Categories of Goals in Philosophy for Children

Anderson, Anastasia

doi:10.1007/s11217-020-09724-x

Cited by 3 publications

(6 citation statements)

References 23 publications

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“…One way in which they might foster children's voice is through Community of Philosophical Inquiry, but it is important that they ask questions of themselves and their practice to ensure that what they are trying to achieve is clear to themselves and others, including the children with whom they work. In promoting voice through the likes of CoPI, it is not about satisfying the teacher's goal (Splitter 2016;Anderson 2020); it is about recognizing children as agents that have the capacity to think for themselves. This will require particular behaviour on the part of the teacher and reflection on her practice.…”

Section: Discussionmentioning

confidence: 99%

“…There are various reasons the facilitation of children's voice may be seen as a good thing, including, as Cassidy et al (2022) suggest, for consultation, evaluation, to help with planning, to advance democracy, or to effect some kind of change. Anderson (2020) correctly highlights the particularly adultist perspective that drives educational philosophy and practice. This is problematic and runs the risk of treating children as a means to an end, with that end being adult (Cassidy 2007).…”

Section: Approachesmentioning

confidence: 99%

“…Given that Philosophy with Children (PwC) also recognizes the place of children in society and that philosophizing with children is one way in which they might participate in that society (Matthews 1994;Cassidy 2012Cassidy , 2017Cassidy and Mohr Lone 2020), it may be helpful to consider the extent to which the seven factors identified above may support teachers in considering voice in their own practice in relation to PwC. This is not, though, about determining why one might undertake PwC, as much has been written on this already (Lipman 2003;Anderson 2020). Rather, the suggestion is that teachers might use the factors to consider their own practice in PwC with a view to supporting children's voice.…”

Section: The Seven Factorsmentioning

confidence: 99%

“…In classrooms generally, teachers (adults) have the power to determine who does what, who goes where, what happens, when things happen, and who has opportunities to express their voice. Indeed, the agendas in classrooms are almost entirely set by adults (Anderson 2020).…”

Section: Powermentioning

confidence: 99%

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Philosophy with Children

Cassidy¹

2023

Precollege Philosophy and Public Practice

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This article proposes that children’s voice is important. It also suggests that one way in which children’s voice might be supported is through Philosophy with Children. However, when teachers undertake Philosophy with Children to promote children’s voice, it is important that they reflect on their role and the practice to consider how that role and practice enable children’s voice. One way in which teachers might do this is by considering the seven factors for enabling children’s voice identified through the Look Who’s Talking project. The seven factors are as follows: definition, power, inclusivity, listening, time and space, approaches, processes and purposes. The article takes each element in turn to consider the ways in which Philosophy with Children might align with them and offers questions teachers may ask of themselves and their practice. As there is a range of approaches to Philosophy with Children, the article focuses on one model: Community of Philosophical Inquiry.

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Section: Discussionmentioning

confidence: 99%

Section: Approachesmentioning

confidence: 99%

Section: The Seven Factorsmentioning

confidence: 99%

Section: Powermentioning

confidence: 99%

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Philosophy with Children

Cassidy¹

2023

Precollege Philosophy and Public Practice

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“…Still, they are different games. useful article, AnastasiaAnderson (2020) offers an interesting taxonomy of the aims of philosophy for/with children, drawing conceptual distinctions between 'aims' and 'goals', 'intrinsic' and 'extrinsic', 'aims of education in general' and 'educational aims of philosophy for children', etc. Her taxonomy resembles a sort of map, and her intentions mean well: articulating clear aims might help defend philosophy for/with children as a pedagogy or something worth including in the curriculum, for example.…”

mentioning

confidence: 99%

Philosophising with children as a playful activity: Purposiveness without purpose

Gadris

2022

Journal of Philosophy in Schools

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While trying to preserve the autonomy of their playful activity consisting in a game of 'questioning and answering', the Gymnosophists defy Alexander the Great and, more importantly, go against their own chances of survival (since giving a wrong answer to the king's question amounts to losing their life). Thankfully, we do not need to face such dilemmas when philosophising with children. Nevertheless, the Gymnosophists' example helps construct a notion of philosophy for/with children as an autonomous playful activity that albeit (implicitly) purposive it is, however, without (explicit) purpose (something akin to Kant's aesthetic judgement). Alluding to an Aristotelian sense of 'telos' in its connection with Platonic 'paideia' I understand philosophy for/with children as an activity that we carry out for its own sake. This does not mean that we are to abolish elements such as antagonism, competition, excellence, etc.-there is no question: the competitive element is there. But what does it mean? We could fix its meaning according to a purpose (we compete to excel or persuade and win) or we might entertain the idea of keeping its meaning rather vague or undetermined, implicit.

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Democratizing philosophy for children: of difference and diverse ideas in Gareth Matthews’ Corpus

Fraser-Burgess

2023

Journal of Philosophy of Education

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Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores Philosophy for Children movement, and the way the work of Gareth Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and Non-Western approaches to P4C. I argue that the social contexts of culture, ethnicity, and nationality can serve to broaden P4C curricula and pedagogy, making it fit for schools in a liberal democratic society.

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Categories of Goals in Philosophy for Children

Cited by 3 publications

References 23 publications

Philosophy with Children

Philosophy with Children

Philosophising with children as a playful activity: Purposiveness without purpose

Democratizing philosophy for children: of difference and diverse ideas in Gareth Matthews’ Corpus

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