        item: #1 of 218
          id: atpp-1000
      author: Tarrant, Stella; D'Olimpio, Laura
       title: Philosophy in the (Gender and the Law) Classroom
        date: 2017
       words: 8178
      flesch: 57
     summary: Other students could ask questions or challenge the classification, and the person representing the small group that made the classification had the opportunity to alter the category if they were convinced of another’s reasoning. [I looked] at things through the eyes of other students and [saw] how society is changing and adapting’; and ‘I liked having gained the skills of being more aware about my thoughts and that of others, being able to listen more critically and in a focused manner.’
    keywords: coi; cois; community; feminist; gender; ideas; inquiry; law; philosophy; standpoint; students; teaching; thinking
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        item: #2 of 218
          id: atpp-1001
      author: Haenel, Hilkje
       title: Power, Pedagogy, and the "Women Problem": Ameliorating Philosophy
        date: 2017
       words: 6301
      flesch: 51
     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.
    keywords: analysis; concept; groups; haslanger; philosophical; philosophy; students; women
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        item: #3 of 218
          id: atpp-1002
      author: Kekoa Miller, Stephen
       title: Socratic Aporia in the Classroom and the Development of Resilience
        date: 2017
       words: 3999
      flesch: 63
     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.
    keywords: answers; course; end; press; socrates; students; teaching; university
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        item: #4 of 218
          id: atpp-1004
      author: De Marzio, Darryl
       title: Matthew Lipman's Model Theory of the Community of Inquiry
        date: 2017
       words: 5251
      flesch: 39
     summary: I am suggesting, then, that when we talk about the community of inquiry model in a Lipmanian manner we must remain within the contours of the double sense of a model of and a model for, and that the notion of a model as a kind of deep educational structure in which we may have, for example, a “traditional model”, a “reflective model”, and so on, will weaken and thin the significance of the model and the modeling function in our understanding of CI. These behaviors gradually become normal practice within the community.11 Based on this passage, it would appear that the community of inquiry, by virtue of its constituent members, models behaviors.
    keywords: behaviors; community; inquiry; lipman; model; thinking
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        item: #5 of 218
          id: atpp-1005
      author: Howard, Jason
       title: Editor's Notes
        date: 2017
       words: 464
      flesch: 43
     summary: Pax et Bonum Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jan Wellik Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler 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.
    keywords: philosophy; university
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        item: #6 of 218
          id: atpp-1006
      author: Keyser, Vadim
       title: Engaging Science, Artistically
        date: 2017
       words: 7587
      flesch: 52
     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.
    keywords: art; concepts; examples; measurement; perspective; philosophy; properties; representation; science; teaching; things; use
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        item: #7 of 218
          id: atpp-1007
      author: Ioannou, Savvas; Georgiou, Kypros; Ventista, Ourania
       title: Teaching Philosophy through Paintings: A Museum Workshop
        date: 2017
       words: 7833
      flesch: 60
     summary: Name: ……………………………………………………………………………………… The more beautiful art work in this exhibition is the one with the title …………………………………………………………………………………………….. It’s the more beautiful because …………………………………………………………………………………………. …………………………………………………… ……….…………………………………………………………….
    keywords: art; children; discussion; museum; paintings; philosophy; pupils; teaching; workshop
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        item: #8 of 218
          id: atpp-1017
      author: Howard, Jason
       title: Editor's Notes
        date: 2009
       words: 306
      flesch: 42
     summary: Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glendŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College ONLINE GRAPHIC PRODUCTION Viterbo University PUBLISHER Viterbo University La Crosse, Wisconsin 54601 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.
    keywords: university; viterbo
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        item: #9 of 218
          id: atpp-1019
      author: Gardner, Susan
       title: Communicating Toward Personhood
        date: 2009
       words: 5780
      flesch: 56
     summary: What kind of com- municative style would fuel such bridging social connectivity? ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 29 No.1 1 Communicating Toward Personhood Susan T. Gardner ABSTRACT: Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years.
    keywords: bridging; capital; humans; inquiry; putnam; thinking; truth; vol; way
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        item: #10 of 218
          id: atpp-1020
      author: Holtz-Wodzak, Victoria
       title: Running Widdershins Round Middle Earth: Why Teaching Tolkien Matters
        date: 2009
       words: 4293
      flesch: 69
     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).
    keywords: beowulf; fellowship; myth; sea; tolkien; trees; world
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        item: #11 of 218
          id: atpp-1021
      author: Wodzak, Michael
       title: Make Believe Numbers: A Multidimensional Analysis of Phillip Pullman's Mythopoeic Vision
        date: 2009
       words: 4975
      flesch: 62
     summary: Lyra Belacqua, the adolescent heroine of the His Dark Materials trilogy, is told that she could never see any concrete proof that imaginary numbers exist. Pullman seems to be saying “Imaginary numbers (things spiritual) cannot be proven to exist and, therefore, they do not exist.”
    keywords: direction; force; negative; numbers; pullman; universe
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        item: #12 of 218
          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
       words: 3761
      flesch: 54
     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.
    keywords: education; facilitator; inquiry; medicine; p4c; philosophy; students
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        item: #13 of 218
          id: atpp-1023
      author: Glina, Monica
       title: Democracy as Morality: Using Philosophical Dialogue to Cultivate Safe Learning Communities
        date: 2009
       words: 5204
      flesch: 54
     summary: Thus, research shows that bullying can be a significant reason why school children do not feel safe in school. Research on school bullying and victimization: What have we learned and where do we go from here?
    keywords: bullying; children; dialogue; inquiry; school; smith; social; students
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        item: #14 of 218
          id: atpp-1024
      author: Stoyanova Kennedy, Nadia
       title: Wolf, Goat, and Cabbage: An Analysis of Students' Roles and Cognitive and Metacognitive Behaviors in Small Group Collaborative Problem-Solving
        date: 2009
       words: 9409
      flesch: 61
     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.
    keywords: behaviors; cabbage; cognitive; goat; group; metacognitive; problem; solving; students; wolf
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        item: #15 of 218
          id: atpp-1025
      author: Siegrist, Raymond
       title: Characteristics of a High School Classroom Community of Mathematical Inquiry
        date: 2009
       words: 3519
      flesch: 50
     summary: Students need to engage in the polishing process, but for this to happen teachers must get students to change their focus. 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).
    keywords: cobb; community; inquiry; mathematics; problem; students
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        item: #16 of 218
          id: atpp-1027
      author: Carpenter, Andrew; Bach, Craig
       title: Learning Assessment: Hyperbolic Doubts versus Deflated Critiques
        date: 2010
       words: 7129
      flesch: 36
     summary: The authors of this article—two philosophers with extensive experience designing, implementing, and managing learning outcomes assessment—find these arguments to be less than convincing as attacks on the enterprise of learning assessment. Second, implementing learning assessment drives a shift in cultures.
    keywords: accountability; argument; assessment; education; faculty; learning; methods; outcomes; philosophical; student; teaching
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        item: #17 of 218
          id: atpp-1028
      author: Turgeon, Wendy
       title: Confessions of a Departmental Chair on Assessment
        date: 2010
       words: 5930
      flesch: 51
     summary: And most importantly, are the results of student assessment of faculty effectiveness being used in helpful ways to guide instructors in their continuing pedagogical development?4 Consequently, we certainly want to hold faculty accountable for the quality of their instruction and institu- tions accountable for their degrees but how do we control for all the extraneous factors and develop modalities ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 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.
    keywords: assessment; college; community; education; faculty; learning; philosophy; program; students; teaching; values
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        item: #18 of 218
          id: atpp-1029
      author: Michaud, Olivier
       title: The Effects of Assessment: a Reflection from within the Economic Worldview in Education
        date: 2010
       words: 8051
      flesch: 62
     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.
    keywords: education; policy; research; school; stakes; students; system; teachers; teaching; testing
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        item: #19 of 218
          id: atpp-1030
      author: Moore, Theresa; Hassinger, Mary C.
       title: Improving Academic Quality through Outcomes Assessment and Active Learning Strategies - a Model for Effective Institutional Change
        date: 2010
       words: 3539
      flesch: 40
     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.
    keywords: assessment; commitment; faculty; learning; nsse; outcomes; student; teaching
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        item: #20 of 218
          id: atpp-1031
      author: Wodzak, Michael
       title: Assessment Standards: Recentering and Decentering Higher Education
        date: 2010
       words: 7017
      flesch: 58
     summary: There is a rather ironic history to the assessment of student work in Mathematics. In order to achieve the same level of clarity, objectivity and quantifiability in the assessment of student work, other disciplines have needed to construct ingenious rubrics.
    keywords: assessment; business; culture; education; mathematics; model; need; students; teaching
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        item: #21 of 218
          id: atpp-1032
      author: Costello, Patrick
       title: Developing Communities of Inquiry in the UK: Retrospect and Prospect
        date: 2010
       words: 11991
      flesch: 74
     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.
    keywords: children; costello; education; jenny; new; person; philosophical; philosophy; research; schools; skills; teachers; teaching; thinking
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        item: #22 of 218
          id: atpp-1033
      author: Morehouse, Richard
       title: Developing Communities of Inquiry in the USA: Retrospect and Prospective
        date: 2010
       words: 6502
      flesch: 58
     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.
    keywords: bruner; children; community; dewey; inquiry; lipman; philosophy; teaching; thinking; work
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        item: #23 of 218
          id: atpp-1043
      author: Howard, Jason
       title: Editor's Notes
        date: 2010
       words: 754
      flesch: 28
     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.
    keywords: assessment; university; viterbo
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        item: #24 of 218
          id: atpp-1045
      author: Howard, Jason
       title: Editor's Notes
        date: 2011
       words: 395
      flesch: 37
     summary: Happy reading, Jason J. Howard EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Michael Pritchard Western Michigan University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University BOOK REVIEW EDITORS Gilbert Burgh University of Queensland, Australia Trevor Curnow St. Martin’s College LAYOUT DESIGN ASSISTANT Adam Alexander PUBLISHER Viterbo University La Crosse, Wisconsin 54601 ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 31 No.1 Editor’s notes Welcome to another volume of Analytic Teaching and Philosophical Praxis.
    keywords: university; wisdom
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        item: #25 of 218
          id: atpp-1046
      author: Gardner, Susan
       title: Agitating for Munificence or Going Out of Business: Philosophy's Dilemma
        date: 2011
       words: 2703
      flesch: 46
     summary: And secondly, even if there is an element of indeterminacy in the behaviour of physical particles—even if they are only statis- tically predictable—still, that by itself gives no scope for human freedom of the will; because it doesn’t follow from the fact that particles are only statistically determined that the human mind can force the statistically- determined particles to swerve from their paths. . . . So it really does look as if everything we know about physics forces us to some form of denial of human freedom.
    keywords: behavior; consciousness; determinism; freedom; self
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        item: #26 of 218
          id: atpp-1048
      author: Cowley, Christopher
       title: Moral Philosophy and the 'Real World'
        date: 2011
       words: 6998
      flesch: 55
     summary: His main thesis was that the young field of medical ethics rescued the allegedly moribund subject of ethics in philosophy depart- ments, and provided new jobs for moral philosophers. Hence, moral philosophers have no special expertise to solve other people’s moral problems, although of course they have just as much authority to morally criticise other people’s actions and attitudes as anybody does (although perhaps as articulate intellectuals they have a certain civic obligation).
    keywords: benatar; book; ethics; non; person; philosophers; philosophy; teaching; wisdom; world
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        item: #27 of 218
          id: atpp-1049
      author: Kraemer, Eric
       title: Plato and the Virtues of Wisdom
        date: 2011
       words: 7628
      flesch: 61
     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.
    keywords: account; claim; forms; judgment; knowledge; plato; reflection; virtue; wisdom
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        item: #28 of 218
          id: atpp-1050
      author: Windhorst, H.
       title: Loving Wisdom with Dewey and Simone Weil
        date: 2011
       words: 10420
      flesch: 61
     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?
    keywords: action; dewey; experience; nature; new; self; thinking; way; weil; wisdom; work
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        item: #29 of 218
          id: atpp-1051
      author: Harwood, Larry
       title: Sagely Wisdom in Confucianism
        date: 2011
       words: 5074
      flesch: 59
     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.
    keywords: chinese; confucianism; confucius; kant; law; people; person; sense; wisdom
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        item: #30 of 218
          id: atpp-1052
      author: Levanon, Maya
       title: The Dialogical Path to Wisdom Education
        date: 2011
       words: 3554
      flesch: 53
     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.
    keywords: dialogue; education; inquiry; new; participants; wisdom; words
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        item: #31 of 218
          id: atpp-1053
      author: Gayle, Rhett
       title: Befriending Wisdom
        date: 2011
       words: 6356
      flesch: 59
     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.
    keywords: friendship; good; knowledge; philosophy; students; teaching; wisdom
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        item: #32 of 218
          id: atpp-1054
      author: Kitanov, Severin
       title: The Problem of the Relationship between Philosophical and Theological Wisdom in the Scholasticism of the 13th and early 14th Centuries
        date: 2011
       words: 7380
      flesch: 40
     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.
    keywords: aristotle; brown; certitude; christian; est; faith; god; holcot; medieval; metaphysics; philosophy; reason; science; theologian; theology; truth; university; wisdom
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        item: #33 of 218
          id: atpp-1056
      author: Hall, Richard
       title: The Clifford/James Debate
        date: 2011
       words: 8152
      flesch: 59
     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.
    keywords: belief; choice; clifford; error; evidence; faith; james; moral; nature; option; truth
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        item: #34 of 218
          id: atpp-1057
      author: Barris, Jeremy; Ruff, Jeffrey
       title: Thoughts on Wisdom and Its Relation to Critical Thinking, Multiculturalism, and Global Awareness
        date: 2011
       words: 11520
      flesch: 55
     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.
    keywords: awareness; failure; new; outside; perspective; sense; teaching; things; way; wisdom; zen
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        item: #35 of 218
          id: atpp-1058
      author: Bird, Maribel
       title: Exposing Cultural Bias in the Classroom: Self-Evaluation as a Catalyst for Transformation
        date: 2011
       words: 2583
      flesch: 49
     summary: One of those challenges is graduating students who are prepared to function effectively in a multicultural society. To assist students, some institutions seek to introduce them to as many cultures as possible by adding programs to the curriculum.
    keywords: biases; classroom; process; students; teachers
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        item: #36 of 218
          id: atpp-1059
      author: Hamilton, Andrew
       title: The U.S. Constitution as an Atlantic Document
        date: 2011
       words: 2456
      flesch: 56
     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).
    keywords: atlantic; case; constitution; corpus; habeas; history
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        item: #37 of 218
          id: atpp-1060
      author: Jambrina, Jesús
       title: Radical Courage: Bartolomé de Las Casas and his defense of the American Indians
        date: 2011
       words: 3328
      flesch: 44
     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.
    keywords: casas; indians; las; las casas; new; radical
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        item: #38 of 218
          id: atpp-1061
      author: Kreitlow, Bert
       title: Using Blogs in Latin American Studies Seminars
        date: 2011
       words: 4341
      flesch: 48
     summary: Even after a semester had elapsed since the Latin American Studies seminar ended, interviewed students were still able to recall some knowledge of certain topics outside their speciality, and these were topics they learned about through reading other student posts on the blog. Also, since the material is presented by other students to whom they make comments, the material can often be more engaging.
    keywords: american; blog; class; course; latin; seminar; students; studies
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        item: #39 of 218
          id: atpp-1062
      author: Navarro, Marí­a
       title: Cognitive Challenges for the Realisation of a Collective Intelligence: The New Educational Settings
        date: 2011
       words: 5078
      flesch: 43
     summary: Understanding and adapting to changes introduced by new educational technologies is a problem not only at the practical level of use, but also at the level of pedagogy. This paper maintains that Information and Communication Technologies are not only networks that people join individually, but they also act as social technologies.
    keywords: diversity; education; icts; networks; setting; social; system; teaching; technologies; technology
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        item: #40 of 218
          id: atpp-1063
      author: Paton, Michael
       title: Asian Students, Critical Thinking and English as an Academic Lingua Franca
        date: 2011
       words: 7310
      flesch: 53
     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.
    keywords: china; chinese; english; franca; knowledge; language; lingua; research; science; students; teaching; thinking; university
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        item: #41 of 218
          id: atpp-1064
      author: Tuttle Ross, Sheryl
       title: Show and Tell: Photovoice as International Travel Pedagogy
        date: 2011
       words: 4903
      flesch: 50
     summary: Students are often far more fluent and familiar with photographic images and narrative films than they are with the written word, as students frequently struggle with the texts of Shakespeare, but can ascertain salient features and some symbolic importance of photographic images or movies.8 Moreover, the photographic image has become ubiquitous, as cell phones cameras and Facebook make sharing visual images the norm for most students. Teachers who use an appropriate pedagogy may make the difference between students who develop cultural competencies and those who simply enjoy bacchanalian vacations.
    keywords: conversation; january; photographers; photos; photovoice; pictures; project; students; teaching
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        item: #42 of 218
          id: atpp-1065
      author: Sorensen, Diana
       title: Thoughts on Geographic Imaginaries for the 21st Century
        date: 2011
       words: 3628
      flesch: 39
     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.
    keywords: border; geographic; global; history; space; studies; understanding; world
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        item: #43 of 218
          id: atpp-1066
      author: Howard, Jason
       title: Editor's Notes
        date: 2011
       words: 465
      flesch: 38
     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.
    keywords: children; philosophy; university
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        item: #44 of 218
          id: atpp-1068
      author: del Rosario del Collado, Marí­a
       title: Recognition, Tolerance, Respect and Empathy
        date: 2012
       words: 4959
      flesch: 56
     summary: Respect is an ethical attitude that directly links us to things, and the world itself, in which we find a close relationship between the world and ourselves; it is an attitude of the subject toward someone or something deserving of respect. However, in order to recognize the dignity and importance of other persons, students must first recognize their own dignity, which brings us to the concept of ‘Recognition.’
    keywords: communities; dialogue; empathy; moral; person; respect; tolerance
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        item: #45 of 218
          id: atpp-1069
      author: Gardner, Susan
       title: Teaching Children to Think Ethically
        date: 2012
       words: 3988
      flesch: 55
     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.
    keywords: children; dewey; ibid; philosophy; reasoning; teaching; thinking
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        item: #46 of 218
          id: atpp-1070
      author: Marsal, Eva; Dobashi, Takara
       title: The Support of the Community of Inquiry in the Understanding of Death among Children: A German - Japanese Comparison with Gender Analysis
        date: 2012
       words: 4508
      flesch: 65
     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)
    keywords: children; community; death; grandmother; heaven; inquiry; life; soul; topic; vol
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        item: #47 of 218
          id: atpp-1071
      author: Turgeon, Wendy
       title: The Place of 'Philosophy' in Preparing Teachers to Teach Pre-college Philosophy-Notes for a conversation
        date: 2012
       words: 4034
      flesch: 47
     summary: Those in teacher training programs often find their schedules so tightly packed that the luxury of exploring disciplines that do not directly connect to teacher cer- tification is unavailable to them. A lively interchange of ideas is not as such philosophy, nor is a rigorous debate.
    keywords: children; inquiry; philosophical; philosophy; teachers; teaching; thinking; training
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        item: #48 of 218
          id: atpp-1072
      author: Cannon, Dale
       title: P4C, Community of Inquiry, and Methodological Faith
        date: 2012
       words: 3852
      flesch: 53
     summary: However, I want to call attention to how there is a certain tension between the cultivation of this sense of faith in the process of reasoned inquiry and our dedication to cultivating critical thinking in accordance with the paradigm of critical inquiry that has characterized modern intellectual culture—a paradigm whose motto is “Doubt unless and until one has sufficient reason to believe.” And I have shown how it relates in turn to the controversy between W. K. Clifford and William James, which many, unfortunately, have misinterpreted as exemplifying a conflict between critical inquiry and faith in any sense, whereas James actually was arguing for recognition of a foundational role of faith to reasoned inquiry and by no means did he mean to set faith over against reasoned inquiry as its op- posite.
    keywords: doubt; faith; inquiry; polanyi; process
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        item: #49 of 218
          id: atpp-1073
      author: Costello, Patrick
       title: The Place of 'Philosophy' in Preparing Teachers to Teach Pre-College Philosophy: A UK Perspective
        date: 2012
       words: 4412
      flesch: 55
     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).
    keywords: children; education; philosophy; schools; skills; teachers; teaching; thinking
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        item: #50 of 218
          id: atpp-1074
      author: Davis, Jessica
       title: Being Participation: The Ontology of the Socratic Method
        date: 2012
       words: 6582
      flesch: 55
     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
    keywords: approach; dialogue; education; knowledge; method; philosophy; plato; students; teaching
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        item: #51 of 218
          id: atpp-1075
      author: Gardner, Susan
       title: THE COMPLEXITY OF RESPECTING TOGETHER: From the point of view of one participant of the 2012 Vancouver NAACI conference
        date: 2012
       words: 9041
      flesch: 51
     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.
    keywords: animal; children; conference; dialogue; gardner; inquiry; issue; paper; regard; respect; role; self; teaching
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        item: #52 of 218
          id: atpp-1076
      author: Gasparatou, Renia; Kampeza, Maria
       title: Introducing P4C in Kindergarten in Greece
        date: 2012
       words: 5573
      flesch: 64
     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.
    keywords: children; group; kindergarten; p4c; philosophy; teachers; teaching; thinking
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        item: #53 of 218
          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
       words: 6190
      flesch: 52
     summary: Like Lipman’s maxim that teachers of philosophy for children should be pedagogically strong, yet philosophi- cally self-effacing, Wartenberg also argues that “while we (philosophy teachers) don’t prescribe what the children say about anything, we do actually require that what they say fits into the rules for having a philosophical discus- sion…” (Wartenberg, 2009, p. 33). That is to say, the philosophy for children teacher, on Lipman’s account, should be well versed in philosophy and the competing views it provides, not so that they can give “right” answers, but rather to help facilitate dialogue amongst the students.3 For Lipman, the Philosophy for Children teacher uses this breadth and depth of knowl- edge to understand more fully different student perspectives and to then help them further elucidate their views rather than imposing his/hers.
    keywords: children; discussion; lipman; philosophical; philosophy; students; teacher; teaching; wartenberg
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        item: #54 of 218
          id: atpp-1078
      author: Jackson, Michael
       title: Approaches to Learning and Teaching: Some Observations
        date: 2012
       words: 4273
      flesch: 63
     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).
    keywords: approaches; assignments; education; learning; students; surface; teachers; teaching
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        item: #55 of 218
          id: atpp-1079
      author: Stoyanova Kennedy, Nadia
       title: Community of Inquiry as a Complex Communicative System
        date: 2012
       words: 3809
      flesch: 43
     summary: On the other hand, an ecosystem or the brain are complex systems, in that they are characterized by non-linear relationships and feedback loops. The traditional analytic method that works well with complicated and simple systems does not fare well with complex systems.
    keywords: community; complexity; group; inquiry; new; system
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        item: #56 of 218
          id: atpp-1083
      author: Howard, Jason
       title: Editor's Notes
        date: 2012
       words: 476
      flesch: 39
     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.
    keywords: articles; philosophy; university
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        item: #57 of 218
          id: atpp-1084
      author: Tiedemann, Markus
       title: The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and 'Ethik'
        date: 2012
       words: 6227
      flesch: 62
     summary: Today, we are able to articulate and investigate questions and problems whose solutions do not seem to be of any concrete value for us. On the contrary, Martens sees the problem-opening phase as the right time to awaken the children’s awareness for problems, to let them grasp and verbalize problems.
    keywords: approach; children; der; die; ethik; knowledge; martens; orientation; philosophy; problem; question; teaching; und; vol
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        item: #58 of 218
          id: atpp-1085
      author: Määttä, Kaarina; Uusiautti, Satu
       title: How to Raise Children to Be Good People?
        date: 2012
       words: 5671
      flesch: 60
     summary: Children are allowed to express their bad feelings and still parents’ love holds on; children need love especially when they do not seem to deserve it (E.g. Katz & Tello, 2003). National Network for child care.
    keywords: care; children; development; good; goodness; love; määttä; parents; people; teacher
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        item: #59 of 218
          id: atpp-1086
      author: Howard, Jason
       title: Editor's Notes
        date: 2012
       words: 486
      flesch: 35
     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.
    keywords: liberation; philosophy; university
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        item: #60 of 218
          id: atpp-1090
      author: Costello, Patrick; Morehouse, Richard
       title: Liberation Philosophy and the Development of Communities of Inquiry: A Critical Evaluation
        date: 2018
       words: 6095
      flesch: 56
     summary: Nevertheless, it is always very instructive to discuss the above extracts with students who are undertaking teacher education programmes, ei- ther at undergraduate or postgraduate level, as this enables them to share their own previous (and current) expe- riences as learners within the educational system and then to reflect critically on their own pedagogical practice. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers.
    keywords: children; education; freire; inquiry; liberation; pedagogy; philosophy; students; teacher; teaching
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        item: #61 of 218
          id: atpp-1091
      author: Glina, Monica
       title: Expanding the Parameters of Exploratory Talk
        date: 2012
       words: 8154
      flesch: 57
     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.
    keywords: example; facilitator; interjection; power; problem; speaker; student; talk; teaching; think
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        item: #62 of 218
          id: atpp-1092
      author: Katra, Bill
       title: The Signs of the Times: The Changing Faces of Liberation Theology
        date: 2012
       words: 7662
      flesch: 54
     summary: But it was unmistakable that, in country after country, new church leaders were eschewing social and political involvement in favor of pastoral services. It urged church leaders to better respond to “the signs of the times,” that is, the social and political contexts in which the religious faithful lived.
    keywords: america; bishops; brazil; catholic; cebs; church; issue; latin; leaders; liberation; new; pope; praxis; priests; theology; vatican; vol
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        item: #63 of 218
          id: atpp-1093
      author: Moreno Lax, Alejandro
       title: Enrique Dussel: ética y polí­tica
        date: 2012
       words: 8970
      flesch: 45
     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.
    keywords: américa; cit; como; comunidad; con; crítica; de la; de una; del; desde; donde; dussel; en el; en la; esta; este; filosofía; hasta; historia; issue; la filosofía; la liberación; la vida; la ética; las; liberación; los; marx; material; momento; más; obra; otro; para; parte; pensamiento; pero; poder; política; por; praxis; principio; que; ser; siglo; sistema; sujeto; sus; también; teaching; toda; todo; totalidad; trata; una; una ética; vida; vol; y el; y la; ética; ética de
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        item: #64 of 218
          id: atpp-1094
      author: Loute, Alain
       title: Enrique Dussel y Paul Ricoeur: Pensar la Creatividad Normativa
        date: 2012
       words: 5390
      flesch: 54
     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.
    keywords: como; con; de la; del; dussel; entre; esta; este; filosofía; las; liberación; los; moral; más; normativa; para; paul; por; praxis; propone; puede; que; ricoeur; ricœur; siguiente; traducción; una; ética
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        item: #65 of 218
          id: atpp-1095
      author: Morehouse, Richard
       title: Picturebooks, Pedagogy, and Philosophy: A Review of Joanna Haynes & Karin Murris' Picturebooks, Pedagogy, and Philosophy by Richard Morehouse
        date: 2012
       words: 2079
      flesch: 55
     summary: This work provides no easy answers for the uses of picture books but instead is a comprehensive examination of how picture books contribute to our understanding of pedagogy and philosophy. My sense is that the authors consider themselves educators of philosophy who use picture books as a way to teach philosophy.
    keywords: authors; philosophy; picturebooks
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        item: #66 of 218
          id: atpp-1096
      author: Gardner, Susan
       title: Perceiving "The Philosophical Child": A Guide for the Perplexed: A Review of Jana Mohr Lone's The Philosophical Child
        date: 2012
       words: 2210
      flesch: 64
     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.
    keywords: children; lone; mohr
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        item: #67 of 218
          id: atpp-1097
      author: Kennedy, Nadia
       title: Guest Editor's Notes
        date: 2013
       words: 695
      flesch: 22
     summary: And Diana Meerwaldt, Rita Borromeo Ferri, and Patricia Nevers explore yet another aspect of philosophizing in the context of mathematical modeling—the use of specula- CHIEF EDITOR Jason J. Howard Viterbo University GUEST EDITOR FOR VOLUME 34 Nadia Kennedy Stony Brook University, SUNY COPY EDITOR Jacqueline Herbers Viterbo University EDITORIAL BOARD Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec John Simpson University of Alberta, Canada LAYOUT DESIGN ASSISTANTS Tyler R. Mancl PUBLISHER Viterbo University La Crosse, Wisconsin 54601 The role of philosophical inquiry, he argues, is “not to discover something of which until now we have been ignorant,” but to see conceptual aspects and assump- tions that have not been unearthed, and thus “to come to know it
    keywords: inquiry; mathematics; university
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        item: #68 of 218
          id: atpp-1098
      author: Oliverio, Stefano
       title: For a 'Non-mathematical' Learning of Mathematics. A Philosophical-Educational Reflection on Philosophical Inquiry and Mathematics Classes
        date: 2013
       words: 9208
      flesch: 51
     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.
    keywords: academy; community; education; inquiry; issue; learning; lipman; mathematics; philosophical; philosophy; socrates; teacher; teaching; vol
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        item: #69 of 218
          id: atpp-1099
      author: Chesky, Nataly
       title: Beyond Epistemology and Axiology: Locating an Emerging Philosophy of Mathematics Education
        date: 2013
       words: 5496
      flesch: 37
     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.
    keywords: assumptions; education; knowledge; mathematics; mathematics education; philosophy; policy; teaching; way; world
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        item: #70 of 218
          id: atpp-1100
      author: Roemischer, John
       title: Can Philosophic Methods without Metaphysical Foundations Contribute to the Teaching of Mathematics?
        date: 2013
       words: 8010
      flesch: 44
     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.
    keywords: concepts; dehaene; foundations; mathematics; methods; philosophy; plato; questions; socrates; subject; teaching; thought
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        item: #71 of 218
          id: atpp-1101
      author: Fisherman, Daniel
       title: Philosophy and the Faces of Abstract Mathematics
        date: 2013
       words: 5484
      flesch: 54
     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.
    keywords: action; domain; dreyfus; experience; kelly; mathematics; shining; students; world
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        item: #72 of 218
          id: atpp-1102
      author: English, Lyn
       title: Modelling as a Vehicle for Philosophical Inquiry in the Mathematics Curriculum
        date: 2013
       words: 5851
      flesch: 53
     summary: With the avalanche of data students face on a daily basis from various sources, they need more than ever before to be critical consumers of information. Within this perspective, I view modelling problems as realistically complex situations set within life contexts that engage student groups in mathematical content and thinking that extend beyond the usual classroom school experience.
    keywords: cyprus; education; english; inquiry; mathematics; modelling; models; problem; students; teaching; water
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        item: #73 of 218
          id: atpp-1103
      author: Daniel, Marie-France
       title: Engaging in Critical Dialogue about Mathematics
        date: 2013
       words: 6112
      flesch: 60
     summary: One of the challenges facing teachers who use P4CM with elementary school pupils consists in becoming aware of the differences between, on one hand, conversation (monological exchange) and dialogue and, on the other hand, between non-critical dialogue and critical dialogue. Experiments conducted with groups of pupils aged 9 to 12 years have indicated that P4CM positively stimulates reflection and dialogical competencies in these pupils.
    keywords: cube; daniel; dialogue; les; m.-f; mathematics; pupils; teacher; teaching; think
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        item: #74 of 218
          id: atpp-1104
      author: Chassapis, Dimitris
       title: The History of Mathematics as Scaffolding for Introducing Prospective Teachers into the Philosophy of Mathematics
        date: 2013
       words: 5064
      flesch: 42
     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.
    keywords: course; history; knowledge; mathematics; philosophy; questions; teachers; teaching
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        item: #75 of 218
          id: atpp-1105
      author: Meerwaldt, Diana; Borromeo Ferri, Rita; Nevers, Patricia
       title: Philosophizing with Children in the Course of Solving Modeling Problems in a Sixth Grade Mathematics Classroom
        date: 2013
       words: 7149
      flesch: 61
     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.
    keywords: children; class; discussion; group; hamburg; mathematics; modeling; philosophizing; philosophy; pots; problems; teaching; thinking
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        item: #76 of 218
          id: atpp-1106
      author: Howard, Jason
       title: Editor's Notes
        date: 2013
       words: 530
      flesch: 36
     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.
    keywords: love; university; virtue
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        item: #77 of 218
          id: atpp-1107
      author: Schulzke, Marcus
       title: Evaluating Fromm's Theory of Love and its Pedagogical Significance
        date: 2013
       words: 7905
      flesch: 48
     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.
    keywords: fromm; love; people; relationship; student; teacher; theory
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        item: #78 of 218
          id: atpp-1108
      author: Jarrett, William
       title: Love or Tolerance? A Virtue Response to Religious Violence and Plurality
        date: 2013
       words: 8728
      flesch: 45
     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.
    keywords: beliefs; caritas; hospitality; issue; love; new; peace; press; religion; students; teaching; tolerance; university; violence; virtue; york
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        item: #79 of 218
          id: atpp-1109
      author: Johnson, Rolf
       title: The Significance of Alcibiades' Speech in Plato's Symposium
        date: 2013
       words: 3377
      flesch: 67
     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.
    keywords: alcibiades; good; love; plato; socrates
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        item: #80 of 218
          id: atpp-1111
      author: Caslib, Bernardo
       title: Caritas and Experience-based Learning: Teaching Love to Filipino College Students
        date: 2013
       words: 5913
      flesch: 65
     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.
    keywords: aquinas; caritas; friendship; good; learning; love; man; students; teaching
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        item: #81 of 218
          id: atpp-1112
      author: D'Ambrosio, Joseph; Faul, Anna
       title: Love: Through the Lens of Pitirim Sorokin
        date: 2013
       words: 6904
      flesch: 58
     summary: Highly extensive love is in contradition to limiting love actions that are directed to a small group and purposefully refrained from sharing love with others or the rest of humanity. 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.
    keywords: 1954a; actions; example; forms; intensity; love; new; sorokin; understanding
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        item: #82 of 218
          id: atpp-1113
      author: Morehouse, Richard
       title: Book Review: Educational Leadership and Hannah Arendt
        date: 2013
       words: 698
      flesch: 33
     summary: While Gunter’s comments here and throughout the book are directed toward an internationalization of methods and processes in elementary and secondary schools, many in higher education can sympathize and emphasize with this sentiment. According to their website the MLESMA of British Education, leadership, management and administration association is: The British Educational Leadership Management and Administration Society (BELMAS) is an independent voice supporting quality education through effective leadership and management.
    keywords: education; leadership
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        item: #83 of 218
          id: atpp-1114
      author: McFadden, Kathryn
       title: Agape: Love and Art in Community
        date: 2013
       words: 7415
      flesch: 61
     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.
    keywords: agape; art; community; darkness; freud; hiroshima; iliescu; love; nancy; new; norton; praxis; project; space; teaching; university
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        item: #84 of 218
          id: atpp-1115
      author: Hamilton, Paula
       title: Book Review: Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty
        date: 2013
       words: 1611
      flesch: 36
     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.
    keywords: dilemmas; education; norwich; tensions
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        item: #85 of 218
          id: atpp-1117
      author: Gaier, Robyn
       title: Book Review: The Prudence of Love: How Possessing the Virtue of Love Benefits the Lover
        date: 2013
       words: 1566
      flesch: 44
     summary: For example, love can be manifested in a variety of relationships within distinct domains including self-love, interpersonal love, and even impartial love (as in philanthropy). 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.
    keywords: love; silverman
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        item: #86 of 218
          id: atpp-1118
      author: Ware, Lauren
       title: What Good is Love?
        date: 2013
       words: 9287
      flesch: 52
     summary: This paper focuses on love, but for an account of “nasty emotions” versus “nice emotions”, see Ronald de Sousa, “Moral emotions,” Ethical Theory and Moral Practice 4 (2001): 109-126; Aaron Ben Ze’ev, “Are envy, anger, and resentment moral emotions?,” Philosophical Explorations 5:2 (2001): 148-154; and Kristján Kristjánsson, “Can we teach justified anger?,” Journal of Philosophy of Education 39:4 (2005): 671-689. Indeed, Maxwell and Reichenbach even go so far as to say that “not a single intervention programme or identifiable body of educational practices or strategies grounded in a major theoretical perspective in contemporary social psychology exists which specifically and explicitly targets moral emotions.”29
    keywords: beauty; development; education; emotions; ethics; love; new; object; plato; praxis; press; symposium; teaching; theory; university; virtue; volume
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        item: #87 of 218
          id: atpp-1119
      author: Howard, Jason
       title: Editor's Notes
        date: 2014
       words: 478
      flesch: 37
     summary: CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University LAYOUT DESIGN ASSISTANT April Wolford Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Institute for the Advancement of Philosophy for Children Montclair State University Michel Sasseville Laval University John Simpson University of Alberta Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 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.”
    keywords: issue; university; viterbo
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        item: #88 of 218
          id: atpp-1120
      author: Kennedy, David
       title: Dialogic Schooling
        date: 2014
       words: 4055
      flesch: 49
     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).
    keywords: childhood; community; education; form; new; school; schooling; space
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        item: #89 of 218
          id: atpp-1121
      author: Fletcher, Natalie
       title: Body Talk, Body Taunt - Corporeal Dialogue within a Community of Philosophical Inquiry
        date: 2014
       words: 8288
      flesch: 45
     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?
    keywords: body; body taunting; cpi; dialogue; inquirers; inquiry; kennedy; merleau; ponty; self; taunting
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        item: #90 of 218
          id: atpp-1123
      author: Preece, Abdul Shakour; Juperi, Adila
       title: Philosophical Inquiry in the Malaysian Educational System - Reality or Fantasy?
        date: 2014
       words: 6047
      flesch: 51
     summary: Thus, the introduction of COPI would be timely because it would offer Malaysian school children, as described by Turgeon, (2004, p. 105) These experts lament that Malaysian students are ill-equipped to face the challenges of life in the 21st Century.
    keywords: children; education; hashim; malaysian; p4c; philosophy; rosnani; school; skills; students; teaching; thinking
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        item: #91 of 218
          id: atpp-1127
      author: Marsal, Eva
       title: Socratic Philosophizing with the Five Finger Model: The Theoretical Approach of Ekkehard Martens
        date: 2014
       words: 4368
      flesch: 60
     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 
    keywords: children; martens; philosophizing; philosophy; volume
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        item: #92 of 218
          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
       words: 2213
      flesch: 53
     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.
    keywords: ability; group; p4c; school; students; years
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        item: #93 of 218
          id: atpp-1131
      author: Morehouse, Richard
       title: Book Review: Tinker Thinkers
        date: 2014
       words: 743
      flesch: 53
     summary: 40 pages (There is also an optional APP that may be purchased) ISBN-10: 1927425084 ISBN-13: 978-1927425084 hile intended for young readers, this colorfully and cleverly illustrated book with a downloadable APP, is nonetheless a rigorous examination of philosophical themes written in an interactive and conversational style. This is a fun and valuable book that many young people will learn from and enjoy.
    keywords: book; children
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        item: #94 of 218
          id: atpp-1132
      author: Morehouse, Richard
       title: Book Review: Philosophy and Childhood: Critical Perspectives and Affirmative Practices
        date: 2014
       words: 1947
      flesch: 54
     summary: This introduction prepares the reader for what is to come —a critique of P4C based on “[m]y own practice with children and educators” leading to a strong belief in the educational possibilities of the practice of philosophy with children and teachers along with “serious doubts (philosophical, educational, political) regarding the benefits of the application of the Institute for the Advancement of Philosophy for Children (IAPC) model” (p. 3). Kohan’s reading of Jaspers is that philosophy is informed by wonder, doubt and commotion to which he adds dissatisfaction.
    keywords: book; children; kohan; philosophy
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        item: #95 of 218
          id: atpp-1133
      author: Howard, Jason
       title: Editor's Notes
        date: 2016
       words: 370
      flesch: 44
     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.
    keywords: university; viterbo
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        item: #96 of 218
          id: atpp-1134
      author: Makaiau, Amber
       title: The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy: A Promising Practice for Preparing Pre-Service Social Studies Teachers in the College of Education
        date: 2016
       words: 3034
      flesch: 53
     summary: The purpose of this paper is to offer the philosophy for children Hawai‘i (p4cHI) approach to deliberative pedagogy as a promising practice for colleges of education that are looking to provide pre-service social studies teachers with strategies for employing a deliberative pedagogy in the K-12 setting. it presents new challenges to colleges of education, which will take on much of the responsibility for introducing deliberative pedagogy to pre-service teacher candidates who did not have the opportunity to experience a deliberative pedagogy as part of their own K-12 schooling.
    keywords: education; p4chi; pedagogy; studies; teachers; teaching
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        item: #97 of 218
          id: atpp-1135
      author: Love, Rhiannon
       title: The Case for Philosophy For Children In The English Primary Curriculum
        date: 2016
       words: 9012
      flesch: 52
     summary: In P4C children are encouraged to question, to think, to reason and to make connections between philosophical concepts and their own experiences (Murris, 2000), as well as to generate their own questions as a focus for the enquiry. They have found that through P4C enquiries the children have become more engaged with stories, poems and literary texts; in addition to developing the skills of reading, writing, speaking and listening.
    keywords: children; curriculum; dfe; education; haynes; murris; p4c; philosophy; practice; school; teachers; thinking; training
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        item: #98 of 218
          id: atpp-1136
      author: Wang, Jessica Ching-Sze
       title: From Learning Outcomes to Educational Possibilities-What Happens When Philosophical Community Inquiry "Works Wonders" with University Students in Taiwan
        date: 2016
       words: 7637
      flesch: 63
     summary: A government-funded study found that the main cause is students’ fear of “losing face,” and suggests a number of practical, culturally appropriate strategies for tackling this deep-seated problem, such as making student opinions anonymous and having students present group ideas instead of individual claims (Lee, 2013). When feeling intellectually safe, students have the courage to express their “raw thoughts” and work together with others to refine them.
    keywords: class; community; education; inquiry; people; questions; students; teaching; thinking
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        item: #99 of 218
          id: atpp-1137
      author: Robinson, Grace
       title: Feeling the Pull: Ethical Enquiry and the Tension It Creates for Teachers
        date: 2016
       words: 6334
      flesch: 51
     summary: Good quality ethical enquiry is neither moralistic and manipulative nor abstract and disconnected from everyday life and most teachers navigate this middle ground quite well. Besides these reasons for thinking skeletal dilemmas unsuitable for ethical instruction, we must also acknowledge that acts of killing are incredibly rare in real ethical life, and ever rarer for children.
    keywords: character; children; enquiry; facilitator; good; instruction; issues; roles; teacher
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        item: #100 of 218
          id: atpp-1138
      author: Henry, Wayne
       title: Consumer Capitalism Meets Inquiry
        date: 2016
       words: 3870
      flesch: 56
     summary: Where there is an unmet demand, the self-interest of market participants will motivate someone to exploit that niche. One way or another, though, I think it is safe to say that participants in such discussions are unlikely to be as blind to the potential deleterious personal impact of consumer forces.
    keywords: capitalism; consumer; consumption; forces; inquiry; market; self
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        item: #101 of 218
          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
       words: 6384
      flesch: 60
     summary: It would be pleasing to believe that education worldwide could be transformed if philosophical inquiry were inserted into every school curriculum and all teachers were trained to facilitate collaborative philosophical inquiry. My final comment is that, if facilitation is an art, we should not expect all teachers to become, or to wish to become, highly effective facilitators of philosophical inquiry after a brief training.
    keywords: boys; children; community; group; inquiry; philosophy; questions; school; teaching; thinking
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        item: #102 of 218
          id: atpp-1140
      author: Mizell, Karen
       title: The Epistemology of Imagination and Play in the Community of Inquiry
        date: 2016
       words: 5906
      flesch: 44
     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.
    keywords: belief; children; coi; experiments; imagination; learning; philosophy; play; press; pretense; thought
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        item: #103 of 218
          id: atpp-1141
      author: Pournantzi, Vasiliki; Zacharos, Konstantinos; Shiakalli, Maria
       title: Investigating Pre-School Children's Ability to Formulate Logical Arguments
        date: 2016
       words: 8578
      flesch: 58
     summary: Our data showed three types of argumentation children used in order to justify their answers: We defined the first type as “non structured argumentation” consisting of the following characteristics: - Simple sentences without argumentation (“just because”, “I do not know”, “Because I believe so”) or idiosyncratic answers without argumentation support, - sentences leading to no conclusion and, often, presented as a type of internal monologue, - sentences showing that the child had not realized the cause-and-effect relation between situations, ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 36 (2015-16) 95 - sentences showing that children could not use logical relations such as “if p, then q” nor could they argue on hypothetical reasoning, - sentences showing that children did not realize deductive reasoning as a single logical system, - sentences showing that children had not yet familiarized with types of inductive reasoning and did not lead to any generalizations. There is also a growing interest for the introduction of school subjects defined as Philosophy for Children (Colom et al. 2014; Gasparatou, and Kampeza 2012; Lipman et al. 1980).
    keywords: ability; argumentation; arguments; children; crosstalk; development; forms; praxis; reasoning; school; teaching; use; volume
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        item: #104 of 218
          id: atpp-1142
      author: Howard, Jason
       title: Editor's Notes
        date: 2016
       words: 372
      flesch: 39
     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.
    keywords: inquiry; university
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        item: #105 of 218
          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
       words: 6020
      flesch: 53
     summary: A higher percentage of P4C school students claimed to have both been face- to-face bullied and bullied others face-to-face in the year of the study than matched students at other schools with both groups showing similar involvement in cyberbullying (Tangen & Campbell, 2010). Self-esteem It has also been claimed that the self-esteem of elementary school students is enhanced by involvement with P4C (Sasseville, 1994).
    keywords: children; coi; comprehension; esteem; interest; p4c; philosophy; program; reading; self; students; study
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        item: #106 of 218
          id: atpp-1145
      author: Bowen, Warren; MacDonald, Margaret
       title: Sharing Space with Other Animals: Early Childhood Education, Engaged Philosophical Inquiry, and Sustainability
        date: 2016
       words: 4775
      flesch: 62
     summary: The second discussion that followed related to the acceptability of caging children who scratch or bite explored asymmetrical punishments for humans and nonhumans. And, how can we contribute to children (and adults) deeper understandings of sustainability by challenging our human centric thinking?
    keywords: animals; caging; children; humans; peanut; sustainability; thinking
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        item: #107 of 218
          id: atpp-1146
      author: Baker, Geoff; Fisher, Andrew
       title: Philosophy, Pedagogy and Personal Identity: Listening to the Teachers in PFC
        date: 2016
       words: 4585
      flesch: 59
     summary: This changed view of the purposes of education locates P4C teachers in a broader social and academic debate about the ideological and political ramifications of P4C (for a good overview see Gregory, 2011). 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.
    keywords: children; education; p4c; philosophy; students; teachers; teaching
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        item: #108 of 218
          id: atpp-1147
      author: Miller, Stephen
       title: Your Feelings Are Wrong
        date: 2016
       words: 3632
      flesch: 61
     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.
    keywords: curriculum; emotions; ethics; love; nussbaum; press; students
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        item: #109 of 218
          id: atpp-1148
      author: Fletcher, Natalie
       title: Shared Autonomous Reasoning: Interpretations of Habermasian Discourse for The Community of Philosophical Inquiry
        date: 2016
       words: 8885
      flesch: 43
     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.
    keywords: action; autonomy; capacity; discourse; habermas; knowledge; norms; press; process; reasoning; reasons; ways
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        item: #110 of 218
          id: atpp-1149
      author: Morehouse, Richard
       title: Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches
        date: 2016
       words: 7898
      flesch: 58
     summary: While constitutional and legal guarantees are essential for the workings of democratic governments, Dewey is more concerned with democracy as practiced in communal settings from neighborhoods to community groups to individual classrooms. Being with others and neither for 72 nor against others (Arendt’s phrase) is consistent with Dewey’s definition of democracy as the manifestation of community life Regarded as an idea, democracy is not an alternative to other principles of associated life.
    keywords: classroom; community; democracy; dewey; discussion; equality; freedom; inquiry; new; problem; students
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        item: #111 of 218
          id: atpp-1150
      author: Howard, Jason
       title: Editor's Notes
        date: 2017
       words: 412
      flesch: 36
     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.
    keywords: university; viterbo
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        item: #112 of 218
          id: atpp-1151
      author: García Moriyón, Félix
       title: The Classroom as a Work of Art
        date: 2017
       words: 7083
      flesch: 55
     summary: Learning art also means to develop a perceptual capacity, i.e. learning to watch, hear, perceive with all senses, because, if the education of the perception is neglected, people will fail to develop the faculty of grasping the relevance and meaning of art works. A list of art works may include any number of the classical disciplines: painting, sculpture, architecture, music, literature, and the performing arts (theatre and dance).
    keywords: activity; art; class; criteria; experience; inquiry; life; performance; process; rules; thinking; time; value; work
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        item: #113 of 218
          id: atpp-1153
      author: Kenyon, Erik; Terorde-Doyle, Diane
       title: Art & Dialogue: An Experiment in Pre-k Philosophy
        date: 2017
       words: 5241
      flesch: 67
     summary: With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible.
    keywords: children; discussion; ideas; philosophy; questions; story; students; thinking; wartenberg
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        item: #114 of 218
          id: atpp-1154
      author: Turgeon, Wendy
       title: Deconstructing the Artistic Impulse through an Examination of David Wiesner's Art and Max
        date: 2017
       words: 2762
      flesch: 73
     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.
    keywords: arthur; artist; max; paint; world
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        item: #115 of 218
          id: atpp-1155
      author: Morehouse, Richard
       title: Review of "Academic Philosophy: An Uncommonly Creative, Imaginative and Challenging Curriculum"
        date: 2017
       words: 2267
      flesch: 59
     summary: Books D, E, and F teacher material have themes or questions to be explored. The first three sets of teacher materials are labeled Teacher Manual, while the last three sets of teacher materials are called Philosophical Curriculum Guidebooks.
    keywords: books; curriculum; pages; philosophy; teacher
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        item: #116 of 218
          id: atpp-1157
      author: Garside, Darren; Myskiw, Karen
       title: Community of Inquiry and Underserved Youth Engagement: A reflective account of philosophy and method
        date: 2017
       words: 6854
      flesch: 50
     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.
    keywords: art; arts; community; dewey; education; inquiry; koopman; philosophy; practice; pragmatism; students; youth
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        item: #117 of 218
          id: atpp-1158
      author: Howard, Jason
       title: Editor's Welcome
        date: 2018
       words: 409
      flesch: 41
     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
    keywords: university; viterbo
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        item: #118 of 218
          id: atpp-1159
      author: Lyle, Sue
       title: Education for Sustainable Development and Global Citizenship through Philosophical Enquiry: Principles and Practices
        date: 2018
       words: 6275
      flesch: 58
     summary: I show how a thematic approach that connects ESDGC to real life issues and incorporates all school subjects can connect the different areas of study to each other and support critical thinking by introducing controversial issues. Since the introduction of the Skills Framework, there has been a call for schools to focus on critical thinking, which is widely regarded as essential if children and young people (CYP) are to navigate a world in crisis.
    keywords: arctic; children; curriculum; education; inuit; teaching; thinking; understanding; whaling
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        item: #119 of 218
          id: atpp-1160
      author: Yan, Sijin; Walters, Lynne; Wang, Zhuoying; Wang, Chia-Chiang
       title: Meta-Analysis of the Effectiveness of Philosophy for Children Programs on Students' Cognitive Outcomes
        date: 2018
       words: 8788
      flesch: 52
     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?
    keywords: analysis; children; effect; grade; meta; outcomes; p4c; philosophy; research; sizes; students; studies; study; teaching
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        item: #120 of 218
          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
       words: 4940
      flesch: 65
     summary: In other words, if the results showed no increase in team cohesion, we needed to be able to estimate whether this was due to the fact that there wasn’t sufficient CPI exposure (either quantitatively or qualitatively) to have a significant impact to enhance “communicative thinking,” or whether the sort of intellectual stimulation offered in CPI’s does not in fact increase group cohesion. Were a study such as this to be done again, we would recommend more frequent CPI’s, as well as restricting CPI questions to those that are obviously pertinent to contemporary issues.
    keywords: cohesion; cpi; group; measure; members; questions; team
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        item: #121 of 218
          id: atpp-1162
      author: Yarmel, Aaron
       title: Between Crisis-Philia and Crisis-Phobia: Reflections on the Community of Inquiry
        date: 2018
       words: 10832
      flesch: 53
     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.
    keywords: coi; community; conflict; crisis; inquiry; love; mendham; people; person; philia; praxis; teaching; work
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        item: #122 of 218
          id: atpp-1163
      author: Hines, Carol
       title: Unintended Lessons: What Typically Developing Students Learn from the Inclusion and Exclusion of Students Who Receive Special Education Services
        date: 2018
       words: 3666
      flesch: 51
     summary: Many also question whether having special education students in the general education classroom helps or harms the progress of the typically developing students (Cosier, 2014: Brantlinger, 2006; Gallagher, 2006; Rice, 2006). What if elementary school students learned that people with disabilities are not so very different, or dangerous, or vulnerable?
    keywords: classroom; disabilities; disability; education; school; students; teaching
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        item: #123 of 218
          id: atpp-1164
      author: Wolf, Arthur; Gardner, Susan
       title: An Education for "Practical" Conceptual Analysis in the Practice of "Philosophy for Children"
        date: 2018
       words: 7852
      flesch: 47
     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.
    keywords: application; concepts; context; degree; inquiry; questions; regard; teaching; value; value concepts; vol
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        item: #124 of 218
          id: atpp-1165
      author: Howard, Jason
       title: Editor's Welcome
        date: 2019
       words: 408
      flesch: 40
     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
    keywords: university; viterbo
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        item: #125 of 218
          id: atpp-1166
      author: Gardner, Susan; Anderson, Anastasia; Henry, Wayne
       title: Reasoning (or not) with the Unreasonable
        date: 2019
       words: 5167
      flesch: 57
     summary: This requires, rather, that one is willing and able to seriously evaluate the opposing position both in and of itself, as well as in juxtaposition to one’s own, i.e., that one evaluate the opposing position both for internal consistency, as well as its merits by comparison to other positions. As well, it would be helpful to note that, in those instances in which a two-way dialogue fails, there are other ways in which we can connect with others, namely, the one-way street of attempting to thoroughly understand the other’s position and why the other is so firmly entrenched.
    keywords: dialogue; issue; person; position; teaching; view; vol; way
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        item: #126 of 218
          id: atpp-1167
      author: daVenza Tillmanns, Maria
       title: Aporia and Picture Books
        date: 2019
       words: 6097
      flesch: 79
     summary: Many children say that to be brave you cannot be afraid. Many children will say that they do, because they got rid of the cookies and will no longer be tempted to eat them.
    keywords: aporia; children; fish; frog; grasshopper; question; rules
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        item: #127 of 218
          id: atpp-1168
      author: Anderson, Daniel
       title: Bringing Philosophy to Gaming, Not Gaming to Philosophy
        date: 2019
       words: 4367
      flesch: 52
     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.
    keywords: cpi; game; individuals; input; participants; players; roleplaying; rpg
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        item: #128 of 218
          id: atpp-1169
      author: Tiedemann, Markus
       title: Philosophical Education and Transcendental Tolerance
        date: 2019
       words: 4173
      flesch: 54
     summary: Essentially, two models of tolerance education can be differentiated: The second model can be designated as transcendental tolerance education.
    keywords: comp; education; human; philosophy; rights; teaching; tolerance; und; unesco; values; vol
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        item: #129 of 218
          id: atpp-1170
      author: Zuidland, Bonnie
       title: Ann Margaret Sharp, A View from the Classroom: Reviewing Gregory and Laverty's (eds.) In Community of Inquiry with Ann Margaret Sharp
        date: 2019
       words: 8623
      flesch: 62
     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.
    keywords: coi; community; education; inquiry; philosophical; philosophy; practice; sharp; teaching; thinking; work
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        item: #130 of 218
          id: atpp-1171
      author: Gardner, Susan
       title: Guest Editor's Welcome
        date: 2020
       words: 695
      flesch: 27
     summary: CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University COPY EDITOR Jason J. Howard Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Susan Gardner Capilano University Susan Hughes Viterbo University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Kildare, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, Wisconsin 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Analytic teaching and Philosophical praxis ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 40, Issue 1 (2020) Guest Editor’s Welcome
    keywords: article; teaching; university
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        item: #131 of 218
          id: atpp-1172
      author: Splitter, Laurance
       title: Reflecting and Looking Forward: Inquiring into Inquiry, Philosophy and Community
        date: 2020
       words: 8539
      flesch: 50
     summary: But as I have noted elsewhere, we need also to attend “to the links and threads that bind philosophical issues of contemporary concern with those that have generated philosophy inquiry and dialogue for thousands of years. In this respect, philosophical inquiry with students is not so different from that which engages professional philosophers (and, needless to say, teachers of philosophy).
    keywords: answers; community; concepts; inquiry; philosophy; questions; sense; students; teachers; teaching; thinking
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        item: #132 of 218
          id: atpp-1173
      author: Cassidy, Claire; Mohr Lone, Jana
       title: Thinking about Childhood: Being and Becoming in the World
        date: 2020
       words: 6034
      flesch: 63
     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.
    keywords: adults; cassidy; childhood; children; kennedy; lone; philosophy; relation; world
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        item: #133 of 218
          id: atpp-1174
      author: Striano, Maura
       title: The Deweyan Background in P4C
        date: 2020
       words: 5421
      flesch: 42
     summary: Donald Allan Schön wrote that the most important legacy bequeathed by Dewey to education is his “theory of inquiry” (Schön, 1992) since it grounds the development of a reflective approach to educational processes and practices and gives birth to what Cam identifies as the “tradition of reflective education” (Cam, 2008). However, he did not explore the educational conditions which could orient and sustain the emergence and development of reflective inquiry processes.
    keywords: dewey; education; experience; inquiry; lipman; philosophy; process; thinking
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        item: #134 of 218
          id: atpp-1175
      author: Retyunskikh, Larisa
       title: Teaching Philosophy and Doing Philosophy in the Space of Play
        date: 2020
       words: 5021
      flesch: 67
     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.
    keywords: children; language; philosophizing; philosophy; teaching; thinking; way
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        item: #135 of 218
          id: atpp-1176
      author: Morehouse, Richard
       title: Doing Philosophical Psychology: Helping Adolescents Discover their Place in History
        date: 2020
       words: 6384
      flesch: 65
     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.
    keywords: appearance; arendt; gilligan; human; life; ludwig; philosophy; self; teaching; world
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        item: #136 of 218
          id: atpp-1177
      author: Gardner, Susan
       title: What Kind of Magnet Is Freedom?
        date: 2020
       words: 5937
      flesch: 61
     summary: In other words, survival energizes qualitatively different kinds of freedom magnets: the freedom to do what your body (emotions) tells you to do, and the freedom to be whom you want to become. The difference between these two kinds of freedom magnets is also interestingly in line with contemporary psychological studies done on the difference between seeking happiness versus seeking meaning1 (Baumeister 2018).
    keywords: freedom; happiness; kant; life; meaning; reasoning; self; teaching
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        item: #137 of 218
          id: atpp-1178
      author: Howard, Jason
       title: Editor's Welcome
        date: 2020
       words: 646
      flesch: 36
     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.
    keywords: teaching; university; viterbo
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        item: #138 of 218
          id: atpp-1179
      author: Vitale, Sarah; Miller, Owen
       title: Combatting Epistemic Violence against Young Activists
        date: 2020
       words: 8436
      flesch: 54
     summary: Young people, especially marginalized young people including young people of color, develop the license to speak their mind and gain the ability to demand that those words are heard. 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.
    keywords: activists; black; children; climate; cpi; dotson; injustice; lives; movement; p4c; people; students; testimony; vol; young
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        item: #139 of 218
          id: atpp-1181
      author: Anderson, Anastasia
       title: P4C and Voice: Does the Community of Philosophical Inquiry Provide Space for Children's Free Expression?
        date: 2020
       words: 9184
      flesch: 53
     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
    keywords: adult; childhood; children; cpi; expression; freedom; inquiry; p4c; philosophy; prejudice; question
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        item: #140 of 218
          id: atpp-1182
      author: Weber, Barbara
       title: Phenomenology as a Voice of Childhood
        date: 2020
       words: 6419
      flesch: 60
     summary: And while for us a snowy landscape might just appear white and flat, people who grew up in this environment and learnt different concepts for snow’ will actually see these differences. It felt like a moment of no return where new concepts, words and descriptions had to be found in order to match the richness of their experiences.
    keywords: body; children; concepts; example; perceptions; phenomenology; philosophy; think; thinking; world
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        item: #141 of 218
          id: atpp-1183
      author: Castleberry, Jacob; Clark, Kevin
       title: Expanding the Facilitator's Toolbox: Vygotskian Mediation in Philosophy for Children
        date: 2020
       words: 8085
      flesch: 45
     summary: We aim to provide P4C facilitators with conceptual tools for critical reflection as they strive to improve their facilitative practice. Kennedy (2013) has provided P4C facilitators and participants a set of tools for inquiry he calls “philosophical moves.”
    keywords: assistance; facilitation; facilitators; metaphor; moves; p4c; students; teaching; thinking; vygotsky
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        item: #142 of 218
          id: atpp-1184
      author: Bobro, Marc
       title: Dialogue and Writing Philosophy
        date: 2020
       words: 8365
      flesch: 68
     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.
    keywords: characters; dialogue; form; issue; paper; philosophy; plato; praxis; teaching; way; writing
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        item: #143 of 218
          id: atpp-1185
      author: Farfan, Guillermo
       title: The Perpetual Crisis: Early and Modern Ideas on Education
        date: 2020
       words: 4885
      flesch: 57
     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.
    keywords: crisis; education; mathematics; national; plato; rousseau; science; states; stem; united; vol
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        item: #144 of 218
          id: atpp-1186
      author: Svanø¸e, Lisbet
       title: Learning Morality through Literary Mimesis
        date: 2020
       words: 4876
      flesch: 44
     summary: How can comparisons and judgment of narratives turn into practical reason and not solely remain theoretical knowledge? Exactly this role is what Kant misses in the “educators of the youth” who should develop and refine the practical reason of their students through exemplary narratives and hence ensure their moral education.
    keywords: actions; life; literature; mimesis; narrative; praxis; ricœur; teaching; time; world
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        item: #145 of 218
          id: atpp-1187
      author: Morehouse, Richard
       title: Book Review: Wendy Turgeon's "Philosophical Adventures with Fairy Tales: new ways to explore familiar tales with kids of all ages"
        date: 2020
       words: 1691
      flesch: 64
     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.
    keywords: book; fairy; tales; turgeon
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        item: #146 of 218
          id: atpp-1188
      author: Borisov, Sergey
       title: Book Review: Maria daVenza Tillman's "Why We Are in Need of Tails"
        date: 2020
       words: 1919
      flesch: 69
     summary: Without tails, we cannot pass on to the Other the full depth of our feelings and thoughts. Since, according to Martin Buber, being is a relationship, tails are a wonderful way to establish and maintain that relationship.
    keywords: book; tails; understanding; world
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        item: #147 of 218
          id: atpp-1190
      author: Gardner, Susan
       title: Guest Editor's Welcome from Susan Gardner
        date: 2021
       words: 788
      flesch: 39
     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
    keywords: dialogue; inquiry; university; viterbo
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        item: #148 of 218
          id: atpp-1191
      author: de la Garza Camino, María
       title: Freire Critical Pedagogy. Ann Sharp, Liberating Education
        date: 2021
       words: 5128
      flesch: 54
     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.
    keywords: children; democracy; dialogue; education; freire; new; philosophy; sharp; thinking; world
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        item: #149 of 218
          id: atpp-1192
      author: Burgh, Gilbert
       title: The Narrow-sense and Wide-sense Community of Inquiry: What It Means for Teachers
        date: 2021
       words: 7921
      flesch: 44
     summary: Values education in schools: A resource book for student inquiry. Noteworthy, is the potential of philosophical inquiry as an effective educational strategy for enhancing democratic ways of life (Burgh, 2003, 2010, 2014;
    keywords: classroom; communities; community; education; inquiry; philosophy; sense; students; teaching
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        item: #150 of 218
          id: atpp-1193
      author: Cam, Philip
       title: A Model of Philosophical Discussion in the Classroom
        date: 2021
       words: 8459
      flesch: 54
     summary: ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 41, ISSUE 1 (2021) 34 Earlier I made some remarks on the character of philosophical questions, but let me come at them again from the perspective of the classroom. First, philosophical questions ask about things that matter to us, but to which we do not have settled answers.
    keywords: classroom; discussion; inquiry; issue; operations; questions; reasoning; students; things; thinking
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        item: #151 of 218
          id: atpp-1194
      author: García Moriyón, Félix 
       title: An Ecological Approach to Thinking
        date: 2021
       words: 6778
      flesch: 62
     summary: As we can see in the table prepared by Lipman, it is a triadic approach to philosophical thinking that has been present in the Western philosophical tradition, including medieval scholasticism. Neither is it to resort to philosophy, since in countries of the “Latin” cultural sphere (Italy, France, Portugal, Spain, Mexico, Argentina, etc.) philosophy was already an important discipline, partly focusing on good thinking.
    keywords: children; community; education; inquiry; lipman; philosophy; sharp; teaching; thinking
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        item: #152 of 218
          id: atpp-1195
      author: Cosentino, Antonio
       title: Lipman and Socrates: A Dialogue
        date: 2021
       words: 3133
      flesch: 74
     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.
    keywords: children; dialogue; mat; questions; socrates
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        item: #153 of 218
          id: atpp-1196
      author: Daniel, Marie-France
       title: In the Footsteps of Matthew Lipman: Dialogue among Peers and Dialogical Thinking
        date: 2021
       words: 8806
      flesch: 54
     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.
    keywords: children; daniel; dct; dialogical; dialogue; exchange; lipman; p4c; peers; praxis; pupils; teaching; thinking; years
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        item: #154 of 218
          id: atpp-1197
      author: Lyle, Susan
       title: Philosophy for Children, the UNCRC and Children's Voice in the Context of the Climate and Biodiversity Crisis
        date: 2021
       words: 8621
      flesch: 57
     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.
    keywords: adults; childhood; children; education; lyle; p4c; people; research; schools; teachers; teaching; uncrc; voice
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        item: #155 of 218
          id: atpp-1198
      author: Turgeon, Wendy; Wartenberg, Thomas
       title: Teaching Philosophy with Picture Books
        date: 2021
       words: 7220
      flesch: 51
     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.
    keywords: books; children; discussions; lipman; literature; philosophy; picture; picture books; teachers; teaching; use
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        item: #156 of 218
          id: atpp-1199
      author: Morehouse, Richard
       title: Review of "Thinking, Childhood and Time: Contemporary Perspectives on the Politics of Education" (Edited by W.O. Kohan and B. Weber)
        date: 2021
       words: 6748
      flesch: 56
     summary: The idea of thinking with the other as it relates to this chapter has two applications: 1) when working with children, their otherness is to be ‘thought with’ not ‘thought to,’ and 2) children can relate to people in books as well as to other children or adults. “A Phenomenological Journey into the Human Condition of Education” is the subtitle of Barbara Weber’s chapter, “Child and time.”
    keywords: chapter; childhood; children; education; life; philosophy; praxis; teaching; thinking; time; understanding; world
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        item: #157 of 218
          id: atpp-1203
      author: Aslanimehr, Parmis
       title: Can Philosophy Aid the Adjustment of Newcomer Children?
        date: 2021
       words: 7291
      flesch: 30
     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.
    keywords: canadian; children; culture; doi; education; english; experiences; expression; home; identity; immigrant; inquiry; journal; newcomer; praxis; students; teaching
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        item: #158 of 218
          id: atpp-1204
      author: Brel Cloutier, Anne
       title: How Can Rationality Empower Children?
        date: 2021
       words: 7458
      flesch: 49
     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: •
    keywords: children; cpi; development; inferences; moshman; p4c; participant; rationality; reasoning; thinking; understanding
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        item: #159 of 218
          id: atpp-1205
      author: Michaud, Olivier; Gagnon, Mathieu
       title: Does Philosophical Dialogue Cause Children to Reject Adult Authority?
        date: 2021
       words: 8112
      flesch: 59
     summary: One possible critique of Philosophy for/with Children (P4wC) is that it teaches children to question school rules and the adults who issue them, and thus should not be included in the school curriculum—or elsewhere for that matter. This traditional view of education and the kind of authority attached to it present a critical lens on P4C, including the view that the CPI should be rejected as an educational approach because it leads children to question adult authority.
    keywords: annie; authority; children; classroom; cpi; education; fight; order; p4c; philosophy; school; students
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        item: #160 of 218
          id: atpp-1206
      author: Taylor, Jason
       title: P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry?
        date: 2021
       words: 9286
      flesch: 60
     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.
    keywords: activity; children; cpi; dialogue; discussion; experience; game; issue; philosophy; playfulness; question; rules; teaching
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        item: #161 of 218
          id: atpp-1208
      author: Moodley, Desireé
       title: Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique
        date: 2021
       words: 6526
      flesch: 40
     summary: Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. 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.
    keywords: children; curriculum; development; education; issues; lipman; peace; peace curriculum; philosophy; project; teaching; thinking
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        item: #162 of 218
          id: atpp-1209
      author: Kilby, Ben
       title: Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education
        date: 2021
       words: 8600
      flesch: 56
     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).
    keywords: classroom; dialogue; education; learning; students; talk; teacher; teaching
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        item: #163 of 218
          id: atpp-1211
      author: Morehouse, Richard
       title: Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter
        date: 2021
       words: 2664
      flesch: 65
     summary: In a section called Understanding children, Lone recites one story of children who enacted a play that took the part of the woodland animals (p. 17). Lone first presents the student's (Ashely) comments [children offer genuine opinions and children can keep secrets] about what might make children more trustworthy.
    keywords: chapter; children; listening; lone
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        item: #164 of 218
          id: atpp-1212
      author: Miraglia, Maria
       title: The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World
        date: 2021
       words: 7598
      flesch: 53
     summary: Going back to the pedagogical aims that moved Lipman in the construction of philosophical stories and to the intentions behind the creation of such a literary genre, I will suggest that the Lipmanian novel represents a device for recovering the dialogical origins of the Western philosophical tradition through a reappropriation of the orality that is said to have characterized Socratic dialogue in its original form —beyond the representation made of that dialogue from Plato onwards which served as a literary expedient, designed to expose and clarify theories already previously defined (Cosentino, 2017). 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.
    keywords: children; dialogue; lipman; new; philosophy; plato; research; stories; teaching; thinking; way
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        item: #165 of 218
          id: atpp-1213
      author: Fletcher, Natalie
       title: Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining
        date: 2021
       words: 9894
      flesch: 49
     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.
    keywords: experience; imagination; imagining; kind; knowing; knowledge; mental; new; polanyi; praxis; process; routledge; sense; tacit; teaching; volume
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        item: #166 of 218
          id: atpp-1215
      author: Gregory, Maughn
       title: Charles Peirce and the Community of Philosophical Inquiry
        date: 2022
       words: 8466
      flesch: 51
     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.
    keywords: children; community; inquirers; inquiry; lipman; peirce; philosophical; philosophy; reason; sharp; teaching; theory; university
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        item: #167 of 218
          id: atpp-1216
      author: Sutcliffe, Roger
       title: Philosophical Teaching-and-Learning and the Valuing of Virtues
        date: 2022
       words: 8493
      flesch: 51
     summary: Cognitive skills, particularly, need to become dispositions or habits of mind—intellectual virtues—which, along with other virtues, should be among the ultimate aims of education. This pedagogy is given the name ‘Philosophical Teaching-and-Learning’ (PTL), because its 6 interweaving strands draw on the tradition of philosophy itself—as well as on P4C practice.
    keywords: concept; curriculum; education; inquiry; learning; p4c; philosophy; practice; ptl; teaching; thinking; virtues; volume
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        item: #168 of 218
          id: atpp-1217
      author: Green, Lena
       title: On Becoming both Less and More Open-Minded
        date: 2022
       words: 6848
      flesch: 54
     summary: I should like to argue that academics involved in teacher education should be actively encouraged to become both practitioners and trainers capable of modelling P4C or PwC in their teaching. As Baumfield (2017) argues, community of inquiry pedagogy is a desirable practice for teacher education generally, whether or not it can be said to be philosophy.
    keywords: children; community; education; inquiry; p4c; p4wc; philosophy; students; teachers; teaching; thinking
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        item: #169 of 218
          id: atpp-1218
      author: Mostert, Pieter
       title: Where Are We Now? Effect-studies and the Rise of Diversity in Philosophy for Children
        date: 2022
       words: 5550
      flesch: 57
     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.
    keywords: children; effect; philosophy; programme; reasoning; skills; studies; teaching; thinking
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        item: #170 of 218
          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
       words: 15160
      flesch: 48
     summary: Wartenberg suggests that the modeling of philosophical dialogue is “another reason for using picture books to teach children philosophy” (2022:71). Over almost forty years, a number of books about philosophy for children have been published featuring Black children on the cover while failing to cite a single Black scholar within their covers.39 From a scan of much existing philosophy for children literature, it would be possible to conclude that while BIPOC children are capable of philosophizing (in classrooms with white philosophy teachers), BIPOC adults have little or nothing to offer those who philosophize with children.
    keywords: books; chetty; children; inquiry; issue; lipman; literature; matthews; new; novels; philosophical; philosophy; picture; picture books; praxis; racism; sharp; stories; teaching; thinking; turgeon; volume; wartenberg
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        item: #171 of 218
          id: atpp-1220
      author: Turgeon, Wendy
       title: Book Review: Maughn Rollins Gregory and Megan Jane Laverty's "Gareth Matthews, The Child's Philosopher"
        date: 2022
       words: 3787
      flesch: 47
     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.
    keywords: childhood; children; essay; matthews; philosophy; volume; work
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        item: #172 of 218
          id: atpp-1223
      author: Howard, Jason
       title: Editor’s Welcome
        date: 2022
       words: 689
      flesch: 40
     summary: Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Heather Greenberg Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Sara Cook Viterbo University Natalie M. Fletcher Brila Institute, Quebec Susan Gardner Capilano University David Kennedy Montclair State University Nadia S. Kennedy Stony Brook University, SUNY Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. Editor's Welcome ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 42, Issue 1 (2022)
    keywords: philosophy; university; viterbo
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        item: #173 of 218
          id: atpp-1224
      author: Howard, Jason
       title: Editor's Welcome
        date: 2023
       words: 685
      flesch: 41
     summary: Pax et Bonum, Jason Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University STUDENT ASSISTANTS Faith Hemmersbach Olivia Meyers Viterbo University EDITORIAL BOARD Natalie M. Fletcher Brila Institute, Quebec Nadia S. Kennedy Stony Brook University, SUNY Megan J. Laverty Teachers College, Columbia University Maria Miraglia, University of Naples Federico II Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Stefano Oliverio University of Naples Federico II Joe Oyler Maynooth University, Ireland Barbara Weber University of British Columbia Aaron Yarmel Center for Ethics and Human Values, Ohio State University PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. The final article is by Wendy Turgeon (“Adult Picture Books as Liminal Spaces”) and provides a thoughtful overview of a range of picture books.
    keywords: article; ethics; university; viterbo
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        item: #174 of 218
          id: atpp-1225
      author: Cam, Philip
       title: Thinking as Method
        date: 2023
       words: 7061
      flesch: 62
     summary: Working out what this amounts to may also be aided by seeing how, in more recent years, Dewey’s home discipline of philosophy 1 John Dewey, Democracy and Education (New York: Macmillan, 1966), p. 152. I am referring to a program of Philosophy for Children, which has diversified in many ways as it has spread around the world, but was begun by the philosopher and educationalist, Matthew Lipman, who knew Dewey and was inspired by him.
    keywords: development; dewey; education; inquiry; issue; lipman; teaching; thinking; thought; way
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        item: #175 of 218
          id: atpp-1226
      author: Padilla Rosas, Erick
       title: From Neutrality to Intentionality: Notes for a Philosophy of Liberation for/with Children
        date: 2023
       words: 5917
      flesch: 50
     summary: Drawing on various philosopher-educators and the tradition of liberation philosophy, particularly Amy Reed- Sandoval's (2019) article entitled “Can Philosophy for Children Contribute to Decolonization?”, this research paper explores what it means to engage in the philosophy of liberation (PL) and decolonization for and with children. However, discussions of liberation philosophy for/with children need not always be about the original sin of modernity or the coloniality of power and knowledge.
    keywords: children; coloniality; education; liberation; p4c; p4wc; philosophical; philosophy; world
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        item: #176 of 218
          id: atpp-1227
      author: Asgari, Mahboubeh; Whitehead, Jenna; Schonert-Reichl, Kimberly; Weber , Barbara
       title: The Impact of Philosophy for Children (P4C) on Middle School Students’ Empathy, Perspective-Taking, and Autonomy: Preliminary Outcomes
        date: 2023
       words: 8537
      flesch: 52
     summary: Outcome analyses revealed no significant differences between P4C and control students on self-reported classroom supportiveness, empathy, perspective-taking, or altruism, however, P4C students were significantly lower on classroom autonomy and teacher-rated SECs at post-test, compared to controls. Person-centered analyses revealed higher post-test empathy among P4C students who were rated by teachers as having higher SECs as compared to students rated low on SECs at pre-test.
    keywords: autonomy; baseline; children; classroom; empathy; intervention; journal; p4c; philosophy; questions; research; school; students; test
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        item: #177 of 218
          id: atpp-1228
      author: Turgeon, Wendy 
       title: Adult Picture Books as Liminal Spaces: Exploring Some Inventive Invitations to Philosophical Reflection
        date: 2023
       words: 3765
      flesch: 70
     summary: All of these proffered criteria fail since we can find books that appeal to adults as much as to children (Alice in Wonderland, for example), children appear in stories aimed at adult readers (The Turn of the Screw), topics of violence and love are present in children’s stories, they can disrupt and upset (Roald Dahl books), and many adults books also include illustrations. But pinpointing a criterion that clearly sets them apart from adult stories proves to be elusive.
    keywords: adults; books; boy; children; life; stories; story; text
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        item: #178 of 218
          id: atpp-1229
      author: Morehouse, Richard
       title: Book Review of The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities
        date: 2023
       words: 3192
      flesch: 54
     summary: “Optional but suggested: The role of ethical theory and research in Ethics Bowl preparation,” the title of Chapter three, is emblematic of the open-ended form, procedures, and rules of EBW. The connections between the views of the authors and their perspectives on this class are stated by the authors as important for two reasons, (1) their students in the Ethic Bowl program have been taking philosophy classes for a number of years, and (2) they have found that their students apply what they are learning in Ethics Bowl support to the general curriculum of Stanford Online High School and vice-versa.
    keywords: bowl; chapter; ethics; issue; learning; students; way
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        item: #179 of 218
          id: atpp-1230
      author: Howard, Jason
       title: Editor's Welcome
        date: 2023
       words: 687
      flesch: 34
     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.
    keywords: education; teaching; university; viterbo
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        item: #180 of 218
          id: atpp-1233
      author: Padilla Rosas, Erick
       title: U.S. Americanization in Puerto Rico’s Public Schools: Proposing Children’s Self-Organization for Decoloniality Through Photovoice and Philosophy for/with Children
        date: 2023
       words: 5402
      flesch: 36
     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.
    keywords: children; coloniality; modernity; p4wc; photovoice; puerto; rico; system; u.s
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        item: #181 of 218
          id: atpp-1234
      author: Vandamme, Pierre-Étienne
       title: Why (and How) Schools Should Engage in Political Education
        date: 2023
       words: 7903
      flesch: 50
     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.
    keywords: democracy; education; families; form; indoctrination; judgments; parents; people; press; schools; university
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        item: #182 of 218
          id: atpp-1235
      author: Conlon, Mark
       title: Navigating Controversial Classroom Discussions
        date: 2023
       words: 8576
      flesch: 40
     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.
    keywords: classroom; conversations; democratic; dialogue; discussion; education; issues; praxis; school; social; standards; states; students; teachers; teaching; topics; united
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        item: #183 of 218
          id: atpp-1236
      author: Pike, Kenneth
       title: A Contractualist Approach to Political Education
        date: 2023
       words: 7567
      flesch: 45
     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.
    keywords: education; educators; interests; issue; neutrality; pedagogy; principle; public; students; teaching; volume
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        item: #184 of 218
          id: atpp-1237
      author: Odermatt, Zachary; Weston Siscoe, Robert
       title: Philosophical Dialogue and the Civic Virtues: Modeling Democracy in the Classroom
        date: 2023
       words: 8516
      flesch: 49
     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.
    keywords: civic; class; course; dialogue; gender; intergroup; issues; nagda; polarization; race; students; virtues
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        item: #185 of 218
          id: atpp-1238
      author: Gardner, Susan; Henry, Wayne
       title: Teaching ‘A Sense of Collective Identity’: An Urgent Educative Imperative
        date: 2023
       words: 8357
      flesch: 61
     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).
    keywords: book; culture; fact; good; history; inquiry; issue; new; people; praxis; sapiens; teaching; volume; world; york
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        item: #186 of 218
          id: atpp-1239
      author: Yarmel, Aaron
       title: Book Review: Aaron Yarmel reviews Arie Kizel (ed.), Philosophy with Children and Teacher Education: International Perspectives on Critical, Creative and Caring Thinking
        date: 2023
       words: 3875
      flesch: 35
     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.
    keywords: chapter; children; education; p4wc; philosophy; students; teachers; teaching
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        item: #187 of 218
          id: atpp-1240
      author: Miraglia, Maria
       title: Book Review: Maria Miraglia reviews Roberto Franzini Tibaldeo, Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution
        date: 2023
       words: 3879
      flesch: 38
     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.
    keywords: children; community; inquiry; lipman; p4c; philosophy; sharp; thinking
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        item: #188 of 218
          id: atpp-1241
      author: Morehouse, Richard
       title: Book Review: Richard Morehouse reviews Wayne I. Henry, A Philosopher’s Guide to Natural Capitalism: A Sustainable Future Within Reach
        date: 2023
       words: 4277
      flesch: 48
     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.
    keywords: book; capitalism; chapter; henry; liberalism; locke; professor
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        item: #189 of 218
          id: atpp-1242
      author: Howard, Jason
       title: Editor's Welcome
        date: 2021
       words: 653
      flesch: 34
     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).
    keywords: children; philosophy; university
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        item: #190 of 218
          id: atpp-1243
      author: Howard, Jason
       title: Editor's Welcome
        date: 2024
       words: 649
      flesch: 25
     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.
    keywords: p4c; teaching; university; viterbo
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        item: #191 of 218
          id: atpp-1244
      author: Wurtz, Jonathan
       title: From Gym Crow to P4C: Recontextualizing P4C’s Reasonableness within the Racial Politics of the 1960s
        date: 2024
       words: 9845
      flesch: 46
     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.
    keywords: black; chetty; columbia; community; harlem; lipman; p4c; philosophy; power; protest; reasonableness; sas; students; university; white
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        item: #192 of 218
          id: atpp-1245
      author: Fournel, Anda; Blanc-Lanaute, Chrystelle; Cai, Qionghua
       title: Addressing Conflict through Imagination in Communities of Philosophical Inquiry
        date: 2024
       words: 9312
      flesch: 54
     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.
    keywords: conflict; dialogue; disagreement; discussion; group; imagination; issue; new; praxis; process; students; study; teacher; teaching; tensions; volume
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        item: #193 of 218
          id: atpp-1246
      author: Anderson, Daniel
       title: Meaning at the Margins: The Case for Meaning Education in K-12 Schooling
        date: 2024
       words: 7493
      flesch: 55
     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.
    keywords: cpis; education; facilitators; frankl; life; making; meaning; students; teaching; thinking; volume; world
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        item: #194 of 218
          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
       words: 8855
      flesch: 55
     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).
    keywords: equity; goal; hand; inequality; issue; life; need; optimism; people; praxis; signalling; society; teaching; virtue; volume; world
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        item: #195 of 218
          id: atpp-1248
      author: Bakir, Onur
       title: Notes from the Field: Concepts, Prototype Theory, and Inquiry
        date: 2024
       words: 3363
      flesch: 48
     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.
    keywords: banking; concepts; inquiry; mixture; model; prototype
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        item: #196 of 218
          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
       words: 2729
      flesch: 55
     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.
    keywords: character; children; cinema; content; students
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        item: #197 of 218
          id: atpp-1250
      author: Dikmelik, Ediz
       title: Notes from the Field: Argument Mapping in Dialogue with Young Thinkers
        date: 2024
       words: 2132
      flesch: 44
     summary: Argument maps or diagrams provide an alternative method. This report comprises four parts detailing my use of argument maps in P4wC sessions.
    keywords: argument; maps; p4wc; sessions
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        item: #198 of 218
          id: atpp-1251
      author: Koyuncu, Deniz
       title: Notes from the Field: Philosophy Workshop Experience at “Life with Children” Camp
        date: 2024
       words: 4035
      flesch: 56
     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.
    keywords: camp; children; parents; participants; philosophy; workshops
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        item: #199 of 218
          id: atpp-1252
      author: Özdemir, Özge
       title: Notes from the Field: Philosophy on the Radio and the Little Thinkers Society
        date: 2024
       words: 3048
      flesch: 57
     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.
    keywords: children; impact; philosophy; program; radio; society; years
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        item: #200 of 218
          id: atpp-1253
      author: Yılmaz, Nurşah; Bilican, Yılmaz Murat
       title: Notes from the Field: Philosophy for Children and Art Workshops
        date: 2024
       words: 3755
      flesch: 63
     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.
    keywords: art; bird; cat; children; painting; questions
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        item: #201 of 218
          id: atpp-1254
      author: Howard, Jason
       title: Editor’s Welcome
        date: 2024
       words: 614
      flesch: 23
     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).
    keywords: article; teaching; university; viterbo
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        item: #202 of 218
          id: atpp-1255
      author: Cam, Philip
       title: Cultivating Open-mindedness through the Community of Inquiry
        date: 2024
       words: 7841
      flesch: 57
     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.
    keywords: abilities; community; inquiry; lipman; mindedness; open; skills; things; thinking
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        item: #203 of 218
          id: atpp-1256
      author: Yarmel, Aaron
       title: Social Roles and Meaningful Lives
        date: 2024
       words: 8328
      flesch: 48
     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:
    keywords: activist; conflicts; issue; life; lives; meaningfulness; philosophy; praxis; responsibilities; role; role responsibilities; teaching; volume
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        item: #204 of 218
          id: atpp-1257
      author: Gardner, Susan; Newby, Alex; Wall, Taya; Chen, Jason; Belcourt-Lowe, Ethan
       title: Is Liberal Tolerance under Threat?
        date: 2024
       words: 7070
      flesch: 55
     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).
    keywords: democracy; dialogue; issue; liberalism; new; people; praxis; strategies; teaching; truth; volume
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        item: #205 of 218
          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
       words: 8455
      flesch: 56
     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.
    keywords: background; children; discussion; guide; inquiry; issue; philosophy; program; question; teachers; teaching; workshop
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        item: #206 of 218
          id: atpp-1259
      author: Van Calcar, Menno
       title: Why and How Diagrams Help in Teaching Syllogistic Skills: An Embodied Account
        date: 2024
       words: 9462
      flesch: 59
     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.
    keywords: circles; cognitivism; diagrams; doi; experience; group; pupils; reasoning; representations; skills; teaching; test; use
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        item: #207 of 218
          id: atpp-1260
      author: Simiyu, Alfred; Omuterema, Stanley; Injendi, Juma; Mukonvi, Philip
       title: Establish Dewey’s Concept of Democracy in TVET in Kenya Towards Realizing Sustainable Development. A Pragmatic Approach
        date: 2024
       words: 10496
      flesch: 47
     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.
    keywords: analysis; concept; development; dewey; education; international; issue; journal; kenya; learning; praxis; research; skills; study; teaching; technical; theory; training; tvet; volume
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        item: #208 of 218
          id: atpp-1261
      author: del Rosario del Collado, María
       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
        date: 2024
       words: 6221
      flesch: 62
     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.
    keywords: care; community; dialogue; issue; lipman; peace; respect; session; students; thinking; way
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        item: #209 of 218
          id: atpp-1262
      author: Bar, Nava
       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"
        date: 2024
       words: 1211
      flesch: 30
     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.
    keywords: book; inquiry; students
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        item: #210 of 218
          id: atpp-1264
      author: Gardner, Susan
       title: Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy
        date: 2021
       words: 3757
      flesch: 44
     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.”
    keywords: college; philosophy; program; school; students; teaching; university
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        item: #211 of 218
          id: atpp-1267
      author: Howard, Jason
       title: Editor's Welcome
        date: 2025
       words: 605
      flesch: 26
     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.
    keywords: philosophy; teaching; university
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        item: #212 of 218
          id: atpp-1269
      author: Miranda-Vilchis, Rogelio
       title: Improving Teaching and Learning in Philosophy Through Process-Oriented Feedback
        date: 2025
       words: 8348
      flesch: 50
     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.
    keywords: feedback; information; learning; philosophy; practices; process; strategies; students; teachers; teaching; writing
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        item: #213 of 218
          id: atpp-1270
      author: Gardner, Susan; Henry, Wayne
       title: How Grace, Forgiveness, and Charity Can Be Reinvigorated Through Promoting Objective Reasoning
        date: 2025
       words: 8898
      flesch: 50
     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).
    keywords: education; issue; kant; nature; people; praxis; reason; reasoning; self; teaching; thinking; volume
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        item: #214 of 218
          id: atpp-1271
      author: De Souter, Lise; Maxwell, Bruce
       title: How Can We Promote the Treatment of Philosophical Questions in Primary School? The Perspective of Experienced Teachers
        date: 2025
       words: 7728
      flesch: 44
     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.
    keywords: classroom; elements; issue; posture; practices; praxis; pwc; québec; school; students; teachers; teaching; treatment; volume
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        item: #215 of 218
          id: atpp-1272
      author: De Souter, Lise; Maxwell, Bruce
       title: Comment Favoriser Le Traitement Des Questions Philosophiques à l’école Primaire ? Le Point De Vue D’enseignantes et D’enseignants Expérimentés
        date: 2025
       words: 9662
      flesch: 53
     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.
    keywords: ainsi; aux; avec; bucheton; ces; cette; classe; comme; dans; des; des qp; discussion; d’une; enseignants; entretiens; est; exemple; faire; formation; issue; les; leurs; l’école; modèle; nous; ont; pae; par; pas; philosophique; posture; pour; pratiques; praxis; primaire; que; questions; qui; québec; recherche; réflexion; savoir; sont; sur; teaching; traitement; une; volume; élèves; éléments; être
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        item: #216 of 218
          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
       words: 2543
      flesch: 36
     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).
    keywords: children; facilitator; inquiry; lipman
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        item: #217 of 218
          id: atpp-1274
      author: Chappel, Sophie
       title: Fieldnotes: From Artistic Gesture to Philosophical Thought
        date: 2025
       words: 4010
      flesch: 49
     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.
    keywords: art; children; experience; group; issue; practice; time; volume; workshop
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        item: #218 of 218
          id: atpp-1275
      author: Chappel, Sophie
       title: Notes de Terrain: Du Geste Artistique à la Pensée Philosophique
        date: 2025
       words: 4937
      flesch: 55
     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.
    keywords: artistique; aux; avec; cette; comme; c’est; dans; des; démarche; elle; enfants; est; les; leur; l’atelier; mais; par; pas; peut; philosophique; pour; pratique; que; qui; sur; temps; une
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