveness being used in helpful ways to guide instructors in their continuing pedagogical development?4 Consequently, we certainly want to hold faculty accountable for the quality of their instruction and institu- tions accountable for their degrees but how do we control for all the extraneous factors and develop modalities ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 30 No.1 15 of assessment that accurately measure the achievements of the goals we have set? Perhaps the most important aspect of student assessment is a clear accounting for the function and meaning of any given assessment activity.


id: atpp-1021
author: Wodzak, Michael
title: Make Believe Numbers: A Multidimensional Analysis of Phillip Pullman's Mythopoeic Vision
date: 2009
pages: 8
extension: .pdf
mime: application/pdf
words: 4975
sentence: 220
flesch: 62
cache: cache/atpp-1021.pdf
txt: txt/atpp-1021.txt
summary:
  Lyra Belacqua, the adolescent heroine of the His Dark Materials trilogy, is told that she could never see any concrete proof that imaginary numbers exist. Pullman seems to be saying “Imaginary numbers (things spiritual) cannot be proven to exist and, therefore, they do not exist.”


id: atpp-1137
author: Robinson, Grace
title: Feeling the Pull: Ethical Enquiry and the Tension It Creates for Teachers
date: 2016
pages: 11
extension: .pdf
mime: application/pdf
words: 6334
sentence: 303
flesch: 51
cache: cache/atpp-1137.pdf
txt: txt/atpp-1137.txt
summary:
  Good quality ethical enquiry is neither moralistic and manipulative nor abstract and disconnected from everyday life and most teachers navigate this middle ground quite well. Besides these reasons for thinking skeletal dilemmas unsuitable for ethical instruction, we must also acknowledge that acts of killing are incredibly rare in real ethical life, and ever rarer for children.


id: atpp-1099
author: Chesky, Nataly
title: Beyond Epistemology and Axiology: Locating an Emerging Philosophy of Mathematics Education
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 5496
sentence: 266
flesch: 37
cache: cache/atpp-1099.pdf
txt: txt/atpp-1099.txt
summary:
  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. The main goal of this work is to envision a new relationship between philosophical discourse and mathematics education, one that takes into account ontological assumptions in mathematics and relates it to axiological objectives and epistemological claims.


id: atpp-1131
author: Morehouse, Richard
title: Book Review: Tinker Thinkers
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 743
sentence: 25
flesch: 53
cache: cache/atpp-1131.pdf
txt: txt/atpp-1131.txt
summary:
  40 pages (There is also an optional APP that may be purchased) ISBN-10: 1927425084 ISBN-13: 978-1927425084 hile intended for young readers, this colorfully and cleverly illustrated book with a downloadable APP, is nonetheless a rigorous examination of philosophical themes written in an interactive and conversational style. This is a fun and valuable book that many young people will learn from and enjoy.


id: atpp-1129
author: Colom, Roberto; García Moriyón, Félix; Magro, Carmen; Morilla, Elena
title: The Long-term Impact of Philosophy for Children: A Longitudinal Study (Preliminary Results)
date: 2014
pages: 7
extension: .pdf
mime: application/pdf
words: 2213
sentence: 112
flesch: 53
cache: cache/atpp-1129.pdf
txt: txt/atpp-1129.txt
summary:
  Since this pioneer research, several studies have analyzed the program, not only considering cognitive skills, but also non-cognitive traits (García y Cebas, 2005). In closing, P4C seems to have a positive impact over basic cognitive abilities, namely, fluid- abstract and crystallized-verbal abilities.


id: atpp-1154
author: Turgeon, Wendy
title: Deconstructing the Artistic Impulse through an Examination of David Wiesner's Art and Max
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 2762
sentence: 154
flesch: 73
cache: cache/atpp-1154.pdf
txt: txt/atpp-1154.txt
summary:
  Max loves it but when Arthur tries to leave, Max grabs hold and the lines that make up Arthur begin to unravel, like wires. The linear sketch of Arthur is still clearly Arthur, until he tries to leave and Max grabs hold of a line which then leads to the unraveling of the entire image.


id: atpp-1136
author: Wang, Jessica Ching-Sze
date: 2016
pages: 18
extension: .pdf
mime: application/pdf
words: 7637
sentence: 389
flesch: 63
cache: cache/atpp-1136.pdf
txt: txt/atpp-1136.txt
title:
  From Learning Outcomes to Educational Possibilities-What Happens When Philosophical Community Inquiry "Works Wonders" with University Students in Taiwan

summary:
  A government-funded study found that the main cause is students’ fear of “losing face,” and suggests a number of practical, culturally appropriate strategies for tackling this deep-seated problem, such as making student opinions anonymous and having students present group ideas instead of individual claims (Lee, 2013). When feeling intellectually safe, students have the courage to express their “raw thoughts” and work together with others to refine them.


id: atpp-1127
author: Marsal, Eva
title: Socratic Philosophizing with the Five Finger Model: The Theoretical Approach of Ekkehard Martens
date: 2014
pages: 11
extension: .pdf
mime: application/pdf
words: 4368
sentence: 264
flesch: 60
cache: cache/atpp-1127.pdf
txt: txt/atpp-1127.txt
summary:
  I’d see how he is in the schoolyard, if he fights with other children, then I wouldn’t talk to him. The process of the dialectic back-and-forth includes the following elements:  phenomenological experience of the external facts  one’s own moral feelings  hermeneutical discussion of texts concerning the problem at hand 


id: atpp-1098
author: Oliverio, Stefano
date: 2013
pages: 15
extension: .pdf
mime: application/pdf
words: 9208
sentence: 356
flesch: 51
cache: cache/atpp-1098.pdf
txt: txt/atpp-1098.txt
title:
  For a 'Non-mathematical' Learning of Mathematics. A Philosophical-Educational Reflection on Philosophical Inquiry and Mathematics Classes

summary:
  In this perspective, when we approach the issue of how philosophical inquiry can further maths’ teaching/learning, a sort of archaeological attitude (Agamben, 2008) is in order, which delves into the layers of a long history, plumbs the recondite depths of Western thought, and unearths what remains too often concealed either because it is taken for granted or because we have become unable to detect what constitutes the very way in which we think. 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) but, more radically, it means re-thinking the deep solidarity between what we are endeavouring to (re-)harmonize – maths and philosophy.


id: atpp-1139
author: Green, Lena
title: Facilitation is No Mere Technical Skill: A Case Study of a Small Group of 'Different' Students
date: 2016
pages: 13
extension: .pdf
mime: application/pdf
words: 6384
sentence: 320
flesch: 60
cache: cache/atpp-1139.pdf
txt: txt/atpp-1139.txt
summary:
  It would be pleasing to believe that education worldwide could be transformed if philosophical inquiry were inserted into every school curriculum and all teachers were trained to facilitate collaborative philosophical inquiry. My final comment is that, if facilitation is an art, we should not expect all teachers to become, or to wish to become, highly effective facilitators of philosophical inquiry after a brief training.


id: atpp-1146
author: Baker, Geoff; Fisher, Andrew
title: Philosophy, Pedagogy and Personal Identity: Listening to the Teachers in PFC
date: 2016
pages: 9
extension: .pdf
mime: application/pdf
words: 4585
sentence: 213
flesch: 59
cache: cache/atpp-1146.pdf
txt: txt/atpp-1146.txt
summary:
  This changed view of the purposes of education locates P4C teachers in a broader social and academic debate about the ideological and political ramifications of P4C (for a good overview see Gregory, 2011). Teaching P4C develops a reflectivity and independence in teachers, and it is this that seems to set P4C apart from other subjects in the curriculum.


id: atpp-1064
author: Tuttle Ross, Sheryl
title: Show and Tell: Photovoice as International Travel Pedagogy
date: 2011
pages: 10
extension: .pdf
mime: application/pdf
words: 4903
sentence: 185
flesch: 50
cache: cache/atpp-1064.pdf
txt: txt/atpp-1064.txt
summary:
  Students are often far more fluent and familiar with photographic images and narrative films than they are with the written word, as students frequently struggle with the texts of Shakespeare, but can ascertain salient features and some symbolic importance of photographic images or movies.8 Moreover, the photographic image has become ubiquitous, as cell phones cameras and Facebook make sharing visual images the norm for most students. Teachers who use an appropriate pedagogy may make the difference between students who develop cultural competencies and those who simply enjoy bacchanalian vacations.


id: atpp-1140
author: Mizell, Karen
title: The Epistemology of Imagination and Play in the Community of Inquiry
date: 2016
pages: 12
extension: .pdf
mime: application/pdf
words: 5906
sentence: 314
flesch: 44
cache: cache/atpp-1140.pdf
txt: txt/atpp-1140.txt
summary:
  Indeed, Joseph Dunne notes that the Greek words for play (paidia) and education (paideia) have the same etymological root, which is the word for child (pais).22 While some educators dismiss children’s play and stories as just so much aimless imagining, they often belittle and correct imaginative children in order to direct the child to more productive, reality-based learning activities to counteract what is perceived as fruitless imagining. ”7 Greene speaks to a common concern shared by some educators and philosophers associated with the Philosophy for Children movement; that is, children’s philosophical abilities are often overlooked and children are often marginalized and excluded from important human conversations.


id: atpp-1142
author: Howard, Jason
title: Editor's Notes
date: 2016
pages: 1
extension: .pdf
mime: application/pdf
words: 372
sentence: 13
flesch: 39
cache: cache/atpp-1142.pdf
txt: txt/atpp-1142.txt
summary:
  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. The submissions by Miller, Fletcher and Morehouse unpack the different resources that communal inquiry brings to the difficult problem of generating constructive agreement and disagreement, whether as a result of emotions, subtle inequalities, or the demanding character of civic life in a democracy.


id: atpp-1007
author: Ioannou, Savvas; Georgiou, Kypros; Ventista, Ourania
title: Teaching Philosophy through Paintings: A Museum Workshop
date: 2017
pages: 22
extension: .pdf
mime: application/pdf
words: 7833
sentence: 510
flesch: 60
cache: cache/atpp-1007.pdf
txt: txt/atpp-1007.txt
summary:
  Name: ……………………………………………………………………………………… The more beautiful art work in this exhibition is the one with the title …………………………………………………………………………………………….. It’s the more beautiful because …………………………………………………………………………………………. …………………………………………………… ……….…………………………………………………………….


id: atpp-1193
author: Cam, Philip
title: A Model of Philosophical Discussion in the Classroom
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 8459
sentence: 413
flesch: 54
cache: cache/atpp-1193.pdf
txt: txt/atpp-1193.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 41, ISSUE 1 (2021) 34 Earlier I made some remarks on the character of philosophical questions, but let me come at them again from the perspective of the classroom. First, philosophical questions ask about things that matter to us, but to which we do not have settled answers.


id: atpp-1078
author: Jackson, Michael
title: Approaches to Learning and Teaching: Some Observations
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 4273
sentence: 282
flesch: 63
cache: cache/atpp-1078.pdf
txt: txt/atpp-1078.txt
summary:
  Student learning goes well beyond completed assignments and grades to conceptual growth and change in the way students think. 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).


id: atpp-1145
author: Bowen, Warren; MacDonald, Margaret
date: 2016
pages: 10
extension: .pdf
mime: application/pdf
words: 4775
sentence: 276
flesch: 62
cache: cache/atpp-1145.pdf
txt: txt/atpp-1145.txt
title:
  Sharing Space with Other Animals: Early Childhood Education, Engaged Philosophical Inquiry, and Sustainability

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


id: atpp-1108
author: Jarrett, William
title: Love or Tolerance? A Virtue Response to Religious Violence and Plurality
date: 2013
pages: 17
extension: .pdf
mime: application/pdf
words: 8728
sentence: 518
flesch: 45
cache: cache/atpp-1108.pdf
txt: txt/atpp-1108.txt
summary:
  Despite the United Nations issuance of several documents addressing religious freedom, and declaring 1995 “The United Nations Year for Tolerance,” religious violence continues rising worldwide in a global culture increasingly committed to promoting religious tolerance. In the post 9/11 United States strong anti-Muslim sentiment is having negative psychological effects on Muslims.5 Tragically, religious violence continues rising worldwide in a global culture increasingly committed to promoting religious tolerance.


id: atpp-1159
author: Lyle, Sue
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 6275
sentence: 334
flesch: 58
cache: cache/atpp-1159.pdf
txt: txt/atpp-1159.txt
title:
  Education for Sustainable Development and Global Citizenship through Philosophical Enquiry: Principles and Practices

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


id: atpp-1069
author: Gardner, Susan
title: Teaching Children to Think Ethically
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 3988
sentence: 148
flesch: 55
cache: cache/atpp-1069.pdf
txt: txt/atpp-1069.txt
summary:
  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? 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.


id: atpp-1194
author: García Moriyón, Félix
title: An Ecological Approach to Thinking
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 6778
sentence: 484
flesch: 62
cache: cache/atpp-1194.pdf
txt: txt/atpp-1194.txt
summary:
  As we can see in the table prepared by Lipman, it is a triadic approach to philosophical thinking that has been present in the Western philosophical tradition, including medieval scholasticism. Neither is it to resort to philosophy, since in countries of the “Latin” cultural sphere (Italy, France, Portugal, Spain, Mexico, Argentina, etc.) philosophy was already an important discipline, partly focusing on good thinking.


id: atpp-1076
author: Gasparatou, Renia; Kampeza, Maria
title: Introducing P4C in Kindergarten in Greece
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 5573
sentence: 320
flesch: 64
cache: cache/atpp-1076.pdf
txt: txt/atpp-1076.txt
summary:
  • In what aspects do we expect our friends to be similar to us? • Have you ever felt that other children don’t want to play with you? We should also keep in mind that for kindergarten children the commu- nication process is still under development; therefore, they can’t become automatically active participants in a community of enquiry.


id: atpp-1030
author: Moore, Theresa; Hassinger, Mary C.
date: 2010
pages: 8
extension: .pdf
mime: application/pdf
words: 3539
sentence: 145
flesch: 40
cache: cache/atpp-1030.pdf
txt: txt/atpp-1030.txt
title:
  Improving Academic Quality through Outcomes Assessment and Active Learning Strategies - a Model for Effective Institutional Change

summary:
  The late Donald Farmer, Academic Vice President for Academic Affairs at King’s College in Pennsylvania, was able to institutionalize competency growth plans and a coherent curriculum within each field of study to improve student learning based on the following premises for success. The literature on facilitating institutional change to improve student learning has its underpinnings in sev- eral common facets: the importance of faculty buy-in and commitment, the need for financial resources and institutional commitment, and the provision of the necessary administrative support and expertise to facilitate the various faculty development efforts, with long term sustainability always at the forefront of the endeavor.


id: atpp-1184
author: Bobro, Marc
title: Dialogue and Writing Philosophy
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 8365
sentence: 534
flesch: 68
cache: cache/atpp-1184.pdf
txt: txt/atpp-1184.txt
summary:
  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. So, the kind of standards applied to “good dialogue” here do not necessarily translate to philosophical writing.


id: atpp-1176
author: Morehouse, Richard
title: Doing Philosophical Psychology: Helping Adolescents Discover their Place in History
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 6384
sentence: 325
flesch: 65
cache: cache/atpp-1176.pdf
txt: txt/atpp-1176.txt
summary:
  In a sectional called Forever and ever, Ludwig states While the preservation of life is basic, sometimes even more important is the desire to identify with something transcendent or to participate in an ongoing and lasting cultural drama, which offers the prospect of some form of existence beyond death or everlasting life” (p. 139). 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.


id: atpp-1166
author: Gardner, Susan; Anderson, Anastasia; Henry, Wayne
title: Reasoning (or not) with the Unreasonable
date: 2019
pages: 10
extension: .pdf
mime: application/pdf
words: 5167
sentence: 219
flesch: 57
cache: cache/atpp-1166.pdf
txt: txt/atpp-1166.txt
summary:
  This requires, rather, that one is willing and able to seriously evaluate the opposing position both in and of itself, as well as in juxtaposition to one’s own, i.e., that one evaluate the opposing position both for internal consistency, as well as its merits by comparison to other positions. As well, it would be helpful to note that, in those instances in which a two-way dialogue fails, there are other ways in which we can connect with others, namely, the one-way street of attempting to thoroughly understand the other’s position and why the other is so firmly entrenched.


id: atpp-1235
author: Conlon, Mark
title: Navigating Controversial Classroom Discussions
date: 2023
pages: 17
extension: .pdf
mime: application/pdf
words: 8576
sentence: 450
flesch: 40
cache: cache/atpp-1235.pdf
txt: txt/atpp-1235.txt
summary:
  Finally, once those barriers are understood, and classroom teachers have done all the preparatory work, this paper recommends that teachers consider a dialogue framework akin to P4C strategies to apply in their classroom, as Kilby (2021) and Schmidt and Pinkney (2022) explain. While classroom teachers do not shed their first amendment rights when entering the classroom, they must be strategic about how and when they engage in political conversations, as their authority has certain limitations.


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: 2016
pages: 19
extension: .pdf
mime: application/pdf
words: 6020
sentence: 333
flesch: 53
cache: cache/atpp-1143.pdf
txt: txt/atpp-1143.txt
summary:
  A higher percentage of P4C school students claimed to have both been face- to-face bullied and bullied others face-to-face in the year of the study than matched students at other schools with both groups showing similar involvement in cyberbullying (Tangen & Campbell, 2010). Self-esteem It has also been claimed that the self-esteem of elementary school students is enhanced by involvement with P4C (Sasseville, 1994).


id: atpp-1148
author: Fletcher, Natalie
date: 2016
pages: 17
extension: .pdf
mime: application/pdf
words: 8885
sentence: 355
flesch: 43
cache: cache/atpp-1148.pdf
txt: txt/atpp-1148.txt
title:
  Shared Autonomous Reasoning: Interpretations of Habermasian Discourse for The Community of Philosophical Inquiry

summary:
  Throughout his writings and notably in his theory of communicative action, Jürgen Habermas examines the potential for shared autonomous reasoning, challenging monological approaches in favour of a discursive understanding that seeks to preserve the emancipatory features of popular notions of self-determination while adding a crucial intersubjective component.1 From his perspective, it appears that autonomous reasoning not only can be shared but indeed must be shared, given his stance that all human meaning is intersubjectively constituted. A descriptive interpretation of shared autonomous reasoning A straightforward approach to the “shareability” question at hand could simply be the following: to describe autonomous reasoning as shared is to describe how it actually happens—what is involved when we employ the capacity to freely and willingly engage in critical processes of reason generation and justification.


id: atpp-1133
author: Howard, Jason
title: Editor's Notes
date: 2016
pages: 1
extension: .pdf
mime: application/pdf
words: 370
sentence: 14
flesch: 44
cache: cache/atpp-1133.pdf
txt: txt/atpp-1133.txt
summary:
  Pax et Bonum Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEBMASTER Jason Skoog Viterbo University LAYOUT DESIGN ASSISTANT Meredith Skinner Viterbo University EDITORIAL BOARD Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Editor's Notes ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 36 (2015-16) Editor’s Notes Volume 36 owes its genesis to the 2015 ICPIC conference held at the University of British Columbia.


id: atpp-1195
author: Cosentino, Antonio
title: Lipman and Socrates: A Dialogue
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 3133
sentence: 180
flesch: 74
cache: cache/atpp-1195.pdf
txt: txt/atpp-1195.txt
summary:
  At this point he was interrupted by Socrates who remarked: “Dear Mat, in doing so, isn't there a risk that everyone will express his or her own doxa or even the first thing that comes to mind without anyone examining it? At that point, many asked Mat questions to find out more about his philosophy with children program, and the conversation went on.


id: atpp-1164
author: Wolf, Arthur; Gardner, Susan
title: An Education for "Practical" Conceptual Analysis in the Practice of "Philosophy for Children"
date: 2018
pages: 16
extension: .pdf
mime: application/pdf
words: 7852
sentence: 293
flesch: 47
cache: cache/atpp-1164.pdf
txt: txt/atpp-1164.txt
summary:
  We suggest this vision be informed by the following: (a) a fundamental inclination, or motivation, to get the application of value concepts right, particularly with respect to context, in the sense of recognizing that such application underwrites behavior, and hence the identity of all concerned; (b) a fundamental understanding of concept application in the sense of recognizing both that the application of contextualized value concepts requires reasoned negotiation in public space, along with contextualization and de-contextualization, and that the outcome of such a negotiation is a function of reason, not the reasoners involved; (c) a fundamental attitude toward the process of concept application in the sense of being open to reasoned alternatives to one’s own and showing an intense sensitivity to context; (d) a fundamental skill in the sense of acquiring an understanding of the basic moves of contexualization/de-contextualization, as well as the sorts of logical essentials that are necessary to distinguish between good and poor reasons that support the various perspectives. It is in this sense, then, that a CPI that is set up in this way can nurture “a” and “b” above, i.e., (a) that motivation for getting the application of value concepts right will be enhanced and (b) a fundamental understanding of the process of concept application in the sense of recognizing that the application of value concepts requires reasoned negotiation in public space that is highly sensitive to context.


id: atpp-1119
author: Howard, Jason
title: Editor's Notes
date: 2014
pages: 1
extension: .pdf
mime: application/pdf
words: 478
sentence: 15
flesch: 37
cache: cache/atpp-1119.pdf
txt: txt/atpp-1119.txt
summary:
  CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University LAYOUT DESIGN ASSISTANT April Wolford Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Michel Sasseville Laval University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Finally, the impressive research of Colom, Moriyón, Magro and Morilla round out issue one in their engaging study, “The Long-term Impact of Philosophy for Children: A Longitudinal Study.”


id: atpp-1205
author: Michaud, Olivier; Gagnon, Mathieu
title: Does Philosophical Dialogue Cause Children to Reject Adult Authority?
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 8112
sentence: 426
flesch: 59
cache: cache/atpp-1205.pdf
txt: txt/atpp-1205.txt
summary:
  One possible critique of Philosophy for/with Children (P4wC) is that it teaches children to question school rules and the adults who issue them, and thus should not be included in the school curriculum—or elsewhere for that matter. This traditional view of education and the kind of authority attached to it present a critical lens on P4C, including the view that the CPI should be rejected as an educational approach because it leads children to question adult authority.


id: atpp-1165
author: Howard, Jason
title: Editor's Welcome
date: 2019
pages: 1
extension: .pdf
mime: application/pdf
words: 408
sentence: 13
flesch: 40
cache: cache/atpp-1165.pdf
txt: txt/atpp-1165.txt
summary:
  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. 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


id: atpp-1150
author: Howard, Jason
title: Editor's Notes
date: 2017
pages: 1
extension: .pdf
mime: application/pdf
words: 412
sentence: 12
flesch: 36
cache: cache/atpp-1150.pdf
txt: txt/atpp-1150.txt
summary:
  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. The third article by Kenyon and Terorde- Doyle provides another thoughtful reflection on the implementation of artistic projects in the classroom, and discusses how their efforts to engage pre- kindergarten children in PFC were greatly enhanced through artistic activities.


id: atpp-1123
author: Preece, Abdul Shakour; Juperi, Adila
title: Philosophical Inquiry in the Malaysian Educational System - Reality or Fantasy?
date: 2014
pages: 13
extension: .pdf
mime: application/pdf
words: 6047
sentence: 316
flesch: 51
cache: cache/atpp-1123.pdf
txt: txt/atpp-1123.txt
summary:
  Thus, the introduction of COPI would be timely because it would offer Malaysian school children, as described by Turgeon, (2004, p. 105) These experts lament that Malaysian students are ill-equipped to face the challenges of life in the 21st Century.


id: atpp-1173
author: Cassidy, Claire; Mohr Lone, Jana
title: Thinking about Childhood: Being and Becoming in the World
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 6034
sentence: 360
flesch: 63
cache: cache/atpp-1173.pdf
txt: txt/atpp-1173.txt
summary:
  With increasing attention to the philosophy of child and childhood, complementary considerations and questions arise in relation to what children are, what their place is in society, and the relationships they hold within and with society (see, for example: Kennedy, 1992, 2006; Cassidy, 2007, 2012; Kohan, 2014; Murris, 2016, 2017; Gheaus, Calder & De Wispelaere, 2018). 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.


id: atpp-1160
author: Yan, Sijin; Walters, Lynne; Wang, Zhuoying; Wang, Chia-Chiang
date: 2018
pages: 21
extension: .pdf
mime: application/pdf
words: 8788
sentence: 475
flesch: 52
cache: cache/atpp-1160.pdf
txt: txt/atpp-1160.txt
title:
  Meta-Analysis of the Effectiveness of Philosophy for Children Programs on Students' Cognitive Outcomes

summary:
  Types of P4C study outcomes can be expanded from cognitive outcomes to psychological or social outcomes. 2. 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?


id: atpp-1068
author: del Rosario del Collado, Marí­a
title: Recognition, Tolerance, Respect and Empathy
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 4959
sentence: 251
flesch: 56
cache: cache/atpp-1068.pdf
txt: txt/atpp-1068.txt
summary:
  Respect is an ethical attitude that directly links us to things, and the world itself, in which we find a close relationship between the world and ourselves; it is an attitude of the subject toward someone or something deserving of respect. However, in order to recognize the dignity and importance of other persons, students must first recognize their own dignity, which brings us to the concept of ‘Recognition.’


id: atpp-1077
author: Gazzard, Ann
title: Do You Need to Know Philosophy to Teach Philosophy to Children? A Comparison of Two Approaches
date: 2012
pages: 9
extension: .pdf
mime: application/pdf
words: 6190
sentence: 226
flesch: 52
cache: cache/atpp-1077.pdf
txt: txt/atpp-1077.txt
summary:
  Like Lipman’s maxim that teachers of philosophy for children should be pedagogically strong, yet philosophi- cally self-effacing, Wartenberg also argues that “while we (philosophy teachers) don’t prescribe what the children say about anything, we do actually require that what they say fits into the rules for having a philosophical discus- sion…” (Wartenberg, 2009, p. 33). That is to say, the philosophy for children teacher, on Lipman’s account, should be well versed in philosophy and the competing views it provides, not so that they can give “right” answers, but rather to help facilitate dialogue amongst the students.3 For Lipman, the Philosophy for Children teacher uses this breadth and depth of knowl- edge to understand more fully different student perspectives and to then help them further elucidate their views rather than imposing his/hers.


id: atpp-1215
author: Gregory, Maughn
title: Charles Peirce and the Community of Philosophical Inquiry
date: 2022
pages: 16
extension: .pdf
mime: application/pdf
words: 8466
sentence: 391
flesch: 51
cache: cache/atpp-1215.pdf
txt: txt/atpp-1215.txt
summary:
  Charles S. Peirce, 1868 (5.265) Introduction ince the American philosopher Charles Sanders Peirce (1839-1914) originated the idea of a ‘community of inquiry’ to describe and promote the norms of scientific inquiry, that idea has been used to characterize a wide variety of educational programs, academic disciplines, and institutional, governmental, and political practices. I believe that a deeper familiarity with the origins of the ‘community of philosophical inquiry’ in the scholarship of Peirce, 1 Parts of this introduction and the following section were amended from the original publication of this article, in light of subsequent research that revealed new relevant facts.


id: atpp-1183
author: Castleberry, Jacob; Clark, Kevin
title: Expanding the Facilitator's Toolbox: Vygotskian Mediation in Philosophy for Children
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 8085
sentence: 436
flesch: 45
cache: cache/atpp-1183.pdf
txt: txt/atpp-1183.txt
summary:
  We aim to provide P4C facilitators with conceptual tools for critical reflection as they strive to improve their facilitative practice. Kennedy (2013) has provided P4C facilitators and participants a set of tools for inquiry he calls “philosophical moves.”


id: atpp-1149
author: Morehouse, Richard
date: 2016
pages: 14
extension: .pdf
mime: application/pdf
words: 7898
sentence: 420
flesch: 58
cache: cache/atpp-1149.pdf
txt: txt/atpp-1149.txt
title:
  Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches

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


id: atpp-1147
author: Miller, Stephen
title: Your Feelings Are Wrong
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 3632
sentence: 207
flesch: 61
cache: cache/atpp-1147.pdf
txt: txt/atpp-1147.txt
summary:
  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. Of course, moral disgust is an essential category.


id: atpp-1169
author: Tiedemann, Markus
title: Philosophical Education and Transcendental Tolerance
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 4173
sentence: 345
flesch: 54
cache: cache/atpp-1169.pdf
txt: txt/atpp-1169.txt
summary:
  Essentially, two models of tolerance education can be differentiated: The second model can be designated as transcendental tolerance education.


id: atpp-1185
author: Farfan, Guillermo
title: The Perpetual Crisis: Early and Modern Ideas on Education
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 4885
sentence: 258
flesch: 57
cache: cache/atpp-1185.pdf
txt: txt/atpp-1185.txt
summary:
  Nonetheless, contemporary arguments in favor of STEM education often employ narratives that are not novel but instead resemble certain philosophical antecedents. Hence, my interest here is not whether justification for the belief in the fundamental role of STEM education is necessary or sufficient for how we function as a society.


id: atpp-1141
author: Pournantzi, Vasiliki; Zacharos, Konstantinos; Shiakalli, Maria
title: Investigating Pre-School Children's Ability to Formulate Logical Arguments
date: 2016
pages: 21
extension: .pdf
mime: application/pdf
words: 8578
sentence: 529
flesch: 58
cache: cache/atpp-1141.pdf
txt: txt/atpp-1141.txt
summary:
  Our data showed three types of argumentation children used in order to justify their answers: We defined the first type as “non structured argumentation” consisting of the following characteristics: - Simple sentences without argumentation (“just because”, “I do not know”, “Because I believe so”) or idiosyncratic answers without argumentation support, - sentences leading to no conclusion and, often, presented as a type of internal monologue, - sentences showing that the child had not realized the cause-and-effect relation between situations, ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 36 (2015-16) 95 - sentences showing that children could not use logical relations such as “if p, then q” nor could they argue on hypothetical reasoning, - sentences showing that children did not realize deductive reasoning as a single logical system, - sentences showing that children had not yet familiarized with types of inductive reasoning and did not lead to any generalizations. There is also a growing interest for the introduction of school subjects defined as Philosophy for Children (Colom et al. 2014; Gasparatou, and Kampeza 2012; Lipman et al. 1980).


id: atpp-1118
author: Ware, Lauren
title: What Good is Love?
date: 2013
pages: 17
extension: .pdf
mime: application/pdf
words: 9287
sentence: 467
flesch: 52
cache: cache/atpp-1118.pdf
txt: txt/atpp-1118.txt
summary:
  This paper focuses on love, but for an account of “nasty emotions” versus “nice emotions”, see Ronald de Sousa, “Moral emotions,” Ethical Theory and Moral Practice 4 (2001): 109-126; Aaron Ben Ze’ev, “Are envy, anger, and resentment moral emotions?,” Philosophical Explorations 5:2 (2001): 148-154; and Kristján Kristjánsson, “Can we teach justified anger?,” Journal of Philosophy of Education 39:4 (2005): 671-689. Indeed, Maxwell and Reichenbach even go so far as to say that “not a single intervention programme or identifiable body of educational practices or strategies grounded in a major theoretical perspective in contemporary social psychology exists which specifically and explicitly targets moral emotions.”29


id: atpp-1228
author: Turgeon, Wendy
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3765
sentence: 202
flesch: 70
cache: cache/atpp-1228.pdf
txt: txt/atpp-1228.txt
title:
  Adult Picture Books as Liminal Spaces: Exploring Some Inventive Invitations to Philosophical Reflection

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


id: atpp-1132
author: Morehouse, Richard
title: Book Review: Philosophy and Childhood: Critical Perspectives and Affirmative Practices
date: 2014
pages: 4
extension: .pdf
mime: application/pdf
words: 1947
sentence: 82
flesch: 54
cache: cache/atpp-1132.pdf
txt: txt/atpp-1132.txt
summary:
  This introduction prepares the reader for what is to come —a critique of P4C based on “[m]y own practice with children and educators” leading to a strong belief in the educational possibilities of the practice of philosophy with children and teachers along with “serious doubts (philosophical, educational, political) regarding the benefits of the application of the Institute for the Advancement of Philosophy for Children (IAPC) model” (p. 3). Kohan’s reading of Jaspers is that philosophy is informed by wonder, doubt and commotion to which he adds dissatisfaction.


id: atpp-1208
author: Moodley, Desireé
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 6526
sentence: 319
flesch: 40
cache: cache/atpp-1208.pdf
txt: txt/atpp-1208.txt
title:
  Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique

summary:
  Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. The European Union UNESCO supported PEACE curriculum framed around Matthew Lipman’s (1980), Philosophy for / with Children pedagogy may be considered best practice and is recommended to serve as critical global platform and model in this paper.


id: atpp-1206
author: Taylor, Jason
title: P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry?
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 9286
sentence: 414
flesch: 60
cache: cache/atpp-1206.pdf
txt: txt/atpp-1206.txt
summary:
  It aimed to merge the pedagogical approach to P4C developed and defended by the IAPC with play and games. Though this interaction arises from Noah’s independent thought during a lunch hour (which are informal and unplanned), its nature is typical of the kind of dialogue that arises from the planned activities and games featured at Eurekamp.


id: atpp-1226
author: Padilla Rosas, Erick
title: From Neutrality to Intentionality: Notes for a Philosophy of Liberation for/with Children
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 5917
sentence: 286
flesch: 50
cache: cache/atpp-1226.pdf
txt: txt/atpp-1226.txt
summary:
  Drawing on various philosopher-educators and the tradition of liberation philosophy, particularly Amy Reed- Sandoval's (2019) article entitled “Can Philosophy for Children Contribute to Decolonization?”, this research paper explores what it means to engage in the philosophy of liberation (PL) and decolonization for and with children. However, discussions of liberation philosophy for/with children need not always be about the original sin of modernity or the coloniality of power and knowledge.


id: atpp-1151
author: García Moriyón, Félix
title: The Classroom as a Work of Art
date: 2017
pages: 12
extension: .pdf
mime: application/pdf
words: 7083
sentence: 299
flesch: 55
cache: cache/atpp-1151.pdf
txt: txt/atpp-1151.txt
summary:
  Learning art also means to develop a perceptual capacity, i.e. learning to watch, hear, perceive with all senses, because, if the education of the perception is neglected, people will fail to develop the faculty of grasping the relevance and meaning of art works. A list of art works may include any number of the classical disciplines: painting, sculpture, architecture, music, literature, and the performing arts (theatre and dance).


id: atpp-1178
author: Howard, Jason
title: Editor's Welcome
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 646
sentence: 21
flesch: 36
cache: cache/atpp-1178.pdf
txt: txt/atpp-1178.txt
summary:
  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. The issue opens with two timely articles that explore the complicated prejudices and discrimination young people continue to experience by adults.


id: atpp-1236
author: Pike, Kenneth
title: A Contractualist Approach to Political Education
date: 2023
pages: 15
extension: .pdf
mime: application/pdf
words: 7567
sentence: 343
flesch: 45
cache: cache/atpp-1236.pdf
txt: txt/atpp-1236.txt
summary:
  In one early example, Nicolas de Condorcet’s 18th century endorsement of political neutrality in public education is far more concerned with liberty interests (as well as something like epistemic humility on matters of state) than with the exclusion of political lessons from education: It has been said that teaching the constitution of each country should be a part of national education. But treating political neutrality as a principle to be either embraced or rejected confuses the issue, because the permissibility of neutrality actually varies across educational contexts.


id: atpp-1174
author: Striano, Maura
title: The Deweyan Background in P4C
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 5421
sentence: 224
flesch: 42
cache: cache/atpp-1174.pdf
txt: txt/atpp-1174.txt
summary:
  Donald Allan Schön wrote that the most important legacy bequeathed by Dewey to education is his “theory of inquiry” (Schön, 1992) since it grounds the development of a reflective approach to educational processes and practices and gives birth to what Cam identifies as the “tradition of reflective education” (Cam, 2008). However, he did not explore the educational conditions which could orient and sustain the emergence and development of reflective inquiry processes.


id: atpp-1211
author: Morehouse, Richard
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2664
sentence: 137
flesch: 65
cache: cache/atpp-1211.pdf
txt: txt/atpp-1211.txt
title:
  Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter

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


id: atpp-1157
author: Garside, Darren; Myskiw, Karen
date: 2017
pages: 13
extension: .pdf
mime: application/pdf
words: 6854
sentence: 325
flesch: 50
cache: cache/atpp-1157.pdf
txt: txt/atpp-1157.txt
title:
  Community of Inquiry and Underserved Youth Engagement: A reflective account of philosophy and method

summary:
  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 re­imagining of the self and the more­-than-­human, a notion that expands beyond the perniciousness of a colonial Western individualistic mindset.


id: atpp-1175
author: Retyunskikh, Larisa
title: Teaching Philosophy and Doing Philosophy in the Space of Play
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 5021
sentence: 330
flesch: 67
cache: cache/atpp-1175.pdf
txt: txt/atpp-1175.txt
summary:
  “Teaching philosophy” could be defined as understanding, with another's guidance. That is why there are many philosophies, and none of them is correct.


id: atpp-1216
author: Sutcliffe, Roger
title: Philosophical Teaching-and-Learning and the Valuing of Virtues
date: 2022
pages: 17
extension: .pdf
mime: application/pdf
words: 8493
sentence: 372
flesch: 51
cache: cache/atpp-1216.pdf
txt: txt/atpp-1216.txt
summary:
  Cognitive skills, particularly, need to become dispositions or habits of mind—intellectual virtues—which, along with other virtues, should be among the ultimate aims of education. This pedagogy is given the name ‘Philosophical Teaching-and-Learning’ (PTL), because its 6 interweaving strands draw on the tradition of philosophy itself—as well as on P4C practice.


id: atpp-1107
author: Schulzke, Marcus
title: Evaluating Fromm's Theory of Love and its Pedagogical Significance
date: 2013
pages: 12
extension: .pdf
mime: application/pdf
words: 7905
sentence: 325
flesch: 48
cache: cache/atpp-1107.pdf
txt: txt/atpp-1107.txt
summary:
  Even more importantly, what are the characteristics that allow love in teacher-student relationships to become generalized such that teachers and students can feel the kind of universal love Fromm describes? 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.


id: atpp-1158
author: Howard, Jason
title: Editor's Welcome
date: 2018
pages: 1
extension: .pdf
mime: application/pdf
words: 409
sentence: 14
flesch: 41
cache: cache/atpp-1158.pdf
txt: txt/atpp-1158.txt
summary:
  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. 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


id: atpp-1177
author: Gardner, Susan
title: What Kind of Magnet Is Freedom?
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 5937
sentence: 263
flesch: 61
cache: cache/atpp-1177.pdf
txt: txt/atpp-1177.txt
summary:
  In other words, survival energizes qualitatively different kinds of freedom magnets: the freedom to do what your body (emotions) tells you to do, and the freedom to be whom you want to become. The difference between these two kinds of freedom magnets is also interestingly in line with contemporary psychological studies done on the difference between seeking happiness versus seeking meaning1 (Baumeister 2018).


id: atpp-1209
author: Kilby, Ben
title: Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 8600
sentence: 606
flesch: 56
cache: cache/atpp-1209.pdf
txt: txt/atpp-1209.txt
summary:
  Supporting Student Learning with Discussion and Dialogue University of Victoria]. In sum, “the quality of student learning is closely related to the quality of classroom talk” (p. 29).


id: atpp-1262
author: Bar, Nava
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 1211
sentence: 47
flesch: 30
cache: cache/atpp-1262.pdf
txt: txt/atpp-1262.txt
title:
  The Role of Students' Identity in a Community of Philosophical Inquiry, on Arie Kizel's book "Enabling Students' Voices and Identities: Philosophical Inquiry in a Time of Discord"

summary:
  The closing chapter explores children’s questions and discussion about self-identity, group identity, family identity, and participant experience in philosophical communities of inquiry. The book's central claim is that one of the most significant challenges Philosophy for Children (P4C) and Philosophy with Children (PwC) face today is to enable children from silenced, marginalized, and excluded groups to make their voices heard in communities of philosophical inquiry.


id: atpp-1167
author: daVenza Tillmanns, Maria
title: Aporia and Picture Books
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 6097
sentence: 355
flesch: 79
cache: cache/atpp-1167.pdf
txt: txt/atpp-1167.txt
summary:
  Many children say that to be brave you cannot be afraid. Many children will say that they do, because they got rid of the cookies and will no longer be tempted to eat them.


id: atpp-1223
author: Howard, Jason
title: Editor’s Welcome
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 689
sentence: 23
flesch: 40
cache: cache/atpp-1223.pdf
txt: txt/atpp-1223.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Heather Greenberg Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Natalie M. Fletcher Brila Institute, Quebec Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Editor's Welcome ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 42, Issue 1 (2022)


id: atpp-1217
author: Green, Lena
title: On Becoming both Less and More Open-Minded
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 6848
sentence: 325
flesch: 54
cache: cache/atpp-1217.pdf
txt: txt/atpp-1217.txt
summary:
  I should like to argue that academics involved in teacher education should be actively encouraged to become both practitioners and trainers capable of modelling P4C or PwC in their teaching. As Baumfield (2017) argues, community of inquiry pedagogy is a desirable practice for teacher education generally, whether or not it can be said to be philosophy.


id: atpp-1230
author: Howard, Jason
title: Editor's Welcome
date: 2023
pages: 1
extension: .pdf
mime: application/pdf
words: 687
sentence: 22
flesch: 34
cache: cache/atpp-1230.pdf
txt: txt/atpp-1230.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University ASSISTANTS Madeline Feldhake Bonny Fish 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 Tonya Wagner VP of Academic Affairs & Institutional Effectiveness, Viterbo University 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. The fourth article, Kenneth Pike’s “A Contractualist Approach to Politized Education,” problematizes the idea of political neutrality as a pedagogical strategy for discussing contentious political topics.


id: atpp-1220
author: Turgeon, Wendy
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 3787
sentence: 129
flesch: 47
cache: cache/atpp-1220.pdf
txt: txt/atpp-1220.txt
title:
  Book Review: Maughn Rollins Gregory and Megan Jane Laverty's "Gareth Matthews, The Child's Philosopher"

summary:
  The next urgent point Shea makes is the impending death or at least marginalization of philosophy in academia and how Matthews approach reminds us that philosophy has the “power to nourish the soul” (p. 136). Matthews does not deny that there are some differences between what adult and child philosophers are doing but we are presented with reasons not to see these as adversarial or even as moving towards some normative standard so much as being complementary.


id: atpp-1168
author: Anderson, Daniel
title: Bringing Philosophy to Gaming, Not Gaming to Philosophy
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 4367
sentence: 210
flesch: 52
cache: cache/atpp-1168.pdf
txt: txt/atpp-1168.txt
summary:
  Like virtual avatars, roleplaying game characters can differ in the degree to which they accurately depict or represent the player controlling them. Instead of designing philosophical games, I encourage educators to tinker with games already market-tested and simplified for optimal user experience.


id: atpp-1204
author: Brel Cloutier, Anne
title: How Can Rationality Empower Children?
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 7458
sentence: 386
flesch: 49
cache: cache/atpp-1204.pdf
txt: txt/atpp-1204.txt
summary:
  This demonstrates that logical reasoning is neither relative to age nor to competencies. In light of the aforementioned theories, let us briefly summarize how logical reasoning works in five steps: •


id: atpp-1162
author: Yarmel, Aaron
title: Between Crisis-Philia and Crisis-Phobia: Reflections on the Community of Inquiry
date: 2018
pages: 19
extension: .pdf
mime: application/pdf
words: 10832
sentence: 377
flesch: 53
cache: cache/atpp-1162.pdf
txt: txt/atpp-1162.txt
summary:
  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. In addition to the general term ‘crisis,’ I am going to introduce the term, ‘existential crisis,’ to refer to a crisis where someone, or some group, is perplexed about whether or not to continue existing, either per se or as the bearer of a particular socially-constructed identity.


id: atpp-1237
author: Odermatt, Zachary; Weston Siscoe, Robert
title: Philosophical Dialogue and the Civic Virtues: Modeling Democracy in the Classroom
date: 2023
pages: 19
extension: .pdf
mime: application/pdf
words: 8516
sentence: 412
flesch: 49
cache: cache/atpp-1237.pdf
txt: txt/atpp-1237.txt
summary:
  The course was an elective with no required prerequisites, so many of our students came to the class with a strong desire to learn more about these issues, and because many of them had never taken a philosophy class before, our course was an exploration of how an emphasis on philosophical dialogue impacts students who have not encountered philosophy before. The first two norms promote a basic form of toleration, allowing students to clearly state their views without the potential threat of being chastised outside the group, while the third and fourth norms encourage students to make an effort to understand and empathize with the reasons that other students have for their beliefs.


id: atpp-1153
author: Kenyon, Erik; Terorde-Doyle, Diane
title: Art & Dialogue: An Experiment in Pre-k Philosophy
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 5241
sentence: 315
flesch: 67
cache: cache/atpp-1153.pdf
txt: txt/atpp-1153.txt
summary:
  With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible.


id: atpp-1134
author: Makaiau, Amber
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 3034
sentence: 156
flesch: 53
cache: cache/atpp-1134.pdf
txt: txt/atpp-1134.txt
title:
  The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy: A Promising Practice for Preparing Pre-Service Social Studies Teachers in the College of Education

summary:
  The purpose of this paper is to offer the philosophy for children Hawai‘i (p4cHI) approach to deliberative pedagogy as a promising practice for colleges of education that are looking to provide pre-service social studies teachers with strategies for employing a deliberative pedagogy in the K-12 setting. it presents new challenges to colleges of education, which will take on much of the responsibility for introducing deliberative pedagogy to pre-service teacher candidates who did not have the opportunity to experience a deliberative pedagogy as part of their own K-12 schooling.


id: atpp-1186
author: Svanø¸e, Lisbet
title: Learning Morality through Literary Mimesis
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 4876
sentence: 156
flesch: 44
cache: cache/atpp-1186.pdf
txt: txt/atpp-1186.txt
summary:
  How can comparisons and judgment of narratives turn into practical reason and not solely remain theoretical knowledge? Exactly this role is what Kant misses in the “educators of the youth” who should develop and refine the practical reason of their students through exemplary narratives and hence ensure their moral education.


id: atpp-1187
author: Morehouse, Richard
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 1691
sentence: 81
flesch: 64
cache: cache/atpp-1187.pdf
txt: txt/atpp-1187.txt
title:
  Book Review: Wendy Turgeon's "Philosophical Adventures with Fairy Tales: new ways to explore familiar tales with kids of all ages"

summary:
  Turgeon provides a helpful overview of the history of fairy tales with “getting into the weeds” of academic disputes. This approach would have also deprived the reader of the joy of discovering for her or himself the rich experience of a first encounter with Turgeon’s insightful approach to fairy tales.


id: atpp-1199
author: Morehouse, Richard
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 6748
sentence: 330
flesch: 56
cache: cache/atpp-1199.pdf
txt: txt/atpp-1199.txt
title:
  Review of "Thinking, Childhood and Time: Contemporary Perspectives on the Politics of Education" (Edited by W.O. Kohan and B. Weber)

summary:
  The idea of thinking with the other as it relates to this chapter has two applications: 1) when working with children, their otherness is to be ‘thought with’ not ‘thought to,’ and 2) children can relate to people in books as well as to other children or adults. “A Phenomenological Journey into the Human Condition of Education” is the subtitle of Barbara Weber’s chapter, “Child and time.”


id: atpp-1225
author: Cam, Philip
title: Thinking as Method
date: 2023
pages: 14
extension: .pdf
mime: application/pdf
words: 7061
sentence: 379
flesch: 62
cache: cache/atpp-1225.pdf
txt: txt/atpp-1225.txt
summary:
  Working out what this amounts to may also be aided by seeing how, in more recent years, Dewey’s home discipline of philosophy 1 John Dewey, Democracy and Education (New York: Macmillan, 1966), p. 152. I am referring to a program of Philosophy for Children, which has diversified in many ways as it has spread around the world, but was begun by the philosopher and educationalist, Matthew Lipman, who knew Dewey and was inspired by him.


id: atpp-1245
author: Fournel, Anda; Blanc-Lanaute, Chrystelle; Cai, Qionghua
title: Addressing Conflict through Imagination in Communities of Philosophical Inquiry
date: 2024
pages: 23
extension: .pdf
mime: application/pdf
words: 9312
sentence: 476
flesch: 54
cache: cache/atpp-1245.pdf
txt: txt/atpp-1245.txt
summary:
  We aimed to observe how 12-15-year-old students think about conflict and how they manage tensions and conflicts that might arise during the dialogue. Conflicts are also omnipresent in children's daily lives, and it is often difficult to overcome tensions and conflicts whether between peers, conflicts and violence in the neighborhood, cultural conflicts between ethnic groups, etc.


id: atpp-1188
author: Borisov, Sergey
title: Book Review: Maria daVenza Tillman's "Why We Are in Need of Tails"
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 1919
sentence: 107
flesch: 69
cache: cache/atpp-1188.pdf
txt: txt/atpp-1188.txt
summary:
  Without tails, we cannot pass on to the Other the full depth of our feelings and thoughts. Since, according to Martin Buber, being is a relationship, tails are a wonderful way to establish and maintain that relationship.


id: atpp-1275
author: Chappel, Sophie
title: Notes de Terrain: Du Geste Artistique à la Pensée Philosophique
date: 2025
pages: 11
extension: .pdf
mime: application/pdf
words: 4937
sentence: 218
flesch: 55
cache: cache/atpp-1275.pdf
txt: txt/atpp-1275.txt
summary:
  La valorisation de la « parole sincère » relève d’un enjeu éthique fondamental car, partagée dans un rapport de réciprocité, elle favorise la compréhension d’autrui, l’empathie et l’amour. Nous retrouvons ici l’esprit premier de la philosophie dans la Grèce antique, quand la philosophie présentait encore ce caractère d’unité organique qu’elle a perdu depuis son évolution en discipline universitaire.


id: atpp-1190
author: Gardner, Susan
title: Guest Editor's Welcome from Susan Gardner
date: 2021
pages: 1
extension: .pdf
mime: application/pdf
words: 788
sentence: 24
flesch: 39
cache: cache/atpp-1190.pdf
txt: txt/atpp-1190.txt
summary:
  Susan Gardner CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, WI 45601 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 41, Issue 1 (2021) Guest Editor’s Welcome from Susan Gardner


id: atpp-1241
author: Morehouse, Richard
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 4277
sentence: 195
flesch: 48
cache: cache/atpp-1241.pdf
txt: txt/atpp-1241.txt
title:
  Book Review: Richard Morehouse reviews Wayne I. Henry, A Philosopher’s Guide to Natural Capitalism: A Sustainable Future Within Reach

summary:
  However, Professor Henry sees this approach as an ineffective solution to addressing and potentially solving today's environmental problems as developed in Natural Capitalism. Professor Henry argues that this can be accomplished by combining these strategies within the ever-evolving context of a capitalist ideology.


id: atpp-1253
author: Yılmaz, Nurşah; Bilican, Yılmaz Murat
title: Notes from the Field: Philosophy for Children and Art Workshops
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 3755
sentence: 219
flesch: 63
cache: cache/atpp-1253.pdf
txt: txt/atpp-1253.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 44, ISSUE 1 (2024) 108 Notes from the Field Philosophy for Children and Art Workshops Nurşah Yılmaz and Yılmaz Murat Bilican Translated by Irmak Ertuna Howison with Google and ChatGPT ur paths crossed seven years ago when we had recently adopted the P4C (Philosophy for Children) method as philosophy teachers. These programs were specifically tailored for children aged 7-10, particularly those residing in underserved areas.


id: atpp-1182
author: Weber, Barbara
title: Phenomenology as a Voice of Childhood
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 6419
sentence: 282
flesch: 60
cache: cache/atpp-1182.pdf
txt: txt/atpp-1182.txt
summary:
  And while for us a snowy landscape might just appear white and flat, people who grew up in this environment and learnt different concepts for snow’ will actually see these differences. It felt like a moment of no return where new concepts, words and descriptions had to be found in order to match the richness of their experiences.


id: atpp-1161
author: Newby, Alex; Gardner, Susan; Wolf, Arthur
title: Using Communal Inquiry as a Way of Increasing Group Cohesion in Soccer Teams
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 4940
sentence: 256
flesch: 65
cache: cache/atpp-1161.pdf
txt: txt/atpp-1161.txt
summary:
  In other words, if the results showed no increase in team cohesion, we needed to be able to estimate whether this was due to the fact that there wasn’t sufficient CPI exposure (either quantitatively or qualitatively) to have a significant impact to enhance “communicative thinking,” or whether the sort of intellectual stimulation offered in CPI’s does not in fact increase group cohesion. Were a study such as this to be done again, we would recommend more frequent CPI’s, as well as restricting CPI questions to those that are obviously pertinent to contemporary issues.


id: atpp-1246
author: Anderson, Daniel
title: Meaning at the Margins: The Case for Meaning Education in K-12 Schooling
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 7493
sentence: 392
flesch: 55
cache: cache/atpp-1246.pdf
txt: txt/atpp-1246.txt
summary:
  In his book Man's Search for Meaning, psychiatrist Viktor Frankl (1946) offers a different conception of meaning. In other words, the very freedom that makes personal meaning possible is often experienced as a burden rather than a gift.


id: atpp-1179
author: Vitale, Sarah; Miller, Owen
title: Combatting Epistemic Violence against Young Activists
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 8436
sentence: 434
flesch: 54
cache: cache/atpp-1179.pdf
txt: txt/atpp-1179.txt
summary:
  Young people, especially marginalized young people including young people of color, develop the license to speak their mind and gain the ability to demand that those words are heard. Young Black people in Florida began the fight against gun violence after the death of Trayvon Martin in 2012, six years before the shooting in Parkland.


id: atpp-1233
author: Padilla Rosas, Erick
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 5402
sentence: 237
flesch: 36
cache: cache/atpp-1233.pdf
txt: txt/atpp-1233.txt
title:
  U.S. Americanization in Puerto Rico’s Public Schools: Proposing Children’s Self-Organization for Decoloniality Through Photovoice and Philosophy for/with Children

summary:
  Despite being a crucial decision that rejects a fundamental part of the U.S. Americanization process, the measure taken by Mr. Mariano Villaronga Toro was insufficient to decolonize the archipelago's public education system, because U.S. Americanization in Puerto Rico was, and continues to be, nourished by U.S. colonialism, and even more so by coloniality. In the case of Puerto Rico, children can exercise their right to look not only to contribute to the process of decoloniality, but to present a countervisuality and a counterargument to the ways of seeing, being, and living imposed by the hegemony of U.S. Americanization, constitutive of coloniality.


id: atpp-1238
author: Gardner, Susan; Henry, Wayne
title: Teaching ‘A Sense of Collective Identity’: An Urgent Educative Imperative
date: 2023
pages: 17
extension: .pdf
mime: application/pdf
words: 8357
sentence: 399
flesch: 61
cache: cache/atpp-1238.pdf
txt: txt/atpp-1238.txt
summary:
  And then there is Robin Diangelo who, in her book White Fragility (2018), argues that all white people have “deeply internalized patterns of domination and submission” (p. 16), that anti-blackness is foundational to the very identities of white people (p. 91), that if a white person suggests that we ought to just see one another as “human,” that is indicative of the fact that that white person wants to see themselves as representatives of humanity (p. 27) and that the promotion of such “color blindness”2 (41), rather than being a potential remedy for racism, is in fact a strategy adopted by white people to make themselves feel better (p. 42, p. 73, p. 108), to protect the racial status quo (p. 78), and to function as a form of bullying (p. 112). Kendi also suggests that slavery was a White invention by emphasizing that the Portuguese first starting trading in African slaves in 1444 (p. 23).


id: atpp-1181
author: Anderson, Anastasia
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 9184
sentence: 325
flesch: 53
cache: cache/atpp-1181.pdf
txt: txt/atpp-1181.txt
title:
  P4C and Voice: Does the Community of Philosophical Inquiry Provide Space for Children's Free Expression?

summary:
  It is a pedagogical approach that is designed to provide children with the opportunity to freely express themselves and practice the skills necessary for making well-reasoned 1 Anastasia Anderson, “Categories of Goals in Philosophy for Children”, Studies in Philosophy and Education, vol. 39, no. 6, (2020): 608-609. In this section, her analysis of that prejudice will be outlined and presented as a starting point for an examination of children’s free expression in P4C. In the book, Childism: Confronting Prejudice against Children, Young-Bruehl attempts to persuade the reader that prejudice against children exists and must be eliminated.4


id: atpp-1267
author: Howard, Jason
title: Editor's Welcome
date: 2025
pages: 1
extension: .pdf
mime: application/pdf
words: 605
sentence: 17
flesch: 26
cache: cache/atpp-1267.pdf
txt: txt/atpp-1267.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University ASSISTANTS Kira Peters 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 Tonya Wagner VP of Academic Affairs & Institutional Effectiveness, Viterbo University 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. The first article by Rogelio Miranda-Vilchis, “Improving Teaching and Learning in Philosophy through Process-Oriented Feedback,” provides a thoughtful overview of various forms of teacher feedback commonly used by philosophy instructors.


id: atpp-1229
author: Morehouse, Richard
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3192
sentence: 134
flesch: 54
cache: cache/atpp-1229.pdf
txt: txt/atpp-1229.txt
title:
  Book Review of The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities

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


id: atpp-1219
author: Chetty, Darren; Rollins Gregory, Maughn; Laverty, Megan
title: Philosophizing with Children’s Literature: A Response to Turgeon and Wartenberg
date: 2022
pages: 27
extension: .pdf
mime: application/pdf
words: 15160
sentence: 721
flesch: 48
cache: cache/atpp-1219.pdf
txt: txt/atpp-1219.txt
summary:
  Wartenberg suggests that the modeling of philosophical dialogue is “another reason for using picture books to teach children philosophy” (2022:71). Over almost forty years, a number of books about philosophy for children have been published featuring Black children on the cover while failing to cite a single Black scholar within their covers.39 From a scan of much existing philosophy for children literature, it would be possible to conclude that while BIPOC children are capable of philosophizing (in classrooms with white philosophy teachers), BIPOC adults have little or nothing to offer those who philosophize with children.


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


id: atpp-1191
author: de la Garza Camino, María
title: Freire Critical Pedagogy. Ann Sharp, Liberating Education
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 5128
sentence: 256
flesch: 54
cache: cache/atpp-1191.pdf
txt: txt/atpp-1191.txt
summary:
  The democratic teacher is willing to admit that his experience is different from that 3 H. Giroux, “Rethinking Education as a Practice of Freedom: Paulo Freire and the promise of Critical Pedagogy,” Policy Futures in Education, Vol. 8 Num. 6 (2010) www.wwwords.co.uk/PFIE 715 http://dx.doi.org/10.2304/pfie.2010. Analytic Teaching and Philosophical Praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 41, ISSUE 1 (2021) 1 Freire Critical Pedagogy.


id: atpp-1218
author: Mostert, Pieter
title: Where Are We Now? Effect-studies and the Rise of Diversity in Philosophy for Children
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 5550
sentence: 307
flesch: 57
cache: cache/atpp-1218.pdf
txt: txt/atpp-1218.txt
summary:
  Different studies choose different tests. Such studies provide little information about the particular components of P4C practice and their relative contributions to the acquisition of intended skills.


id: atpp-1227
author: Asgari, Mahboubeh; Whitehead, Jenna; Schonert-Reichl, Kimberly; Weber , Barbara
date: 2023
pages: 19
extension: .pdf
mime: application/pdf
words: 8537
sentence: 444
flesch: 52
cache: cache/atpp-1227.pdf
txt: txt/atpp-1227.txt
title:
  The Impact of Philosophy for Children (P4C) on Middle School Students’ Empathy, Perspective-Taking, and Autonomy: Preliminary Outcomes

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


id: atpp-1251
author: Koyuncu, Deniz
title: Notes from the Field: Philosophy Workshop Experience at “Life with Children” Camp
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 4035
sentence: 216
flesch: 56
cache: cache/atpp-1251.pdf
txt: txt/atpp-1251.txt
summary:
  When we reach our upper participant limit for children, I assess group dynamics and harmony on the first day to determine whether to conduct philosophy workshops for children in a single group or divide them into two groups. We strive to enhance the connections between parents and children, other children and parents present, and with the natural world, enabling everyone to gain different perspectives.


id: atpp-1248
author: Bakir, Onur
title: Notes from the Field: Concepts, Prototype Theory, and Inquiry
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 3363
sentence: 183
flesch: 48
cache: cache/atpp-1248.pdf
txt: txt/atpp-1248.txt
summary:
  Concepts as Prototypes An alternative conceptualization of concepts is found in prototype theory. These connections extend across different scientific concepts, such as compounds, elements, molecules, mixtures, homogeneity, heterogeneity, chemical reactions, and so forth.


id: atpp-1197
author: Lyle, Susan
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 8621
sentence: 464
flesch: 57
cache: cache/atpp-1197.pdf
txt: txt/atpp-1197.txt
title:
  Philosophy for Children, the UNCRC and Children's Voice in the Context of the Climate and Biodiversity Crisis

summary:
  These attitudes towards children and childhood impacted teacher capacity to support pupil voice, a central component of the UNCRC and P4C. Secondly, I report on evidence from the Philosophy for Children in Schools Project in schools in South Wales. Children are seen as ‘developing’ suggesting that developmental psychology has a powerful influence on educationalists, which limits their expectations of children.


id: atpp-1196
author: Daniel, Marie-France
title: In the Footsteps of Matthew Lipman: Dialogue among Peers and Dialogical Thinking
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 8806
sentence: 493
flesch: 54
cache: cache/atpp-1196.pdf
txt: txt/atpp-1196.txt
summary:
  Critical Thinking and Dialogical Critical Thinking in Children Given that speech is the manifestation of thought, it is when exchanges among pupils are of a dialogical critical nature that critical thinking is mobilized. However, the legacy I would like to focus on in this paper concerns my years of research on the concepts of philosophical dialogue and critical thinking.


id: atpp-1264
author: Gardner, Susan
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 3757
sentence: 110
flesch: 44
cache: cache/atpp-1264.pdf
txt: txt/atpp-1264.txt
title:
  Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy

summary:
  Though they all incorporate the “dialogical mode of learning” that is central to the Community of Philosophical Inquiry (CPI), the facilitators that most of these programs use are undergraduate and graduate philosophy students rather than school teachers. 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.”


id: atpp-1270
author: Gardner, Susan; Henry, Wayne
title: How Grace, Forgiveness, and Charity Can Be Reinvigorated Through Promoting Objective Reasoning
date: 2025
pages: 16
extension: .pdf
mime: application/pdf
words: 8898
sentence: 283
flesch: 50
cache: cache/atpp-1270.pdf
txt: txt/atpp-1270.txt
summary:
  And though they flirt with the idea of perhaps rescuing religious thought—after all, Christianity and Confucianism both teach that you should treat others as you would like to be treated, a dictum that clearly counters the narcissistic ethos (p. 246) — we suggest that ramping up young people’s capacity to think objectively in the practical arena is the preferable approach. Murray argues, however, that it is impossible for people in wealthy Western democracies today to simply remain the first people in recorded history to have absolutely no explanation for what we are doing here (p. 1) and suggests that our solution to this unbearable state is to wage continual war against anyone and everyone who can be accused of I ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 45, ISSUE 1 (2025) 20 ‘wrong-think’ (p. 108).


id: atpp-1192
author: Burgh, Gilbert
title: The Narrow-sense and Wide-sense Community of Inquiry: What It Means for Teachers
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 7921
sentence: 333
flesch: 44
cache: cache/atpp-1192.pdf
txt: txt/atpp-1192.txt
summary:
  Values education in schools: A resource book for student inquiry. Noteworthy, is the potential of philosophical inquiry as an effective educational strategy for enhancing democratic ways of life (Burgh, 2003, 2010, 2014;


id: atpp-1212
author: Miraglia, Maria
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 7598
sentence: 323
flesch: 53
cache: cache/atpp-1212.pdf
txt: txt/atpp-1212.txt
title:
  The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World

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


id: atpp-1242
author: Howard, Jason
title: Editor's Welcome
date: 2021
pages: 1
extension: .pdf
mime: application/pdf
words: 653
sentence: 24
flesch: 34
cache: cache/atpp-1242.pdf
txt: txt/atpp-1242.txt
summary:
  Pax et Bonum Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANT Heather Greenberg Viterbo University EDITORIAL BOARD Sara Cook Viterbo 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 Maynooth University, Kildare, 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. The eight articles and two book reviews collected in this latest issue explore a wide array of themes in education, but one over-arching motif that runs through many essays concerns the challenge of multicultural education, especially when it comes to Philosophy for/with Children (P4wC) and the Community of Philosophical Inquiry (CPI).


id: atpp-1239
author: Yarmel, Aaron
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3875
sentence: 116
flesch: 35
cache: cache/atpp-1239.pdf
txt: txt/atpp-1239.txt
title:
  Book Review: Aaron Yarmel reviews Arie Kizel (ed.), Philosophy with Children and Teacher Education: International Perspectives on Critical, Creative and Caring Thinking

summary:
  Green and Condy describe their experience of introducing and repeating a P4wC module in the final year of teacher education training at a university in South Africa from 2012 to 2018. Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking.


id: atpp-1271
author: De Souter, Lise; Maxwell, Bruce
date: 2025
pages: 19
extension: .pdf
mime: application/pdf
words: 7728
sentence: 407
flesch: 44
cache: cache/atpp-1271.pdf
txt: txt/atpp-1271.txt
title:
  How Can We Promote the Treatment of Philosophical Questions in Primary School? The Perspective of Experienced Teachers

summary:
  Regarding scaffolding and teacher posture, one difficulty identified by Michalik (2019) concerns the shift in posture triggered by PQ. We observed this as well: the treatment of a PQ calls for a modulation, or even a modification, of teacher posture.


id: atpp-1254
author: Howard, Jason
title: Editor’s Welcome
date: 2024
pages: 1
extension: .pdf
mime: application/pdf
words: 614
sentence: 14
flesch: 23
cache: cache/atpp-1254.pdf
txt: txt/atpp-1254.txt
summary:
  Jason j. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University ASSISTANTS Bonny Fish 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 Tonya Wagner VP of Academic Affairs & Institutional Effectiveness, Viterbo University 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. The fourth article by Félix García Moriyón and Tom Lardner takes up the complicated and on-going challenge of determining how much philosophical background teachers of P4C need to be effective, and how such knowledge could be acquired, in their article “The Philosophical and Theoretical Background of an Educator Working with P4C.” Our fifth article, “Why and How Diagrams Help in Teaching Syllogistic Skills,” by Menno Van Calcar examines different ways that Venn diagrams can be taught and argues that having students use tactile (physical) models of Venn diagrams not only improves their syllogistic reasoning skills but aligns with recent accounts of informal reasoning that sees such reasoning as embodied (spatial and enactive).


id: atpp-1261
author: del Rosario del Collado, María
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 6221
sentence: 335
flesch: 62
cache: cache/atpp-1261.pdf
txt: txt/atpp-1261.txt
title:
  Notes from the Field: Activating the Community of Dialogue in a 6th Grade Primary School Class in Mexico City: A Workshop to Strengthen the Thought of Care and Awareness of Peace

summary:
  Building on Micha Brumlik’s insight from his book Pedagogy of Peace, that art is a way to build ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 44, ISSUE 2 (2024) 111 peace, I anticipated that adding another disciplinary perspective could help us further unpack the concept of peace. Finally, I conclude with suggestions on how to see the scope and implications of this exercise within the pedagogy of Philosophy for Children, especially in terms of its emphasis on the search for, and construction of, an education for peace.


id: atpp-1249
author: Demir, Sezer
title: Notes from the Field: From the Cave to the Silver Screen: The Questions Raised by Moving Images
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 2729
sentence: 134
flesch: 55
cache: cache/atpp-1249.pdf
txt: txt/atpp-1249.txt
summary:
  The group had a balanced gender distribution, and as I had conducted P4C sessions with them before, they were familiar with the basic dynamics. Regrettably, I didn't have the time or opportunity to replicate the same workshop multiple times with different students.


id: atpp-1234
author: Vandamme, Pierre-Étienne
title: Why (and How) Schools Should Engage in Political Education
date: 2023
pages: 15
extension: .pdf
mime: application/pdf
words: 7903
sentence: 442
flesch: 50
cache: cache/atpp-1234.pdf
txt: txt/atpp-1234.txt
summary:
  It seems to me that family political education, in spite of the diversity of ways in which it materializes in practice,6 is likely to be deficient in many respects and that the other spaces of socialization usually completing political education processes will often fail to compensate for these deficiencies. Besides being largely based on unreflective mimicry, family political education is also deficient as far as it is likely to be highly one-sided.


id: atpp-1213
author: Fletcher, Natalie
title: Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 9894
sentence: 510
flesch: 49
cache: cache/atpp-1213.pdf
txt: txt/atpp-1213.txt
summary:
  First, formal education should be concerned with elucidating tacit knowledge by imaginative means so as to prevent students from becoming “affect aliens,”91 a term coined by Sara Ahmed to designate individuals who are estranged by the prevailing affects of their context. 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.


id: atpp-1198
author: Turgeon, Wendy; Wartenberg, Thomas
title: Teaching Philosophy with Picture Books
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 7220
sentence: 282
flesch: 51
cache: cache/atpp-1198.pdf
txt: txt/atpp-1198.txt
summary:
  Khosronejad and Shokrollahzadeh appear to conflate their own interest in developing an account of the nature of picture books that focuses on the interplay of text and image with the use of such books to teach children philosophy. Lipman believed that philosophical novels written with the express purpose of engaging children in philosophical discussions were better suited than picture books to the task of introducing philosophy into elementary school classrooms because only they could actually teach children how to think, the goal of the philosophy for children movement.


id: atpp-1250
author: Dikmelik, Ediz
title: Notes from the Field: Argument Mapping in Dialogue with Young Thinkers
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 2132
sentence: 121
flesch: 44
cache: cache/atpp-1250.pdf
txt: txt/atpp-1250.txt
summary:
  Argument maps or diagrams provide an alternative method. This report comprises four parts detailing my use of argument maps in P4wC sessions.


id: atpp-1203
author: Aslanimehr, Parmis
title: Can Philosophy Aid the Adjustment of Newcomer Children?
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 7291
sentence: 210
flesch: 30
cache: cache/atpp-1203.pdf
txt: txt/atpp-1203.txt
summary:
  Understandably, many educators of newcomer children may express apprehension due to the lack of communication through a common language and of knowledge of diverse cultures. Irrespective of racial, ethnic, or linguistic backgrounds, immigrant children commonly experience loneliness and social isolation, described as the distance between them and others.21,22 At times, there can be an accompanying fear of never recovering from the losses left behind.23 Such a public space often serves as the first reminder of differences in skin color, religion, and ethnicity between children.24 In the private sphere, newcomer children may grapple with a sense of loss: This can be regarding objects, people, places, and in some cases, identity.


id: atpp-1163
author: Hines, Carol
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 3666
sentence: 191
flesch: 51
cache: cache/atpp-1163.pdf
txt: txt/atpp-1163.txt
title:
  Unintended Lessons: What Typically Developing Students Learn from the Inclusion and Exclusion of Students Who Receive Special Education Services

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


id: atpp-1244
author: Wurtz, Jonathan
date: 2024
pages: 18
extension: .pdf
mime: application/pdf
words: 9845
sentence: 393
flesch: 46
cache: cache/atpp-1244.pdf
txt: txt/atpp-1244.txt
title:
  From Gym Crow to P4C: Recontextualizing P4C’s Reasonableness within the Racial Politics of the 1960s

summary:
  Residents of Harlem also had broader grievances, accentuated by the gym, such as the fact that Columbia University students (a high majority of them being White) could defer their drafts, while most of Harlem’s young adults (a high majority of them being Black and Hispanic) had no choice but to be drafted to Vietnam. Columbia University students protest construction of a segregated gymnasium, 1968-1969 | Global Nonviolent Action Database.


id: atpp-1243
author: Howard, Jason
title: Editor's Welcome
date: 2024
pages: 1
extension: .pdf
mime: application/pdf
words: 649
sentence: 16
flesch: 25
cache: cache/atpp-1243.pdf
txt: txt/atpp-1243.txt
summary:
  Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University ASSISTANTS Madeline Feldhake Bonny Fish 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 Tonya Wagner VP of Academic Affairs & Institutional Effectiveness, Viterbo University 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 44, Issue 1 (2024) Editor’s Welcome This issue of AT&PP (Volume 44) includes both a range of academic articles, four in total, that explore the history and relevancy of Philosophy for Children, but also returns to an earlier publishing practice that debuted at the start of Analytic Teaching some forty years ago, focused on sharing successful lessons and activities used by teachers of all levels inspired by the methods of P4C. The first of the four academic articles by Jonathan Wurtz, “From Gym Crow to P4C” problematizes the traditional narrative behind Lipman’s establishment of the Philosophy for Children program while he was at Columbia University, demonstrating how the initial justification for P4C serves to delegitimize the protests and political realities taking place at Columbia at the time.


id: atpp-1274
author: Chappel, Sophie
title: Fieldnotes: From Artistic Gesture to Philosophical Thought
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 4010
sentence: 193
flesch: 49
cache: cache/atpp-1274.pdf
txt: txt/atpp-1274.txt
summary:
  While philosophical practice aims to teach children to think for themselves, for over thirty years I have observed that creative artistic practice holds a transformative and emancipatory power that strengthens children’s psychological, emotional, and cognitive development. By seeking an alliance between body and mind, sensitivity and concept, the pedagogical aim is to develop not only reasoning skills in children (philosophy as a search for truth), but also to open them to philosophy as an art of living oriented toward the good life.


id: atpp-1172
author: Splitter, Laurance
title: Reflecting and Looking Forward: Inquiring into Inquiry, Philosophy and Community
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 8539
sentence: 334
flesch: 50
cache: cache/atpp-1172.pdf
txt: txt/atpp-1172.txt
summary:
  But as I have noted elsewhere, we need also to attend “to the links and threads that bind philosophical issues of contemporary concern with those that have generated philosophy inquiry and dialogue for thousands of years. In this respect, philosophical inquiry with students is not so different from that which engages professional philosophers (and, needless to say, teachers of philosophy).


id: atpp-1256
author: Yarmel, Aaron
title: Social Roles and Meaningful Lives
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 8328
sentence: 304
flesch: 48
cache: cache/atpp-1256.pdf
txt: txt/atpp-1256.txt
summary:
  While my conclusion applies generally across a variety of role responsibilities, I make my case by focusing on two of the roles that many educators take on in addition to their role as an educator: academic researcher and activist. By stipulation, role responsibilities are special obligations that we have as a result of the social roles that we take on with agency.1 I borrow Quill R. Kukla’s (2021) conception of agency:


id: atpp-1240
author: Miraglia, Maria
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 3879
sentence: 127
flesch: 38
cache: cache/atpp-1240.pdf
txt: txt/atpp-1240.txt
title:
  Book Review: Maria Miraglia reviews Roberto Franzini Tibaldeo, Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution

summary:
  However, this could not happen through direct teacher-student transmission, but through the democratization of the class itself, which would be transformed into a community (the community of philosophical inquiry) in which dialogue between peers would put into practice the activity itself of democratic participation. Now, achieving the goals of this educational philosophy depended on two important factors: the first was the transformation of the class in a community of philosophical inquiry and the second was the role of the teacher.


id: atpp-1257
author: Gardner, Susan; Newby, Alex; Wall, Taya; Chen, Jason; Belcourt-Lowe, Ethan
title: Is Liberal Tolerance under Threat?
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 7070
sentence: 280
flesch: 55
cache: cache/atpp-1257.pdf
txt: txt/atpp-1257.txt
summary:
  Our first goal was thus to review the sort of dialogue dampening strategies that various academics have flagged and then attempt to construct a brief questionnaire that might measure support for such dialogue dampening strategies. (Fukuyama, 2020, p. 1), we believe that it is best understood regarding its primary and indeed its revolutionary advantage, namely that this ideology creates a social milieu wherein diverse populations can live peacefully with one another (p. 5).


id: atpp-1260
author: Simiyu, Alfred; Omuterema, Stanley; Injendi, Juma; Mukonvi, Philip
date: 2024
pages: 25
extension: .pdf
mime: application/pdf
words: 10496
sentence: 708
flesch: 47
cache: cache/atpp-1260.pdf
txt: txt/atpp-1260.txt
title:
  Establish Dewey’s Concept of Democracy in TVET in Kenya Towards Realizing Sustainable Development. A Pragmatic Approach

summary:
  A Policy Framework on Education Training:Reforming Eucation and Training in Kenya,Sessional paper no 1 of July 2012. The Kenya Journal of Tecnical and Vocational Education Training, 15-25.


id: atpp-1247
author: Wall, Taya; Gardner, Susan
title: The Challenge of Inequity: How to Negotiate a World of “Haves” and “Have-Nots”
date: 2024
pages: 18
extension: .pdf
mime: application/pdf
words: 8855
sentence: 386
flesch: 55
cache: cache/atpp-1247.pdf
txt: txt/atpp-1247.txt
summary:
  when conditions have so improved that an ideal state seems almost within reach;” and that “a grievance is most poignant when almost redressed” (p. 28). Second, we suggest, precisely because of the precarity of the road ahead, that we follow the lead of Adam Gopnik, in his book A Thousand Small Sanities (2019), when he argues that, because of the complexity to the challenges we face, incremental cautious reform is likely to get more things right than any other kind (p. 26); that though we don’t know what is good, we can know what is bad, (p. 32); and that fixing what is clearly imperfect, if we can, should be sufficient, even if we have no idea whatever what perfect might look like (p. 33).


id: atpp-1255
author: Cam, Philip
title: Cultivating Open-mindedness through the Community of Inquiry
date: 2024
pages: 13
extension: .pdf
mime: application/pdf
words: 7841
sentence: 358
flesch: 57
cache: cache/atpp-1255.pdf
txt: txt/atpp-1255.txt
summary:
  On the broadest psychological analysis, the kinds of dispositions involved in open-mindedness can be divided into receptive and reflective tendencies.8 On the receptive side, the open-minded person tends to welcome new ideas, fresh possibilities, different points of view, and other ways of doing things, as opposed to being dismissive or intolerant of them. Among other things, this involves sizing up the issue, asking pertinent questions about it, proposing possible answers, canvassing a range of views, gathering evidence, assessing its relevance and seeing what it implies, as well as considering counterarguments and remaining open to the possibility of error.


id: atpp-1170
author: Zuidland, Bonnie
date: 2019
pages: 14
extension: .pdf
mime: application/pdf
words: 8623
sentence: 449
flesch: 62
cache: cache/atpp-1170.pdf
txt: txt/atpp-1170.txt
title:
  Ann Margaret Sharp, A View from the Classroom: Reviewing Gregory and Laverty's (eds.) In Community of Inquiry with Ann Margaret Sharp

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


id: atpp-1273
author: Shahresani, Mohammad Reza Vaez
title: Fieldnotes: Integrating AI Ethic into Philosophy for Children: Account of a Data-Privacy Lesson
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 2543
sentence: 151
flesch: 36
cache: cache/atpp-1273.pdf
txt: txt/atpp-1273.txt
summary:
  ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 45, ISSUE 1 (2025) 54 Fieldnotes: Integrating AI Ethic into Philosophy for Children: Account of a Data-Privacy Lesson Mohammad Reza Vaez Shahresani Abstract: This Fieldnotes article documents the design and implementation of a Philosophy for Children (P4C) lesson aimed at introducing children aged 8–12 to the ethical dimensions of Artificial Intelligence (AI), with a particular focus on data privacy. Policy guidance on AI for children: Recommendations for building AI policies and systems that uphold child rights (Version 2.0).


id: atpp-1258
author: García Moriyón, Félix; Lardner, Tom
title: The Philosophical and Theoretical Background of an Educator Working with P4C: How Much Philosophy?
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 8455
sentence: 417
flesch: 56
cache: cache/atpp-1258.pdf
txt: txt/atpp-1258.txt
summary:
  In addition to creating a community of inquiry and the dispositions therein implied, as well as helping to develop various critical and creative thinking skills, philosophy teachers at the high school level should introduce —if needed to go deeper into the philosophical dialogue— some “academic” philosophical material. In this context, philosophy teachers need to bring philosophical issues closer to the lives of the students and lead them into a philosophical dialogue rather than a mute note-taking approach to the discipline.


id: atpp-1259
author: Van Calcar, Menno
title: Why and How Diagrams Help in Teaching Syllogistic Skills: An Embodied Account
date: 2024
pages: 20
extension: .pdf
mime: application/pdf
words: 9462
sentence: 548
flesch: 59
cache: cache/atpp-1259.pdf
txt: txt/atpp-1259.txt
summary:
  I started this paper with arguing that syllogistic reasoning is a good starting point to start honing reasoning skills, and that reasoning skills in natural language are the backbone of critical thinking. For older pupils, it might help to argue that academic success -partly- depends on reasoning skills, and that syllogistic reasoning is part of most formal assessments.


id: atpp-1269
author: Miranda-Vilchis, Rogelio
title: Improving Teaching and Learning in Philosophy Through Process-Oriented Feedback
date: 2025
pages: 18
extension: .pdf
mime: application/pdf
words: 8348
sentence: 489
flesch: 50
cache: cache/atpp-1269.pdf
txt: txt/atpp-1269.txt
summary:
  And, given that philosophy students typically begin their learning journey through the usual philosophical tasks of reading, attending lectures, discussing, and writing philosophy, I illustrate PF incorporation through activities involving reading, lecturing, discussing, and writing philosophy. This suggests that, despite the current enthusiasm for active learning pedagogy, the dichotomy between passive and active learning is not a decisive factor in determining student learning success.


id: atpp-1252
author: Özdemir, Özge
title: Notes from the Field: Philosophy on the Radio and the Little Thinkers Society
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 3048
sentence: 151
flesch: 57
cache: cache/atpp-1252.pdf
txt: txt/atpp-1252.txt
summary:
  Keywords: Matthew Lipman, Philosophy for/with Children, P4/wC, Açık Radio, Little Thinkers Society, a radio show with children. As one of the people who initiated the recognition of P4/wC in Turkey, I have been orchestrating programs inspired by this movement since 2014.


id: atpp-1272
author: De Souter, Lise; Maxwell, Bruce
date: 2025
pages: 22
extension: .pdf
mime: application/pdf
words: 9662
sentence: 446
flesch: 53
cache: cache/atpp-1272.pdf
txt: txt/atpp-1272.txt
title:
  Comment Favoriser Le Traitement Des Questions Philosophiques à l’école Primaire ? Le Point De Vue D’enseignantes et D’enseignants Expérimentés

summary:
  et la réforme des programmes, il est crucial d’assurer la continuité de la recherche et la validité des recommandations formulées à l’intention des enseignants, situés en première ligne face à ces enjeux. Pour ce faire, nous avons effectué six entretiens semi-dirigés auprès d’enseignantes et d’enseignants du primaire expérimentés en PAE, issus du Québec et de la France.


# url

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id: atpp-1257
domain: calgaryherald.com
url:
  https://calgaryherald.com/news/local-news/mount-royal-professor-who-questioned-indigenization-policies-blmmovement-has-been-removed-from-school-staff


id: atpp-1257
domain: calgaryherald.com
url:
  https://calgaryherald.com/news/local-news/mount-royal-professor-who-questioned-indigenization-policies-blm-movement-has-been-removed-from-school-staff


id: atpp-1247
domain: ceoworld.biz
url:
  https://ceoworld.biz/2023/03/23/countries-with-the-most-billionaires2023/#:~:text=according%20to%20data%20from%20the,and%20india%2c%20with%20187%20billionaires


id: atpp-1247
domain: politics.utoronto.ca
url:
  https://politics.utoronto.ca/publication/slow-anti-americanism-social-movements-and-symbolic-politics-in-central-asia


id: atpp-1247
domain: www.scientificamerican.com
url:
  https://www.scientificamerican.com/article/the-antiscience-movement-is-escalating-going-global-and-killing-thousands


id: atpp-1247
domain: quotefancy.com
url:
  https://quotefancy.com/quote/1526521/michael-joseph-oakeshott-to-try-to-do-something-which-is-inherentlyimpossible-is-always


id: atpp-1247
domain: quotefancy.com
url:
  https://quotefancy.com/quote/1526521/michael-joseph-oakeshott-to-try-to-do-something-which-is-inherently-impossible-is-always


id: atpp-1247
domain: www.nytimes.com
url:
  https://www.nytimes.com/2021/01/26/books/review/let-the-lord-sort-themdeath-penalty-maurice-chammah.html


id: atpp-1247
domain: www.nytimes.com
url:
  https://www.nytimes.com/2021/01/26/books/review/let-the-lord-sort-them-death-penalty-maurice-chammah.html


# ent

id: atpp-1062
sid: 168
eid: 1
type: ORG
entity:
  y los derechos humanos como herramientas para alcanzar la plena dignidad en la diversidad funcional.


id: atpp-1094
sid: 26
eid: 2
type: WORK_OF_ART
entity:
  presión económica y política que les confronta directamente con los estados unidos de norteamérica,”4 mientras que la situación de la filosofía en europa es distinta


id: atpp-1094
sid: 53
eid: 3
type: ORG
entity:
  esta operación de interpretación narrativa puede ser la ocasión del ejercicio de una forma de dominación que


id: atpp-1094
sid: 96
eid: 3
type: ORG
entity:
  sus éticas se acabarían en la desesperanza de una conciencia desgraciada que sabe que la realización de la consideración ética está fuera de alcance de la acción


id: atpp-1094
sid: 223
eid: 5
type: PERSON
entity:
  la importancia de la función de refiguración ejercida en los textos sobre el nivel del actuar humano efectivo


id: atpp-1001
sid: 235
eid: 1
type: FAC
entity:
  https://docs.google.com/viewer?a=v&pid=sites&srcid=zgvmyxvsdgrvbwfpbnxhcgfjb21taxr0zwvvbnrozxn0yxr1c29md29tzw58z3g6nthlnmfintzjmtc5zde0mw https://docs.google.com/viewer?a=v&pid=sites&srcid=zgvmyxvsdgrvbwfpbnxhcgfjb21taxr0zwvvbnrozxn0yxr1c29md29tzw58z3g6nthlnmfintzjmtc5zde0mw


id: atpp-1114
sid: 272
eid: 1
type: ORG
entity:
  http://www.art21.org/videos/segment-krzysztof-wodiczko-in-power http://www.art21.org/videos/segment-krzysztof-wodiczko-in-power


id: atpp-1093
sid: 83
eid: 2
type: ORG
entity:
  el filósofo argentino comprende que su análisis metafísico y ético necesita articularse en el contexto histórico donde se producen las relaciones de dominación y dependencia entre las naciones del «centro» europeo


id: atpp-1093
sid: 115
eid: 1
type: ORG
entity:
  el argumento esgrimido por dussel está en la finitud de la inteligencia humana para descubrir el alcance potencialmente infinito de afectados


id: atpp-1093
sid: 221
eid: 1
type: ORG
entity:
  sería el caso de una comunidad en el ejercicio de una democracia directa que determinaría en cada instante


id: atpp-1093
sid: 244
eid: 1
type: ORG
entity:
  si la filosofía de la liberación es un discurso de inclusión del excluido como fetichización teórica


id: atpp-1093
sid: 247
eid: 6
type: PERSON
entity:
  un campo específicamente político en el que la figura de un jefe carismático representa una forma de poder


id: atpp-1093
sid: 253
eid: 1
type: ORG
entity:
  que debe constituir una verdadera revolución política en este siglo xxi dentro del marco institucional


id: atpp-1007
sid: 806
eid: 1
type: PERSON
entity:
  http://www.sapere.org.uk/default.aspx?tabid=162%20%20 https://plato.stanford.edu/archives/fall2016/entries/epistemology/


id: atpp-1108
sid: 371
eid: 1
type: PERSON
entity:
  http://search.credoreference.com/content/etnry/estpeace/language_of_war_and_peace_the/0 http://www.middleeastpeacecamp.org/index.html


id: atpp-1108
sid: 434
eid: 2
type: FAC
entity:
  viterbo http://www.usatoday.com/news/nation/2006-08-09-muslim-american-cover_x.htm http://search.credoreference.com/content/entry/estpeace/language_of_war_and_peace_the/0


id: atpp-1235
sid: 306
eid: 2
type: ORG
entity:
  https://www.theatlantic.com/politics/archive/2021/08/matt-hawn-tennesseeteacher-fired-white-privilege/619770/ https://apcentral.collegeboard.org/media/pdf/ap-us-history-course-and-exam-description.pdf https://doi.org/10.1177/0013161x15589367


id: atpp-1235
sid: 306
eid: 3
type: NORP
entity:
  https://doi.org/10.3390/laws10040088 https://www.philanthropydaily.com/wp-content/uploads/2020/12/john-fonte-in-a-2004-paper.pdf


id: atpp-1235
sid: 306
eid: 4
type: ORG
entity:
  https://doi.org/10.1111/fare.12894 https://www.theatlantic.com/politics/archive/2021/08/matt-hawn-tennessee-teacher-fired-white-privilege/619770/ https://www.theatlantic.com/politics/archive/2021/08/matt-hawn-tennessee-teacher-fired-white-privilege/619770/


id: atpp-1159
sid: 254
eid: 1
type: PERSON
entity:
  http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19year-olds-en.pdf egan


id: atpp-1216
sid: 67
eid: 3
type: QUANTITY
entity:
  10https://www.educ.cam.ac.uk/research/programmes/camtalk/dialogic/ https://www.curriculumfoundation.org/ https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook


id: atpp-1216
sid: 139
eid: 1
type: ORG
entity:
  https://www.headteacher-update.com/best-practice-article/discussion-is-a-key-step-towards-maths-mastery/221726/


id: atpp-1216
sid: 354
eid: 1
type: ORG
entity:
  https://www.educ.cam.ac.uk/research/programmes/dialogic/whatis.html https://valuesbasededucation.com/ https://publications.parliament.uk/pa/cm200708/cmselect/cmchilsch/memo/natcurric/ucm34b02.pdf https://publications.parliament.uk/pa/cm200708/cmselect/cmchilsch/memo/natcurric/ucm34b02.pdf https://www.waterstones.com/author/chuck-wiederhold/1215909 http://www.dialogueworks.co.uk/


id: atpp-1237
sid: 385
eid: 1
type: GPE
entity:
  https://www.pewresearch.org/fact-tank/2020/11/13/america-is-exceptional-in-the-nature-of-itspolitical-divide/.


id: atpp-1237
sid: 388
eid: 1
type: PERSON
entity:
  https://www.pewresearch.org/politics/2020/09/10/voters-attitudes-about-race-and-gender-are-evenmore-divided-than-in-2016/. rippe


id: atpp-1237
sid: 414
eid: 1
type: ORG
entity:
  https://www.pewresearch.org/fact-tank/2020/11/13/america-is-exceptional-in-the-nature-of-its-political-divide/ https://www.pewresearch.org/fact-tank/2020/11/13/america-is-exceptional-in-the-nature-of-its-political-divide/ https://www.pewresearch.org/politics/2020/09/10/voters-attitudes-about-race-and-gender-are-even-more-divided-than-in-2016/ https://www.pewresearch.org/politics/2020/09/10/voters-attitudes-about-race-and-gender-are-even-more-divided-than-in-2016/


id: atpp-1225
sid: 320
eid: 1
type: PERSON
entity:
  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch dewey


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sid: 347
eid: 4
type: PERSON
entity:
  https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch https://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0387.xml?rskey=n6ktfh&result=1&q=philosophy+for+children#firstmatch


id: atpp-1179
sid: 402
eid: 1
type: PERSON
entity:
  https://takingnote.blogs.nytimes.com/2014/03/28/at-school-it-matters-ifyoure-black-or-white/. stevens


id: atpp-1275
sid: 19
eid: 3
type: ORG
entity:
  le temps réflexif collectif et le temps d’expérimentation créative peuvent s’intervertir ou se superposer


id: atpp-1275
sid: 25
eid: 1
type: ORG
entity:
  ne se fait pas attendre : « pour penser comme tous les habitants de la planète du pôle nord au pôle sud


id: atpp-1275
sid: 38
eid: 2
type: ORG
entity:
  la pratique artistique créative la pratique artistique mobilise de nombreuses compétences : des compétences


id: atpp-1275
sid: 39
eid: 1
type: PERSON
entity:
  il ne s’agit pas de philosopher de façon abstraite mais de pratiquer la philosophie en mobilisant également


id: atpp-1275
sid: 44
eid: 1
type: PERSON
entity:
  il s’agit bien au contraire de solliciter les enfants pour qu’ils puissent trouver par eux-mêmes des gestes


id: atpp-1275
sid: 55
eid: 3
type: ORG
entity:
  mais de ma capacité à créer des images à partir des sensations et des émotions éprouvées pour penser de façon moins abstraite le


id: atpp-1275
sid: 66
eid: 5
type: ORG
entity:
  du praticien est d’accueillir avec bienveillance les improvisations tout en proposant une « reformulation esthétique » qui permet


id: atpp-1275
sid: 67
eid: 1
type: ORG
entity:
  les enfants à la découverte d’eux-mêmes en se laissant surprendre par leur propre capacité à aller au-delà de ce qu’ils


id: atpp-1275
sid: 80
eid: 4
type: ORG
entity:
  les enfants se réunissent en petits groupes sur une durée de dix minutes environ pour créer des courtes


id: atpp-1275
sid: 92
eid: 2
type: ORG
entity:
  aient pu trouver individuellement et collectivement les ressources nécessaires pour surmonter les épreuves


id: atpp-1275
sid: 98
eid: 2
type: ORG
entity:
  dans ce cas de proposer immédiatement de se remettre au travail pour que les enfants puissent repartir avec un


id: atpp-1275
sid: 100
eid: 1
type: ORG
entity:
  l’ensemble de la démarche est exigeant et demande une véritable « initiation » que l’on pourrait presque qualifier de spirituelle tant elle nous


id: atpp-1275
sid: 104
eid: 5
type: ORG
entity:
  de ces pratiques philosophiques en considérant que le processus créatif permet d’amorcer la mise en mouvement des compétences de penséedans une


id: atpp-1275
sid: 133
eid: 1
type: ORG
entity:
  aux enfants de revenir aux premières pages pour réactualiser l’expérience vécue et de choisir leur dessin préféré en argumentant les raisons de leur choix


id: atpp-1275
sid: 149
eid: 4
type: ORG
entity:
  de se répartir en petits groupes pour créer une courte scène conceptuelle qui consistait à agencer des phrases vocales et corporelles


id: atpp-1275
sid: 164
eid: 3
type: ORG
entity:
  professionnel en demandant à christian mrasilevici de réaliser un documentaire qui puisse rendre compte avec justesse et sensibilité de cette pratique citoyenne


id: atpp-1275
sid: 167
eid: 2
type: ORG
entity:
  sur les chemins de la création vocale ou corporelle pour pouvoir animer sur plusieurs années ces ateliers qui s’inscrivent dans une démarche de progression


id: atpp-1153
sid: 285
eid: 2
type: ORG
entity:
  http://na02.alma.exlibrisgroup.com/view/uresolver/01rc_inst/openurl?frbrversion=5&ctx_enc=info:ofi/enc:utf-8&ctx_id=10_1&ctx_tim=2016-10-13t12%3a20%3a36ist&ctx_ver=z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&url_ver=z39.88-2004&rfr_id=info:sid/primo.exlibrisgroup.com-eric&req_id=&rft_val_fmt=info:ofi/fmt:kev:mtx:article&rft.genre=article&rft.atitle=critical%20thinking:%20why%20is%20it%20so%20hard%20to%20teach?&rft.jtitle=arts%20education%20policy%20review&rft.btitle=&rft.aulast=&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=willingham,%20daniel%20t.&rft.aucorp=&rft.date=2008&rft.volume=109&rft.issue=4&rft.part=&rft.quarter=&rft.ssn=&rft.spage=21&rft.epage=29&rft.pages=&rft.artnum=&rft.issn=1063-2913&rft.eissn=&rft.isbn=&rft.sici=&rft.coden=&rft_id=info:doi/10.3200/aepr.109.4.21-32&rft.object_id=&rft.eisbn=&rft.edition=&rft.pub=heldref%20publications.%201319%20eighteenth%20street%20nw,%20washington,%20dc%2020036-1802.%20tel:%20800-365-9753;%20tel:%20202-296-6267;%20fax:%20202-293-6130;%20e-mail:%20subscribe@heldref.org;%20web%20site:%20http://www.heldref.org&rft.place=&rft.series=&rft.stitle=&rft.bici=&rft_id=info:bibcode/&rft_id=info:hdl/&rft_id=info:lccn/&rft_id=info:oclcnum/&rft_id=info:pmid/&rft_id=info:eric/((addata/eric%7d%7d&rft_dat=%3ceric%3eej794281%3c/eric%3e,language=eng,view=01rc&svc_dat=single_service 35


id: atpp-1227
sid: 253
eid: 2
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entity:
  https://www.collaborativeclassroom.org/resources/scales-from-student-questionnaire-childdevelopment-project-for-elementary-school-students-grades-3-6/


id: atpp-1227
sid: 253
eid: 3
type: ORG
entity:
  https://doi.org/10.1146/annurev-psych-010213-115202 https://doi.org/10.1146/annurev-psych-010213-115202


id: atpp-1227
sid: 350
eid: 2
type: PERSON
entity:
  https://doi.org/10.5840/thinking19921027 https://doi.org/10.1037/0022-3514.65.4.781 https://doi.org/10.1111/j.1532-7795.2004.01401001.x


id: atpp-1273
sid: 138
eid: 7
type: ORG
entity:
  https://www.unicef.org/innocenti/media/1341/file/unicef-global-insight-policy-guidance-ai-children-2.0-2021.pdf https://www.unicef.org/innocenti/media/1341/file/unicef-global-insight-policy-guidance-ai-children-2.0-2021.pdf https://nam02.safelinks.protection.outlook.com/?url=https%3a%2f%2frooyeshedigar.ir%2fdirector&data=05%7c02%7cjjhoward%40viterbo.edu%7ce0b28834a4bd49eacce308de32b5fb57%7c6b9fc982e8d74958976cb08441cc9b0b%7c0%7c0%7c639003954378651769%7cunknown%7ctwfpbgzsb3d8eyjfbxb0eu1hcgkionrydwusilyioiiwljaumdawmcisilaioijxaw4zmiisikfoijoitwfpbcisilduijoyfq%3d%3d%7c0%7c%7c%7c&sdata=%2bwjzdnsng8s06oda569mzdvamzocnhyzgmejepgqvvo%3d&reserved=0


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eid: 1
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  @ozgefozdemir https://acikradyo.com.tr/program/acik-bilinc https://acikradyo.com.tr/program/kucuk-dusunurler-toplulugu


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sid: 391
eid: 1
type: PERSON
entity:
  https://gov.wales/sites/default/files/statistics-and-research/2019-09/101206-improving-learningtaking-account-learners-perspectives-briefing-en.pdf lyle


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eid: 4
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eid: 2
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eid: 1
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sid: 269
eid: 1
type: DATE
entity:
  13https://calgaryherald.com/news/local-news/mount-royal-professor-who-questioned-indigenization-policies-blmmovement-has-been-removed-from-school-staff 14


id: atpp-1272
sid: 20
eid: 6
type: ORG
entity:
  internationales ont reconnu l’importance de développer la pensée critique des apprenants depuis le début de la scolarisation obligatoire et la pertinence de la philosophie pour


id: atpp-1272
sid: 22
eid: 1
type: ORG
entity:
  c’est dans cette conjoncture que les pratiques philosophiques tendent à occuper une place de plus en plus importante au sein des programmes scolaires et se démocratisent à travers le monde


id: atpp-1272
sid: 23
eid: 3
type: ORG
entity:
  qui se manifeste par l’intégration de plus en plus explicite de contenus philosophiques au sein de ses programmes


id: atpp-1272
sid: 46
eid: 2
type: ORG
entity:
  contexte éducatif fortement évolutif marqué par une polarisation de plus en plus importante des sociétés contemporaines


id: atpp-1272
sid: 46
eid: 7
type: ORG
entity:
  d’assurer la continuité de la recherche et la validité des recommandations formulées à l’intention des enseignants


id: atpp-1272
sid: 52
eid: 3
type: ORG
entity:
  un modèle d’analyse de l’agir enseignant ayant été élaboré par l’équipe pluridisciplinaire de recherche technologique en éducation 40 (erte 40


id: atpp-1272
sid: 55
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  16 https://resourcesharingproject.org/resources/a-brief-history-of-the-anti-rape-movement/ 17 https://richardlangworth.com/worst-form-of-government


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  https://www.nytimes.com/2021/01/26/books/review/let-the-lord-sort-themdeath-penalty-maurice-chammah.html gopnik


