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(1993) The Knife [Philosophical Story And Exercises], Philip C. Guin

Collected Papers of Philip C. Guin

Carl never planned to steal the knife. He'd gone to Beecham's Hardware, first thing in the morning, to buy a can of paint, in order to touch up the boards of his tree house. But the color he wanted was in the storage room, and as Mr. Beechman went to fetch the desired color, leaving him alone in the store, Carl's attention strayed to the merchandise displays.

(1993) Reflections On Karl Popper And Philosophy For Children, Philip C. Guin

Collected Papers of Philip C. Guin

The purpose of this essay is to ascertain the extent to which Karl Popper's conjectures about the status of knowledge can provide underpinnings for a new perspective on education, and in particular, a perspective which allows for a better understanding of Philosophy for Children.

(1993) Viaje En El Tiempo [Journey In Time] (Philosophical Story), Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Me llamo Brendan. En mi país, no hay mucha gente que se llame Brendan. Me gusta mi nombre. Desde que llegué aquí, he encontrado a otros Brendan, pero ellos no son yo. Soy diferente, lo sé. Vengo de un país lejano, y cuando vivía allí hablaba un idioma diferente. Ahora estoy intendando aprender el idioma que usan en este país. Me parece muy difícil hablar en este nuevo lenguaje. Sigo pensando y soñando en mi primer idioma. Me pregunto si algún día llegaré a soñar en mi nuevo idioma. Pienso en muchas cosas. Incluso pienso cuando estoy dormido.

(1993) Why Philosophy For Children Now?, David K. Kennedy

Collected Papers of David Kennedy

Philosophy for Children appears to be completely new in the history of culture and of education. If this is true, then it is appropriate to ask why Why Philosophy for Children, here, now, in the late 20th century West? What was missing before now (or what is missing now) which leads us to think philosophy a reasonable thing to do with children? Why then, Philosophy for Children now? Because children have with the help of vast socio-economic forces, finally escaped their lowly status on the great chain of being, and been invented as individuals and thinkers. Because in a world …

(1993) Child And Fool In The Western Wisdom Tradition, David K. Kennedy

Collected Papers of David Kennedy

The child and the fooL as they were presented in wisdom discourse stand for a crisis in the human understanding of self in its relation to whole, or cosmos. This crisis is, in fact, the very crisis represented by philosophy, if philosophy is thought of in that ultimate sense identified by Socrates in the Phaedo "practicing death'. For death is the great, paradigmatic crisis in human understanding. Like a fool, Socrates takes "practicing" it as the most important thing a person could do, rather than, like a sensible man, avoiding it in any way possible. This reversal leads him into …

(1992) Countering Prejudice With Counterexamples, Philip C. Guin

Collected Papers of Philip C. Guin

In this chapter I show that sensitivity to the rule of contradiction can be useful in the lives of children, especially in combating prejudice and discrimination, because it encourages children to seek counterexamples to universal judgments. I argue that sociological models that attempt to delineate the roots of prejudice can be complemented by an understanding of the rule of contradiction. I further argue that the pedagogical forum best suited to promoting sensitivity to the rule is the community of inquiry, in which counterexamples stand as the most forceful devices challenging cherished beliefs and opinions.

(1992) Thinking For Oneself, Philip C. Guin

Collected Papers of Philip C. Guin

Thinking for oneself is the product of community effort rather than an individualized achievement. Therefore, attributing thinking for oneself to an individual entails acknowledging the community of inquiry to which she or he belongs. In this chapter I discuss a sample of how children often view thinking for oneself, a contrast between thinking for oneself and thinking, the notion of a community in making thinking for oneself possible, and whether thinking for oneself should be an educational objective. I make intermittent reference to Harry Stottlemeier's Discovery in an effort to unpack how thinking for oneself is used in the novel.

I Know A Lady By Charlotte Zolotow, Gareth B. Matthews, Lenore Carlisle Reilly, Shari Tishman

Wise Owl: Talking and Thinking about Children’s Literature

I Know a Lady is a sensitive story about an elderly woman and the young children in her neighborhood. It provides a natural context for discussing intergenerational relationships. In particular, students reflect on the value of this unique kind of friendship. The story also stimulates discussion about life-styles. A child does not freely choose his or her own life-style. It emerges from family background, socioeconomic status, and geographic location. Adults may also feel constrained by a specific role in society, feeling they have no choice except to drop out.

The Real Thief By William Steig, Gareth B. Matthews, Lenore Carlisle Reilly, Shari Tishman

Wise Owl: Talking and Thinking about Children’s Literature

The Real Thief is an unusual stmy about clime and punishment. The author sensitively descrtbes the thief's feelings and motives before and after he steals from the King's treasury. William Steig does not lead the reader to condone Derek's actions or even excuse him. However, readers are likely to envision themselves doing the clime and learning from its consequences.

(1991) Coaching: Who Needs It And What Is It?, Philip C. Guin

Collected Papers of Philip C. Guin

Throughout its history, Philosophy for Children has had a coaching component The assumption has been that, for anyone concerned with the implementation of the program with children, there will have been a history of practice and hence a history of various coaching encounters. Moreover, it has been assumed that practice and continual coaching must be simultaneous with any theoretical exposure.

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/="/">This paper was originally presented at the 1990 Conference of the International Council for Philosophical Inquiry with Children, held in Taiwan.

(1991) Children In Chaos: A Philosophy For Children Experience, Leonard Harris

Collected Papers of Leonard Harris

A provocative encounter between two liberal models of education. John Dewey's model of education, developed as a philosophy for children program by Matthew Lipman, Institute for the Advancement of Philosophy for Children, emphasizes dialogue in a community of inquiry. Carter G. Woodson's model of education emphasizes learning for the purpose of social "uplift," particularly the uplift of African Americans. The two emphases clash in the experience of a philosopher working with children and teachers in four Washington D.C. elementary schools.

The experiences of teachers, the dialogue of students, and the struggles of an elementary school administrator tell the story of …

(1991) The Community Of Inquiry And Educational Structure., David K. Kennedy

Collected Papers of David Kennedy

Young people engaged in philosophical dialogue sometimes exhibit resistance to the program, expressed in boredom, impatience, and sometimes even rejection. My theory is that, in addition to a lot of reasons like the ones just cited, the problem has to do with the way schools and classrooms are structured, which in turn is the result of an overall educational model--what Matthew Lipman has referred to as "tribal" or "information-acquisition" education. I want to argue that there is a "new" educational model—in fact it is already about 200 years old—and that it has the strucmral characteristics which provide place for what …

Bee-Man Of Orn By Frank R. Stockton, Gareth B. Matthews, Lenore Carlisle Reilly, Shari Tishman

Wise Owl: Talking and Thinking about Children’s Literature

The Bee-Man of Orn is an enjoyable yarn, beautifully illustrated by Maurice Sendak. It is also an intellectually stimulating story. Use it to think with your students about challenging ideas like unusual friendships, magic, bravery, and growing up.

(1990) The Ndn Training Model, Philip C. Guin

Collected Papers of Philip C. Guin

In the early years of teacher training, emphasis was placed on quantity. Under Title IV-C grants from the government, it was possible to offer a year long, 28-30 weeks, training sessions, 2 1/2 hours per week, plus considerable follow-up activity including classroom modeling and observation. The luxury of this model ended with the demise of Title IV-C, though for a few years private grants made up the difference. This "ideal" model is still listed in IAPC literature, but obviously, without the enticement of graduate credit, tuition waivers and on-site training, there has been virtually no interest.

(1990) Fools, Young Children, And Philosophy, David K. Kennedy

Collected Papers of David Kennedy

Like the fool for the king, the modern child of the Romantics represents for the adult original human nature in all its ambiguity and ambivalence. The child's nature, like the fool's, is both fallen and innocent, amoral and beyond morality and what is even more confusing, alternately one or the other. The child's unsocialized presence reveals and exposes the imperfections of the socialized world of adult artifice and hypocrisy. The child's very simplicity seems perverse by reason of the corruption of the adults who so judge him or her. The child is a question put to the adult world, a …

Albert’S Impossible Toothache (1974) By Barbara Williams, Gareth B. Matthews

Picture Books

Albert is a turtle, who complains that he has a toothache. Albert’s father is quite unsympathetic. “That’s impossible,” he says; “it is impossible for anyone in our family to have a toothache.” Though Albert’s father does point to his own toothless mouth (does he also point to its toothlessness?) to establish the impossibility of a turtle’s having a toothache, he never actually says to Albert, “To have a toothache you need to have a tooth and turtles don’t have teeth.”

(1989) Gabriel (Philosophical Story), Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Introduction: I finall am getting around to writing my short story. My name is Gabriel. Three years ago, I had a real problem. I was failing language arts. I liked the short stories and the novels that we read in class and at home, but I just couldn't write any stories of my own. And you had to write short stories, if you were going to pass language arts.

(1989) Philosophy For Children And The Redefinition Of Philosophy: Total Immersion At Mendham, David K. Kennedy

Collected Papers of David Kennedy

What philosophy for children promises to do, and that among children and adults (how, after all, can adults bring it about among children unless they have experienced it themselves?) is not only to reclaim philosophy, or to bring philosophy back to life (pun intended); not only to deliver it from the strangleholds of the various traditions, and from the violent, agonistic use to which it is put in so many departments. That, certainly, would be enough. But beyond that, it is to demonstrate the words of those prophets of dialogue of our century like Gadamer or Royce, who have understood …

(1988) A Bold Adventure [Philosophical Story], Philip C. Guin

Collected Papers of Philip C. Guin

Carl never planned to steal the knife. He'd gone to Beecham's Hardware, first thing in the morning, to buy a can of paint, in order to touch up the boards of his tree house. But the color he wanted was in the storage room, and as Mr. Beechman went to fetch the desired color, leaving him alone in the store, Carl's attention strayed to the merchandise displays.

04. Elfie, Book 1, 1st Edition (Novel), Matthew Lipman

Early Elementary School Curriculum

Elfie is in the first grade and is so shy she can’t speak in class and can hardly even formulate a question. Yet little escapes her and her mind puzzles over everything that happens in class and at home. When the principal proposes a contest aimed at improving reasoning, her whole class is caught up in figuring out how sentences work and how distinctions and connections are made. At the same time, Elfie and her classmates discover many distinctions fundamental to inquiry: appearance and reality, the one and the many, parts and wholes, similarity and difference, permanence and change.

06. Elfie, Book Two, 1st Edition (Novel), Matthew Lipman

Early Elementary School Curriculum

Elfie is in the first grade and is so shy she can’t speak in class and can hardly even formulate a question. Yet little escapes her and her mind puzzles over everything that happens in class and at home. When the principal proposes a contest aimed at improving reasoning, her whole class is caught up in figuring out how sentences work and how distinctions and connections are made. At the same time, Elfie and her classmates discover many distinctions fundamental to inquiry: appearance and reality, the one and the many, parts and wholes, similarity and difference, permanence and change.

07. Getting Our Thoughts Together: Instructional Manual To Accompany 'Elfie, Book Two', Matthew Lipman, Ann Gazzard

Early Elementary School Curriculum

The cognitive skills emphasized in Elfie – distinction-making and connection-making – are those on which all-subsequent reasoning rests. They are accompanied by the criteria that are appropriate to them: sameness and difference. Other operations like the making of comparisons, the discovery of uniformities, the identification of classes, the formation of concepts, and the formulation of definition, all depend upon the logical infrastructure of these two sets of skills and criteria. Elfie should therefore be seen as the base of the Philosophy for Children program.

05. Getting Our Thoughts Together: Instructional Manual To Accompany 'Elfie, Book One', Matthew Lipman, Ann Gazzard

Early Elementary School Curriculum

The cognitive skills emphasized in Elfie – distinction-making and connection-making – are those on which all-subsequent reasoning rests. They are accompanied by the criteria that are appropriate to them: sameness and difference. Other operations like the making of comparisons, the discovery of uniformities, the identification of classes, the formation of concepts, and the formulation of definition, all depend upon the logical infrastructure of these two sets of skills and criteria. Elfie should therefore be seen as the base of the Philosophy for Children program.

09. Getting Our Thoughts Together: Instructional Manual To Accompany 'Elfie, Book Three', Matthew Lipman, Ann Gazzard

Early Elementary School Curriculum

The cognitive skills emphasized in Elfie – distinction-making and connection-making – are those on which all-subsequent reasoning rests. They are accompanied by the criteria that are appropriate to them: sameness and difference. Other operations like the making of comparisons, the discovery of uniformities, the identification of classes, the formation of concepts, and the formulation of definition, all depend upon the logical infrastructure of these two sets of skills and criteria. Elfie should therefore be seen as the base of the Philosophy for Children program.

08. Elfie, Book Three, 1st Edition (Novel), Matthew Lipman

Early Elementary School Curriculum

Elfie is in the first grade and is so shy she can’t speak in class and can hardly even formulate a question. Yet little escapes her and her mind puzzles over everything that happens in class and at home. When the principal proposes a contest aimed at improving reasoning, her whole class is caught up in figuring out how sentences work and how distinctions and connections are made. At the same time, Elfie and her classmates discover many distinctions fundamental to inquiry: appearance and reality, the one and the many, parts and wholes, similarity and difference, permanence and change.

11. Elfie: Sources And References For Book One, Matthew Lipman

Early Elementary School Curriculum

This sequential bibliography matches the 1989 edition of Elfie, Book One page by page. It contains both sources—works that influenced Matthew Lipman in writing the novel, references to philosophical works he Ann Gazzard recommend to explore the novels’ philosophical themes, and brief commentary on them by Lipman.

10. Index To Elfie, 1st Edition, Matthew Lipman, Ann Gazzard

Early Elementary School Curriculum

This Index includes a Table of Contents to the episodes of each chapter of the first edition of 'Elfie' (novel) and the Leading Ideas, Discussion Plans, Exercises, and Activities in each chapter of 'Getting Our Thoughts Together: Instructional Manual to Elfie'.

(1988) Hreinn (Philosophical Story), Ann Margaret Sharp

Collected Papers of Ann Margaret Sharp

Introduction: "Have you ever wondered how words began?" Monica asked. "I have," Stefan responded. "Did you come up with any theories?" "I'm afraid not," Stefan said. "The most I could think of was that perhaps words are what we make up to gather up the silence. That's not much of a theory." "I have a theory, Monica," I said. "Do you want to hear it?" The class settled down as if they were expecting a story.

(1988) A Guided Tour Of The Logic In Harry Stottlemeier's Discovery, Laurance J. Splitter

Collected Papers of Laurance J. Splitter

Logic forms the spine or backbone of the Harry syllabus, although it is by no means the only philosophical theme that arises there. The nature of thoughts and the mind, reality, dreaming and imagination, the purposes of education, differences of degree and of kind, causation, freedom and responsibility, the concept of a rule, empathy, duties and rights, and the concept of personhood are also topics which belong to the tradition of philosophical inquiry.

Two Islands (1985) By Ivan Gantschev, Gareth B. Matthews

Picture Books

This is the story of two islands in the middle of the ocean: Greenel, whose citizens kept it fertile and green, and Graynel, whose citizens covered it with factories and skyscrapers. Citizens of Graynel wanted to vacation on Greenel and proposed to build a bridge between the islands, but the citizens of Greenel refused. Intending to force the bridge, citizens of Graynel stockpiled steel and cement and weapons on one end of the island, eventually causing it to tip on its edge and slide into the sea. While the moral of this modern fable is obvious – overarching human ambition, …