scholarly journals Study on the synergy of Theatre Pedagogy and Philosophy for Children: A multi-disciplinary approach

2021 ◽  
pp. 14
Author(s):  
Evi Mamali ◽  
Simos Papadopoulos
Keyword(s):  
Community Of Inquiry ◽  
Educational Context ◽  
Philosophy For Children ◽  
Common Elements ◽  
Philosophical Inquiry ◽  
Theatre Pedagogy ◽  
The Way

This study explores the reasons why theatre pedagogy as practiced through drama inquiry is highly compatible with philosophical inquiry as practiced in a community of inquiry. After clarifying the way in which theatre and philosophy can be practiced in an educational context, common elements of drama and philosophical inquiry are examined in terms of epistemology and method. As it is suggested that a number of skills and attitudes can be traced in both drama and philosophical inquiry, there follows an elaborated presentation of such points of relevance. The study concludes that a synergy of drama and philosophical inquiry may not only be feasible but also highly productive as there are common aims and principles which provide a basis for applying effectively a model of philosophical inquiry assisted by drama inquiry.  

scholarly journals el lugar de la deliberación en la filosofía para niños de lipman

2019 ◽  
Vol 15 ◽  
pp. 1-18
Author(s):  
Carmina Shapiro
Keyword(s):  
Community Of Inquiry ◽  
Initial Step ◽  
Philosophy For Children ◽  
Main Factors ◽  
The Way

For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the particular articulation that Lipman made of those notions for his Philosophy for Children proposal. The way in which our author configures the Community of Inquiry (CI) puts Philosophy in a central but paradoxically secondary place. That is to say, in the CI Philosophy is articulated with the "democracy as investigation" in such a way that the scope of possibilities left to Philosophy is limited. We believe that one of the main factors of this limitation is the deliberationist conception of dialogue in the CI. This is what we will try to unravel here, as an initial step in a work that will require successive explorations.

scholarly journals parents’ philosophical community: when parents go to school!

2019 ◽  
Vol 15 ◽  
pp. 1-28 ◽  
Author(s):  
Maria Papathanasiou
Keyword(s):  
Action Research ◽  
Community Of Inquiry ◽  
School Community ◽  
Philosophy For Children ◽  
Educational Strategies ◽  
Philosophical Inquiry ◽  
The Family ◽  
The Creation ◽  
Philosophical Community ◽  
Philosophical Questions

Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analysed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within school, revealed a new horizon of communication and cooperation while raising respect and empathy among all participants. This research exhibits that building communities of philosophical inquiry with children and adults likewise, and within the same environment reflects and strengthens dialogue between all parts of the school community triangle (students, teachers, parents) and it therefore seems to be an effective approach to be implemented.

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
Vol 17 (4) ◽  
pp. 132-167
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This paper discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this work proposes a theoretical juxtaposition of the Community of Inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

scholarly journals Promoting a Community of Inquiry in a Civics and Citizenship Education Class through the Pedagogy of Philosophical Inquiry

2020 ◽  
Vol 8 (2) ◽  
pp. 71-87
Author(s):  
Suhailah Hussien ◽  
Nazatul Akmar Mohd Mokhtar ◽  
Rosnani Hashim
Keyword(s):  
Action Research ◽  
Research Design ◽  
Citizenship Education ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Observational Method ◽  
Philosophical Inquiry ◽  
Education Class ◽  
Quest For Meaning

In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the Malaysian Educational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of inquiry (CI) in the Civics and Citizenship Education classroom. The study employed a qualitative action research design, where the researcher used the observational method, which is based on the Lipman’s CI checklist, to identify seven elements of CI in the classroom; namely, participation, quest for meaning, shared cognition, challenging as a procedure, deliberation, impartiality and thinking for oneself. Findings of the study showed that the philosophical inquiry pedagogy and the community of inquiry assisted in the effective teaching of CCE as students discovered a more meaningful learning experience, became more empowered in their thinking and views, and more sensitive to the current issues, paving the way to become good citizens of the nation.

the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry

2021 ◽  
Vol 17 ◽  
pp. 01-20
Author(s):  
Arie Kizel
Keyword(s):  
Community Of Inquiry ◽  
Multiple Identities ◽  
Ethical Responsibility ◽  
Stage Model ◽  
Philosophical Discussion ◽  
Two Stage ◽  
Human Environment ◽  
Philosophical Inquiry ◽  
Epistemic Justice ◽  
Banking Education

From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search.

Metaphysical Horizons of Philosophy for Children

1998 ◽  
pp. 53-60
Author(s):  
Wendy C. Turgeon
Keyword(s):  
Community Of Inquiry ◽  
Philosophy For Children ◽  
The Individual

Central to the explanations of justifications for Philosophy for Children is the concept of the 'community of inquiry.' This paper explores the question of the metaphysical foundations for this notion in terms of the nature of the individual versus the community and the question of truth.

‘Cyriel Buysse? Neen, die ken ik niet!’

2018 ◽  
Vol 23 (3) ◽  
pp. 311-330
Author(s):  
Marc Van Kerchove
Keyword(s):  
Secondary Education ◽  
Educational Context ◽  
Double Reduction ◽  
Literary Period ◽  
The Way

Abstract Cyriel Buysse? No, I don’t know him! The Geschiedenis van de Nederlandse literatuur (GNL) and the schoolbooks in secondary education in Flanders. Cyriel Buysse as case studySchoolbooks as they are used in secondary education in Flanders often determine the way an author is presented and taught. For most pupils these schoolbooks are the only remaining source to get into contact with literature in an educational context. Many literary authors are subject to a double reduction. Not only an inevitable quantitative reduction of their complete works but also a reduction concerning content in order to use them as typical examples of a literary period. Tools like the GNL among others can supply however a broader view on these authors. In this article we discuss the importance of schoolbooks, the way they are organised and how they can possibly benefit from the GNL. We use the author Cyriel Buysse (1859-1932) as an example.

Philosophy today: cries of alarm and prospects of progress

SATS ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 97-116
Author(s):  
Paolo Parrini
Keyword(s):  
Social Context ◽  
Critical State ◽  
History Of Philosophy ◽  
Historical Survey ◽  
Philosophical Inquiry ◽  
Philosophy Today ◽  
History Of ◽  
New Challenges ◽  
The Way

AbstractToday’s critical state of philosophy is examined by considering two of its aspects: the way in which philosophy presently is ever more typically practised (increasing professionalism and specialisation) and the new challenges it has to face to keep up with the changed scientific, and more generally cultural and social context. The essay outlines some prospects of progress in the light of those which still now can be considered the proper tasks of philosophical inquiry. Such tasks are singled out through an historical survey of the original characters of philosophy and an appraisal of its theoretical motivations. The importance of the history of philosophy and the necessity of achieving a virtuous relation among the various philosophical disciplines are stressed to contrast the dangers of excess specialisation and professionalism.

scholarly journals the child and the p4c curriculum

2020 ◽  
Vol 16 (36) ◽  
pp. 01-26 ◽  
Author(s):  
Stefano Oliverio
Keyword(s):  
Second Step ◽  
Philosophy For Children ◽  
Matthew Lipman ◽  
The Way

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science (as his notions of inquiry and qualitative thought prove). This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum.

scholarly journals rethinking consensus in the community of philosophical inquiry: a research agenda

2019 ◽  
Vol 15 ◽  
pp. 1-18
Author(s):  
Kei Nishiyama
Keyword(s):  
Research Agenda ◽  
Essential Element ◽  
Philosophy For Children ◽  
Philosophical Inquiry ◽  
Japanese Students ◽  
Philosophical Progress

In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which people achieve various non-universal forms of consensus, such as agreement on the value of opponents’ normative view or agreement on the degree to which they accept opponents’ view. This paper argues that such meta-consensus is a key part of what Clinton Golding (2009) calls “philosophical progress,” which is the essential element that makes inquiry philosophical. In other words, without meta-consensus and philosophical progress, inquiry ends in merely conversation or antagonistic talk. Drawing on the example of P4C conducted with Japanese students, this paper shows how meta-consensus is achieved in the community of philosophical inquiry and how it contributes to make inquiry philosophical.

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