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Articles 271 - 295 of 295

Full-Text Articles in Philosophy

Raging Robots And Unruly Uncles (1981) By Margaret Mahy, Gareth B. Matthews Jan 1982

Raging Robots And Unruly Uncles (1981) By Margaret Mahy, Gareth B. Matthews

Chapter Books

When, as a practical joke, the seven wicked sons of Wicked Jasper send a goody-goody robot named Lilly Rose Blossom to their virtuous cousin Prudence, daughter of their virtuous uncle Julian, she sends them a fiendishly insolent robot called the Nadger. Each household finds its robot so annoying that the cousins all run away from home and form a successful community together, eventually joined by a wiser Jasper and a chastened Julian. Though zany and wildly farcical, this story is also serious and thought-provoking – about the problem of minds and machines, the possibilities of free will, the nature of …

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(1982) Nobody Can Teach Anyone Anything (1971) By Wilfred Rusk Wees, Philip C. Guin Jan 1982

(1982) Nobody Can Teach Anyone Anything (1971) By Wilfred Rusk Wees, Philip C. Guin

Collected Papers of Philip C. Guin

In this review, Guin concurs with Wees that, instead of survival schooling the whole purpose of education is to nurture the child's power of thought, since thought is the basic resource in the child's search for purposes and meanings.

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Upside-Down Cat (1981) Elizabeth Parsons, Maughn Gregory Jan 1982

Upside-Down Cat (1981) Elizabeth Parsons, Maughn Gregory

Chapter Books

Lily Black, nicknamed the “Upside-Down Cat” from her habit of lying on her back over a hot-air register to keep warm, lives with Joe and his parents in New York City and summers with them in Maine. When she disappears at the end of one summer, Joe and his family have no choice but to return to New York without her. A kind lobsterman finds Lily, takes care of her all winter, and becomes fond of her. The next summer, when Joe finds Lily on the man’s boat, they have to decide whom Lily really belongs to—if anyone.

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(1982) Ellen Kellenberger’S Kindergarten, Secaucus, New Jersey, Philip C. Guin Jan 1982

(1982) Ellen Kellenberger’S Kindergarten, Secaucus, New Jersey, Philip C. Guin

Collected Papers of Philip C. Guin

A transcript of part of a philosophy for children session in a New Jersey kindergarten where Guin was coaching the teacher.

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18. Pixie (Novel; 1981 Edition), Matthew Lipman Jan 1981

18. Pixie (Novel; 1981 Edition), Matthew Lipman

Early Elementary School Curriculum

Pixie is an elementary school student perplexed and delighted by many aspects of her experience. This novel emphasizes relationships (logical, social, familial, aesthetic, causal, part-whole, mathematical, etc.) as well as competence in dealing with such relationships. Ethical concepts include sibling-rivalry, personhood, respect for others, friendship, secrets, promise-keeping, parent-child relationships, obedience, teasing, and autonomy. Readers will find the pages of Pixie strewn with philosophical ideas and puzzles that lead to lively classroom deliberation. The text includes some blank pages for young readers to try their hand at book illustration.

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Leese Webster (1979) By Ursula K. Le Guin, Gareth B. Matthews Jan 1981

Leese Webster (1979) By Ursula K. Le Guin, Gareth B. Matthews

Picture Books

Leese was a spider, born in a palace throne room. Like other members of the “Webster” family, Leese knew how to spin an elegant and efficient web of traditional design. But then she started to produce webs of original designs like the flowers portrayed in the carpet and the huntsmen and hounds in a painting. Were these images pictures? Many animal species dance, adorn themselves, and build elaborate nests to attract mates. Can they be more and less aesthetically gifted? Authorities had Leese’s webs encased in glass and put on exhibit. Did that change their metaphysical status?

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3. Sources And References For Suki, Matthew Lipman Jan 1980

3. Sources And References For Suki, Matthew Lipman

Secondary School Curriculum

This sequential bibliography matches the 1978 edition of Suki page by page. It contains both sources—works that influenced Matthew Lipman in writing the novel, references to philosophical works he and Ann Margaret Sharp recommend to explore the novels’ philosophical themes, and brief commentary on them by Lipman.

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2. Writing: How And Why (Instructional Manual To Accompany Suki, Matthew Lipman, Ann Margaret Sharp Jan 1980

2. Writing: How And Why (Instructional Manual To Accompany Suki, Matthew Lipman, Ann Margaret Sharp

Secondary School Curriculum

The aim of this program is to engage students in philosophical inquiry into aesthetics and related philosophical issues. The instructional manual includes short, accessible explanations of the philosophical concepts found in SUKI, the novel, as well as hundreds of exercises and discussion plans to prompt and assist the student's inquiry. As poetry is the primary aesthetic genre taken up in the novel, the explanations and activities in this manual offer numerous additional poems as objects of aesthetic inquiry. The manual also includes numerous activities that invite students to transform their thinking and dialogue into essays, poems and short stories, so …

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5. Social Inquiry: Instructional Manual To Accompany 'Mark', Matthew Lipman, Ann Margaret Sharp Jan 1980

5. Social Inquiry: Instructional Manual To Accompany 'Mark', Matthew Lipman, Ann Margaret Sharp

Secondary School Curriculum

The task of social studies as a discipline is to focus students’ already developed thinking skills upon the conceptual foundation of the social sciences. Students will think about these underlying concepts if they can talk about them, and they will talk about what they perceive as controversial or problematic. This, then, is what Mark and Social Inquiry aim to do: to identify selected root issues in the social sciences and expose to students the conflicting concepts at the heart of each issue.

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4. Mark (Novel), Matthew Lipman Jan 1980

4. Mark (Novel), Matthew Lipman

Secondary School Curriculum

The high school has been vandalized, and Mark is arrested at the scene of the crime. He claims he is a “victim of society.” But what is society? What forces hold it together or work to pull it apart? These are questions to which Mark and his classmates address themselves. What they seek are ways of evaluating social institutions, rules and values, so as to determine how well society is able to live up to the ideals which, at one time or another, have been set for it. They pay particular attention to the nature of law and crime, tradition, …

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Ozma Of Oz (1907) By L. Frank Baum, Maughn B. Gregory Jan 1979

Ozma Of Oz (1907) By L. Frank Baum, Maughn B. Gregory

Chapter Books

L. Frank Baum’s Ozma of Oz is a splendid tale of intellectual adventure full of thought experiments, including a tree that bears lunch boxes and napkins as fruit, beings like humans but with wheels at the ends of their four limbs, a mechanical man (called “Tiktok”) who can think, speak, and act but is not alive, and a princess with thirty alternative heads and accompanying temperaments. One could base a whole philosophy course on Ozma of Oz. One can also read it simply for fun – including, of course, philosophical fun.

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1. Suki (Novel), Matthew Lipman Jan 1978

1. Suki (Novel), Matthew Lipman

Secondary School Curriculum

Suki, a young adolescent, loves poetry and its world of metaphor. Her friend Harry hates literature class and the idea of writing poetry frightens him. Their worldviews begin to converge as the two come to see logic and poetry as two ways of finding meaning in life experience, though not before they have confronted a number of problems of language, knowledge and aesthetics. As Suki, Harry and their classmates work through the obstacles they encounter in creative writing, they construct new understandings of concepts like friendship, freedom, integrity, originality, harmony, form, balance, personhood and meaning.

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(1978/1994) Can Moral Education Be Divorced From Philosophical Education?, Matthew Lipman, Ann Margaret Sharp Jan 1978

(1978/1994) Can Moral Education Be Divorced From Philosophical Education?, Matthew Lipman, Ann Margaret Sharp

Scholarship

If morality were simply a matter of knowing rules and obeying them, then moral education would consist of developing in children a conscientiousness that would permit them to carry out these rules in a happy, unquestioning fashion. But morality is not so simple. It is not clear that there are rules for every situation, nor is it clear that accepting uncritically those rules which might apply contributes to children's development. Consequently, the child must be equipped to cope with situations lacking clear guidelines, situations that nevertheless require one to make choices and to accept responsibility for them. In order for …

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(1978) A Novel Approach To Philosophy For Children, Ann Margaret Sharp Jan 1978

(1978) A Novel Approach To Philosophy For Children, Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Catholic education through the ages has evinced a deep love and commitment to philosophy as a discipline. Traditionally, recognition of its intrinsic merits has been manifested on the college level and, in some instances, on the high school level. Now, for the first time, philosophy is being made available to elementary school children and is being taught in a number of Catholic elementary schools in the country. Under the direction of Dr. Matthew Lipman of Montclair State College, New Jersey, the Institute for the Advancement of Philosophy for Children is designing a curriculum in philosophy for children from grades K-12, …

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(1978/1994) Can Moral Education Be Divorced From Philosophical Education?, Matthew Lipman, Ann Margaret Sharp Jan 1978

(1978/1994) Can Moral Education Be Divorced From Philosophical Education?, Matthew Lipman, Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

If morality were simply a matter of knowing rules and obeying them, then moral education would consist of developing in children a conscientiousness that would permit them to carry out these rules in a happy, unquestioning fashion. But morality is not so simple. It is not clear that there are rules for every situation, nor is it clear that accepting uncritically those rules which might apply contributes to children's development. Consequently, the child must be equipped to cope with situations lacking clear guidelines, situations that nevertheless require one to make choices and to accept responsibility for them. In order for …

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(1977) Philosophy In The Classroom: A Response To Wilson, Levinson And Moore, Philip C. Guin Jan 1977

(1977) Philosophy In The Classroom: A Response To Wilson, Levinson And Moore, Philip C. Guin

Collected Papers of Philip C. Guin

In response to reviews of Philosophy in the Classroom (Matthew Lipman, Ann Margaret Sharp, and Frederick S. Oscanyan, 1977) by John Wilson, Daniel Levinson, and J.T. Moore (Teaching Philosophy 2(3/4): 392-395, attached here) Guin notes that the book was written for teachers, prospective teachers, administrators, and others preparing to implement an elementary program in philosophy without previous training in logic, epistemology, or ethics, and that the author’s claims are not speculative, but reflect documented achievements. He argues that the book is well-suited for teachers anxious to learn how to get at the ideas embedded in a philosophical novel, how …

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08. First Edition Of Lisa (1976) By Matthew Lipman, Matthew Lipman Jan 1976

08. First Edition Of Lisa (1976) By Matthew Lipman, Matthew Lipman

Middle School Curriculum

Lisa is the story of a school year in the life of an adolescent girl and her classmates, a year studded with physical, aesthetic and ethical awakenings. Various events in these young people's lives prompt them to puzzle over such issues as animal rights, sexism, racism, justice, divorce and death. All of them struggle with issues of identity and thinking for oneself - philosophical issues of perennial concern to adolescents. As they begin to recognize the ethical dimensions of their experience, Lisa and her friends puzzle over such philosophical concepts as the right, the fair, the good, perfection, and naturalism. …

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(1976) The Teacher As Liberator: A Nietzschean View, Ann Margaret Sharp Jan 1976

(1976) The Teacher As Liberator: A Nietzschean View, Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

It is Nietzsche's view that it is the main task of the educator to reach out for the student and to become his agent of liberation, aware that the end result will inevitably be the creation of men who will come into conflict with the prevailing norms of society and who will begin the process of the creation of new values for mankind. In order for this value-creator to become a reality, educators must will his existence consciously and then set about systematically to form him.

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Bear That Wasn't (1946/2010) By Arthur Frank Tashlin, Gareth B. Matthews Jan 1976

Bear That Wasn't (1946/2010) By Arthur Frank Tashlin, Gareth B. Matthews

Picture Books

What happens when a bear wakes from hibernation to find his forest home has been replaced by a human factory? What if the bear can't convince the factory workers, vice presidents, or president that he is, in deed, a bear and shouldn't be put to work in the factory? In reviewing Frank Tashlin's The Bear that Wasn't, Gareth B. Matthews discovers philosophical themes including dreaming and skepticism, being and nonbeing, appearance and reality, and the foundations of knowledge.

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(1975) Education And Culture: A Nietzschean Perspective, Ann Margaret Sharp Jan 1975

(1975) Education And Culture: A Nietzschean Perspective, Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Friedrich Nietzsche was aware of the dangers of the state control over education, as well as the dangers of the technical society in general. Dehumanization, loss of freedom and power to create alternatives for the society could spell the death of the society itself. Human beings could well become nothing more than cogs in a machine of production and consumption. The human self whose urge is the will to grow, to become more, will eventually have nothing to will anymore. Ohly an education which encourages a new conception of freedom -- intellectual freedom as the self affirmation of life against …

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A Defense Of Naturalism In Moral Education (1975), Philip C. Guin Jan 1975

A Defense Of Naturalism In Moral Education (1975), Philip C. Guin

Collected Papers of Philip C. Guin

The dissertation investigates the possibility of a naturalist approach to moral education. The two initial chapters deal with questions of freedom and moral relativity, respectively. In regard to moral relativity, it is argued that the facts of cultural diversity fail to support a thesis of cultural relativity. The final two chapters focus on anti-naturalist attempts to discredit naturalism, and on the relation of naturalism to moral education. It is argued that anti-naturalists have failed to offer an adequate account of ethical and moral life, or of the critical demands laid upon the agent in making moral decisions. The naturalist rejoinder …

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(1975) Nietzsche’S View Of Sublimation In The Educational Process, Ann Margaret Sharp Jan 1975

(1975) Nietzsche’S View Of Sublimation In The Educational Process, Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Against the prevailing "return to nature" educational philosophy of his day, Nietzsche stressed sublimation, the active redirecting of one's life energy or the channeling of one's power in the service of creativity, and the inevitability of suffering as essential in the attainment of free­dom. The current educational practice which mitigates the importance of sublimation and suffering were, in his view, a subversive tactic of the German State to keep the reins on individual autonomy and creativity and insure conformity to the status quo.

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03. First Edition Of Harry Stottlemeier's Discovery (1974) By Matthew Lipman, Matthew Lipman Jan 1974

03. First Edition Of Harry Stottlemeier's Discovery (1974) By Matthew Lipman, Matthew Lipman

Middle School Curriculum

Harry Stottlemeier's Discovery is the student book for a project in philosophical thinking. It offers a model of dialogue—both of children with one another and of children with adults. The story is set among a classroom of children who begin to understand the basics of logical reasoning when Harry, who isn't paying attention in class, says that a comet is a planet because he remembers hearing that comets revolve around the sun just as planets do. The events that follow in the classroom and outside of school are a recreation of the ways that children night might find themselves thinking …

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The Teacher As Liberator: An Analysis Of The Philosophy Of Education Of Friedrich Nietzsche (1973), Ann Margaret Sharp Jan 1973

The Teacher As Liberator: An Analysis Of The Philosophy Of Education Of Friedrich Nietzsche (1973), Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

This dissertation will be an exegesis of the educational thought of Friedrich Nietzsche with the central focus on his conception of the teacher as liberator. This will involve an analysis of his conception of freedom, an analysis which involves a grasp of his philosophy as a whole. Nietzsche never wrote a systematic educational philosophy. Yet, in a certain sense, education is his primary concern. "I teach you the overman. Man is something that shall be overcome.... The overman is the meaning of the earth." In Nietzsche's view, the conscious production of the overman, a person who is characterized by a …

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(2000) Discovering Our Voice: A Manual To Accompany 'Geraldo', Ann Margaret Sharp, Laurance J. Splitter Dec 199

(2000) Discovering Our Voice: A Manual To Accompany 'Geraldo', Ann Margaret Sharp, Laurance J. Splitter

Collected Papers of Laurance J. Splitter

Geraldo is a story about what an immigrant undergoes when he leaves one culture and tries to 'join' another culture. An immigrant suffers a triple disruption: he loses his sense of place, he enters into an alien language, and he finds himself surrounded by beings whose social behavior, norms and traditions are very unlike, and sometimes even offensive to his own. The explanation of the leading ideas in this manual help students and teachers explore the philosophical themes in Geraldo. The discussion plans, exercises, and activities are designed to foster and cultivate the process of philosophical dialogue in the classroom. …

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