Philosophy, Art or Pedagogy? How should children experience education?

John Dewey: a busca por uma pedagogia retórica

“…16--Among practical applications, see Doddington (2014Doddington ( , p. 1263, who proposes teaching philosophy to children to dissolve the tension between students' "creative imagination" and the rigidity of school structures. See also Farrys and Sengupta (2016), who use Deweyan aesthetic and democratic conceptions to support a non-mechanistic computational literacy proposal.…”

Moral deliberation and environmental awareness: reviewing Deweyan-informed possibilities for contemporary outdoor learning

“…Therefore, teachers' remit is one where they need to review how they are guiding learners towards discovering informed and stable values which are borne out of their diverse experiences, observations of place and which is enhanced by their individual reflections, deliberations and review. Progress in this type of way can help meet Doddington's (2014) imperative that engaging with Dewey's ideas on experience and community should be apparent in the quality of learners' engagement e.g., as evident by their contribution to open-ended discussions and listening and sharing ideas with others. Beyond the immediacies of formal education, Rogers (2009) also notes, that when engaged purposefully in deliberations in the context of moral conflicts, people develop the capacity to revise their judgements as well as develop a sympathy for others views.…”

What is ‘philosophy’? Understandings of philosophy circulating in the literature on the teaching and learning of philosophy in schools

“…Philosophy is also understood by some authors to be concerned with the generation of meaning and, in particular, meaning that enables us to live well together as creatures who must continually work to make sense of themselves and the things they do. With this in mind, Doddington (2014) remarks that 'doing philosophy through discussion can contribute to authentic language experiences … through which 'both personal and cultural identity can be forged' (p. 1265). She notes that, crucial to these discussions and this understanding of philosophy, is a spirit of 'openness, whole- Philosophy as a way of life is key to raising citizens who are able to embrace their role as 'critic and conscience of society' (Fitzsimons 2014(Fitzsimons , p. 1283.…”

“…Haynes and Murris (2017) uphold Doddington's (2014) Reflecting on their early work of teaching philosophy in schools, Splitter and Glaser (2019) comment that the success of philosophical practice cannot be measured by, the number of workshops conducted, books published, or schools engagedbut rather, by the measure to which children's place in their communities has been transformed, the extent to which the tradition of philosophy as a form of life centred around the construction of meaning is recognised and drawn upon as a rich resource for children's own meaning-making, and the extent to which there is space for children to think, reason, engage and be heard. (pp.…”

“…Vansieleghem goes on to remark that 'to know the causes of ideas-the conditions under which they are thought-is to liberate ourselves from intellectual rigidity and to bestow upon ourselves that power of choosing among and acting upon alternatives … [this] is the source of intellectual freedom' (2014, p. 1302). Philosophy thereby prevents people from unquestioningly 'submit[ing] to the imperatives of a social, political, cultural or religious nature' (2014, p. 1301) Doddington (2014). notes that philosophy requires 'a natural tendency to "wonder"' and, if our teaching of children is 'to be truly educational, any form of response [to them] should not close down the enquiry with an answer, but should preserve and inspire further capacity to wonder' (p. 1265).…”