Conceptions of Childhood and Moral Education in Philosophy for Children

2021 ◽  
Keyword(s):  
Moral Education ◽  
Philosophy For Children

scholarly journals Exploring the connections between Philosophy for Children and character education: Some implications for moral education?

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Andrew Peterson ◽  
Brendan Bentley
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Critical Reflection ◽  
Values Education ◽  
Philosophy For Children ◽  
Potential Relationship ◽  
The Relationship ◽  
Made In

In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further critical reflection on the potential relationship between Philosophy for Children and character education.

scholarly journals The ethics of narrative art: Philosophy in schools, compassion and learning from stories

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Laura D'Olimpio ◽  
Andrew Peterson
Keyword(s):  
Moral Education ◽  
Practical Wisdom ◽  
Alasdair Macintyre ◽  
Philosophy For Children ◽  
Fictional World ◽  
Narrative Art ◽  
Moral Agents ◽  
Philosophical Dialogue ◽  
Art Philosophy ◽  
Student Questions

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion, which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits, which, in turn, supports the argument for philosophy to be taught in schools.

scholarly journals atrever-se a uma escrita infantil: a infância como abrigo e refúgio

2021 ◽  
Vol 17 ◽  
pp. 01-30
Author(s):  
Walter Omar Kohan ◽  
Magda Costa Carvalho
Keyword(s):  
Moral Education ◽  
Philosophy For Children ◽  
Moving Force ◽  
Education Philosophy ◽  
Creative Force ◽  
Object Of Study ◽  
Adult Writing ◽  
Present Text

The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, "philosophy for children", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text. 

scholarly journals Philosophy and Childhood

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Tim Sprod
Keyword(s):  
Moral Education ◽  
Creative Thinking ◽  
International Baccalaureate ◽  
Keynote Speaker ◽  
Philosophy For Children ◽  
Philosophical Discussion ◽  
National Conference ◽  
University Of Massachusetts ◽  
The University ◽  
Made In

The following paper was written in 1999, as the opening speech at the Hobart FAPCA (Federation of Australasian Philosophy for Children Associations now FAPSA) National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication in Critical and Creative Thinking, I added a list of further reading which gives details for all the articles and books mentioned in the speech. At the time, I had just completed my PhD (the thesis is cited in the further reading), and taken up the position of International Baccalaureate Coordinator at The Friends’ School in Hobart. Subsequently in 2001, a revised and abridged version of the thesis was published by Routledge under the title Philosophical Discussion in Moral Education, and readers who are interested in following up some of my points made in the paper can find more detail there.

scholarly journals Research in Moral Education: The Contribution of P4C to the Moral Growth of Students

2020 ◽  
Vol 10 (4) ◽  
pp. 119
Author(s):  
Félix García-Moriyón ◽  
Jara González-Lamas ◽  
Juan Botella ◽  
Javier González Vela ◽  
Tomás Miranda-Alonso ◽  
...  
Keyword(s):  
Educational Research ◽  
Moral Education ◽  
Classroom Environment ◽  
Small Sample ◽  
Philosophy For Children ◽  
Basic Principles ◽  
Philosophical Inquiry ◽  
Moral Growth ◽  
Education Model ◽  
And Control

Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central themes within the educational proposal of Philosophy for Children (P4C), as seen in theoretical reflection and in educational research. It is necessary to start from a more global approach to moral growth, focused on the development of capacities. Such abilities are to be understood as virtues or personality traits that enable us to achieve a full life, that is, to become good people. The transformation of classrooms into communities of philosophical inquiry, following the educational guidelines of P4C, can contribute to the achievement of this objective. Here we present the psychological and methodological underpinnings of an educational research project that we are applying to a small sample that includes two groups—experimental and control—in a typical classroom environment. We are administering tests at the beginning and the end of the application of a moral education model according to the basic principles of Philosophy for Children. The objective is to verify that our research design could be used to evaluate the contribution of this educational model to the students’ moral growth, understood as the consolidation of the students’ moral habits and competences.

Lipman i Kołakowski: wychowawcze przesłanie ich koncepcji etycznych

2017 ◽  
pp. 9-24
Author(s):  
Aldona Pobojewska
Keyword(s):  
Moral Education ◽  
Educational Program ◽  
Moral Code ◽  
Philosophy For Children ◽  
Preliminary Stage ◽  
Moral Conduct ◽  
Moral Subject ◽  
Dominant Feature ◽  
The Common

Already at the preliminary stage of the analysis the convergence of the ethical positions of the M. Lipman’s “Philosophy for Children” educational program and the views presented by Leszek Kołakowski in the essay “Ethics without Codex” is visible. The common, dominant feature of both of them is the rejection in the moral conduct of an attitude characterised by the desire to have a moral code, whereas they justify their anti-code stance in mostly the same way. The author briefly sketches these arguments and present the requirements that a moral subject who does not follow the code must fulfil. Finally, the author of the article indicates the character of moral education postulated by both authors considered here.

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