This article considers children’s status in society and how this may be elevated with a view to imagining a possible future. Children’s status is such that the structures and systems under which they live diminish their agency. In so doing, their opportunity to contribute to the shaping of what appears to be an uncertain future is limited. The article proposes that looking towards children as saviours of our tomorrows is misguided and that a healthier view is to recognise the networked (...) nature of children, which recognises children’s humanity and sees them as connected to the world in which and of which they are a part. By accepting the networked nature of children, adults may come to think and behave differently towards children, beginning to see themselves and children as ‘one among many’. This perspective allows for compassion, a notion that supports our living together. This article proposes that Philosophy with Children may offer an approach to engaging in community and dialogue that allows us to think our way to a future that is epistemically inclusive. Ultimately, engaging with children as potential knowers demands that we are more overtly political in the ways in which we engage with Philosophy with Children. (shrink)

There are many texts that present and discuss Philosophy with Children, the majority of which focus on Matthew Lipman’s Philosophy for Children (P4C) programme.

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. (shrink)

CompUtmg Distinctions. Douglas G. Flemons. Boston and London: Shambhala, 1991. 164 p. $15 (cloth).

The context for the study is the current curriculum reform in Scotland which demands that teachers enable children to become ‘Responsible Citizens’. The aim of the study was to evaluate the use of Community of Philosophical Inquiry as a pedagogical tool to enhance citizenship attributes in Scottish children in a range of educational settings. Before and after an extended series of CoPI sessions, the 133 participating children were presented with dilemmas designed to elicit responses which indicate their ability to make (...) informed choices and decisions and to articulate informed, ethical views of complex issues. The sessions were facilitated by class teachers who were trained in CoPI. The results indicate that children’s reason giving was enhanced by participation in CoPI. The implications both for education for citizenship and the potential of Philosophy with Children to contribute to an enhanced school curriculum will be discussed. (shrink)

A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e (...) relacionamentos com os outros. É inevitável que, vivendo com os outros, se encontrem os valores dos outros. É essencial, portanto, que as crianças aprendam como lidar com os valores dos outros mas também que elas aprendam como desenvolver os seus próprios pelo questionamento e a reflexão. Melhor que ensinar às crianças sobre os valores ou ensinar-lhes os valores que elas deveriam ter, este artigo sugere que às crianças deveriam ser proporcionadas oportunidades de explorar uma variedade de perspectivas e que elas precisam aprender a fazer isto. Além disso, no entanto, a fim de viver harmoniosamente com os outros, existem considerações sobre ética a serem encontradas. As crianças precisam aprender como lidar com política, arte, ciência, literatura e a maior variedade de problemas que a vida em sociedade inclui. De fato, as crianças precisam aprender o que é requerido para ser um cidadão. Aqui o aprendizado da criança é contextualizado no Currículo de Excelência da Escócia, no qual se espera das crianças que elas sejam capazes de “fazer escolhas e tomar decisões informadas” e de “desenvolver pontos de vista informados e éticos de problemas complexos” (Scottish Executive, 2004, p.12) como parte de sua educação para a cidadania. Se ser um cidadão envolve esses elementos, então existe um desafio para os professores no que concerne a como as crianças vão alcançar os resultados desejados. O objetivo de tal currículo é que a criança ‘aprenda para a vida’ adquirindo as competências para a vida de forma que a sociedade se beneficie. É colocado, neste artigo, que participando dos diálogos filosóficos uma pessoa é suscetível de favorecer uma apreciação dos outros e de suas perspectivas, de compreender que os valores e opiniões de alguém evoluem, que essa visão filosófica pode, de fato, funcionar para a melhora da sociedade. Contudo, o que é sugerido é que fazendo filosofia aprende-se como viver bem. (shrink)

This paper considers one key aspect of doing Philosophy with Children; the use of children’s questions. In particular, the paper reflects upon the place and importance of children’s questions in McCall’s Community of Philosophical Inquiry (CoPI). Generally children are allowed, within Philosophy with Children practices to ask their own questions. In some approaches questions are set for the children to inquire into. These questions often come from teachers’ manuals. What is different about McCall’s CoPI is that the facilitator selects the (...) question for the inquiry and not the children. McCall’s CoPI is practised by facilitators with a background in philosophy, who are therefore able to recognise the philosophical potential in children’s own questions and who are also able to structure dialogue to stimulate and engender philosophical dialogue. In the article it is further suggested that not using children’s questions to promote philosophical dialogue, poses some fundamental questions about how children are perceived and how this may impact upon their place and potential voices in society. (shrink)

This book review discusses Walter O. Kohan and Barbara Weber's edited volume, Thinking, Childhood, and Time.