Education Commons^™

Philosophy For Children As A Form Of Spiritual Education, Olivier Michaud, Maughn Rollins Gregory

Department of Educational Foundations Scholarship and Creative Works

In the last two decades, some authors in the philosophy for children movement have theorized that the community of philosophical inquiry can be a form of spiritual practice, of the care of the self, or a wisdom practice (De Marzio, 2009; Gregory, 2009, 2013, 2014;Gregory & Laverty, 2009). Yet, it is unclear if philosophy for children is, by itself, a form of spiritual education, or if it requires some sorts of modification to be one. And, if it is or can be a form of spiritual education, we can interrogate in what ways and to what extent is it one. …

Their American Dream, Danne Davis

Department of Teaching and Learning Scholarship and Creative Works

Centuries before W.E.B. DuBois named the colorline—i.e., racism—as the problem of the 20th century, skin color stratification was a persistent phenomenon. In 1983 Black feminist, scholar, and Pulitzer Prize winning author Alice Walker termed “colorism” as “prejudicial or preferential treatment of same-race people based solely on their [skin] color”. Using the tools of genealogy, I conducted a critical family history of my parents, Lem and Mae’s, pursuit of their American Dream. Such exploration digs deep to decipher the nexuses of a family’s evolution. Dr. Maya Angelou routinely shared stories about her past to impart the importance of embracing one’s history. …

Breve Reseña Histórica De La Preparación De Magisterio En Los Estados Unidos, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

This work presents a brief historical analysis of the history of teacher education and development in the US, during the19th and 20th centuries. It provides information about the conditions and evolution of such preparation, including the development of Normal Schools into University settings, political pressures, the impact of market oriented decisions, and the relationships with social aspects such as gender, social class, and status of the teaching corps, as well as discussing the pathologizing discourses of professional development for teachers. Such preparation has been uneven, often fostering a low intellectual profile, and with a focus on technical knowledge, which contributes …

Escolarización Y Clase Social En Los Estados Unidos, Jaime Grinberg, Jeremy Price, Fernando Naiditch

Department of Educational Foundations Scholarship and Creative Works

En este trabajo se discute la relación entre clase social y escolaridad y se presenta una definición compleja de clase social basado no solo en nivel de ingresos, sino que usando más criterios tales como temas culturales, sociales, geográficos, y otros aspectos que interactúan con la escolaridad. Mientras que una meta de la escolaridad en los Estado Unidos ha sido que esta institución pueda proveer igualdad de oportunidad, en este trabajo discutimos como la oportunidad no es igualitaria y como esta meta tiende a enfocarse en los aspectos individuales y no en los aspectos colectivos, estructurales, e institucionales, que en …

Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb

Department of Educational Foundations Scholarship and Creative Works

This is a historical case study of the role of contexts in the education of progressive teachers and learning to advance social justice through teaching. The case focuses on how progressive education, progressive schools, and progressive ideas in the US, primarily during the 1930’s influenced a very distinctive program, The Cooperative School for Teachers, which became Bank Street College of Education, in New York City. And in turn how this program came to influence what progressive teacher education could be about. This paper addresses how students at Bank Street developed a sense of relationship between the need to understand and …

In The Shadow Of Tolerance: The Discursive Context Of Dutch-Born Muslim Youth, Mayida Zaal

Department of Secondary and Special Education Scholarship and Creative Works

No abstract provided.

Volume 20, Nos. 3 & 4

Thinking: The Journal of Philosophy for Children

Arroyo, Katya. “Philosophy for Children in Costa Rica.” 83-­89.

Bartels, Rob and Onstenk, Jeroen. “P4D: Philosophy and Democracy in the Classroom.” 45­-55.

Chiapperini, Chiara and Kohan, Walter. “An Interview with Walter Kohan.” 5­-11

Figueiroa­-Rego, Maria. “Building on Lipman’s Legacy: The Creation of a Portuguese P4C Curriculum.” 66­-71.

García Moriyón, Félix. “Review: Beginning Interpretative Inquiry.” 113-­144.

Garside, Darren. “Using Rorty to Consider the Future of P4C.” 20-­26.

IREF. “Assessment of Philosophy for Children in Catalonia.” 95-­97.

Kiritisis, Dimitris. “The Subject of Philosophy in Greek Secondary Education: Students’ Perspective.” 98

Kizel, Arie. “Communication Discourse and Cyberspace Challenges to P4C.” 40-­44.

Lee, Zosimo. …

Volume 20, Nos. 1 & 2

Thinking: The Journal of Philosophy for Children

Cassidy, Claire. “Questioning Children.” 62­-68.

Ferreira, Louise Brandes Moura. “Philosophy for Children in Science Class: Children Learning Basic Science Process Skills through Narrative.” 73-­81.

Karaba, Robert. “Reconceptualizing the Aims in Philosophy for Children,” 50­-54.

Kennedy, David. “I Must Change My Life: Review of A Life Teaching Thinking by Matthew Lipman.” 11­-21.

Küçük, Nimet. “The Education of Thinking Course: Innovation in Turkish Schools.” 69­72.

Moriyón, Félix García. “Matthew Lipman: An Intellectual Biography.” 22­-32.

-----­­­­­ “Review: Discussions in Science.” 94-­96.

Murris, Karrin. “Review of Talking about Feelings and Values with Children by Michael Schleiffer with Cynthia Martiny.” 88­-90.

Naji, Saeed and Ghazinezhad, …

Volume 19, No. 4

Thinking: The Journal of Philosophy for Children

DeMarzio, Darryl. “Dialogue, the Care of the Self, and the Beginning of Philosophy.” 10-­16.

Gregory, Maughn Rollins and Laverty, Megan. “Introduction: Philosophy, Education and the Care of the Self.” 3­-9.

Howard, Jason. “Emotions of Self­-Assessment and Self­-Care: Cultivating and Ethical Conscience.” 24­-32.

Kohan, Walter and Wozniak, Jason. “Philosophy as Spiritual and Political Exercise in an Adult Literacy Course.” 17­-23.

Michaud, Olivier. “Monastic Meditations on Philosophy and Education.” 40­-42.

Pritchard, Michael. “Review: Values Education in Schools: A Resource Book for Student Inquiry by Mark Freakley, Gilbert Burgh and Lyne Tilt MacSporran.” 43­-45.

Shea, Peter. “Thinking in Stories: Review of E.L. Konigsburg, …

Del Margen Al Centro: Comentarios Sobre Precedentes Históricos En Relación Al Acceso E Inclusión En Las Escuelas Públicas De Los Estados Unidos, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

Public schools evolved in the USA during the XIX century under the premise of providing equal opportunity in education to all, regardless of family background, social class, or economic resources. Merit, success and achievement would depend on the individual student and will not depend on any other variables except the pupil’s dedication, hard work, intelligence, and ability to perform. If according to the expectations, the system would fail to provide equal opportunity, resources, and equity in programs, resources, curricula and pedagogy, then the system would be failing the premises and expectations of its creation as well as the ideological signifier …

Volume 19, Nos. 2 & 3

Thinking: The Journal of Philosophy for Children

Bleazby, Jennifer. “Philosophy for Children as a Response to Gender Problems.” 70­78.

Burdick­-Shepherd, Stephanie. “Engaging the Interview Process: An Introduction to the Third Feminist Issue of Thinking.” 2­-4.

­­­­­ ----- “An Interview with Mari­France Daniel.” 12­-13.

­­­­­ ----- “Reading Feminist Desires.” 64-­69.

Cleary, John Patrick. “An Interview with Megan Laverty.” 23-­27.

-----­­­­­ “An Interview with Jana Mohr Lone.” 28­-29.

Jackson, Julia. “An Interview with Wendy Turgeon.” 30-­31.

­­­­­----- “If the Will is Absent.” 79-­86.

Jackson, Jaye Julia. “An Interview with Stella M. Accorinti.” 5­-8.

Lin, Ching­-Ching. “An Interview with Kun Peng.” 21-­22.

Lowry, Patricia. “Exploring Caring.” 32­-41.

Mendonça, Dina.“Let’s Talk …

Volume 19, No. 1

Thinking: The Journal of Philosophy for Children

Børresen, Beate. “Philosophy in Norwegian Schools.” 31-­35.

Dixon, Beth. “The Moral Responsibility of Children and Animals.” 20­-30.

Fisher, Robert. “Philosophical Intelligence: What is it and how do we develop it?” 12­19.

Haynes, Joanna and Karin Murris. “The ‘Wrong Message’: Risk, Censorship and the Struggle for Democracy in the Primary School.” 2-­11.

Millett, Stephan. “Coming in From the Margins: Teaching Philosophy in Australian Schools.” 36­-43.

Shea, Peter. “Thinking in Stories: Review of Susan Patron, The Higher Power of Lucky.” 1.

Tan, Charlene. “Teaching Philosophy Using Music Videos.” 44­-48.

Volume 18, No. 4

Thinking: The Journal of Philosophy for Children

Bruning, Barbara and Barbara Weber. “Philosophizing with Children in Germany: People, Projects and Pursuits.” 6­-9.

Daniel, Marie­France. “Learning to Philosophize: Positive Impacts and Conditions for Implementation, A Synthesis of 10 Years of Research (1995­-2005).” 36­-48.

Dobashi, Takara & Eva Marsal. “Replication of a Philosophical Experiment Based on the Riddle of the Sphinx: A Comparison of the Anthropological Concepts of Japanese and German Primary School Children.” 10-­18.

Marsal, Eva. “Didactic Implementation of Ekkehard Martens’ Five Finger Model.” 19­22.

Martens, Ekkehard. “Can Animals Think? The Five Most Important Methods of Philosophizing with Children.” 32-­35.

Shea, Peter. “Thinking in Stories: Review of Richard …

Volume 18, No. 3

Thinking: The Journal of Philosophy for Children

Carter, Fern­-Chantele. “Developing Communities of Inquiry in the Creative Arts Classroom.” 43-­48.

Dobashi, Takar. “The First Children’s Philosopher of Japan: Takeji Hayashi.” 35-­42.

Glina, Monica. “A Community of Barbarians: The Community of Inquiry as Strong Democracy.” 12­-17.

Ronhuis, Tecla. “Philosophical quality of children’s thinking patterns.” 18-­24.

Trickey, Steve & Keith Topping. “Collaborative Philosophical Enquiry for School Children: Participant Evaluation at Eleven Years.” 25-­34.

Wartenberg, Thomas. “Review: The Well of Being: Childhood, Subjectivity and Education by David Kennedy.” 1­-3.

Weber, Barbara. “Subjective Time and Encounter in the Moment: Towards an Ethical Attitude for Intergenerational Dialogue within the Context of Various Theories …

Volume 18, No. 1

Thinking: The Journal of Philosophy for Children

Bøyum, Steiner. “The Legitimacy of Critical Thinking: Political Liberalism and Compulsory Education.” 31-­39.

Brubaker, Nathan. “Why Do People Go to School?” 47­-50.

Carter, Fern­-Chantele. “Developing Communities of Inquiry in the Secondary School Creative Arts Classroom.” 40­-46.

Laverty, Megan. “Kate Gordon Moore (1878­-1963): A Precursor to Philosophy for Children.” 4­-14.

Matthews, Gareth B. “Review of M.D. Usher, Wise Guy: The Life and Philosophy of Socrates.” 3.

Schertz, Matthew. “Empathy, Intersubjectivity, and the Creation of the Relational Subject: A New Vision of Empathy Warrants Critical Reflection on the Culture and Practice of Schooling.” 22-­30.

Schleifer, Michael & Mriam McCormick. “Are We Responsible …

Volume 18, No. 2

Thinking: The Journal of Philosophy for Children

Colvin, Deborah K. “Through Marush’s Eyes.” 4-­7.

de La Garza, Teresa. “Education for Justice.” 12-18.

Echeverra, Eugenio. “Teacher Education in Philosophy for Children.” 19-­23.

Hashim, Rosnani & Moomala Othman. “Critical Thinking and Reading Skills: A Comparative Study of the Reader Response and the Philosophy for Children Approaches.” 26­-34.

Hinton, Lynne. “Being Me: Notes from the Field.” 48-­50.

Hurtado, Angelica Adam. “Philosophy for Children in Teaching.” 8­-12.

Roemischer, John. “Teaching Social Studies Through Dialogue and Dialectic: Restoring the Practice of Philosophical Inquiry.” 35-42.

Sharp, Ann Margaret. “The Face of the Other.” 43­47. Shea, Peter. “Review of Richard Wilbur, The Pig in …

Volume 17, No. 4

Thinking: The Journal of Philosophy for Children

Garcia­-Moriyon, Felix, Irene Rebollo and Roberto Colom. “Evaluating Philosophy for Children: A Meta­ Analysis.” 14­-22.

Kennedy, Nadia Stoyanova. “ Fifth Graders Discuss the Liar Paradox.” 47­-50.

Matthews, Gareth B. “Review of Jim Benton, Franny K. Stein: Mad Scientist ­ The Fran that Time Forgot.” 3.

Naji, Saeed and Lipman, Matthew. “An Interview with Matthew Lipman.” 23­-29.

Reznitskaya, Alina. “Empirical Research in Philosophy for Children: Limitations and New Directions.” 4­-13.

Roemischer, John. “The logic of Relations: Structures in Children’s Literature as Channels for Teaching Philosophy to Children.” 30-­33.

Scholl, Rosie. “Student Questions: Developing Critical and Creative Thinkers.” 34­-46.

Volume 17, No. 3

Thinking: The Journal of Philosophy for Children

Boyum, Steinar. “Philosophical Experience in Childhood.” 4­-12.

Burdick, Stephanie. “Journaling Mendham.” 38-­40.

Cassidy, Claire. “Children: Animals or Persons?” 13-­16.

Guin, Phillip. “The Political and Social Ends of Philosophy.” 41­-46.

Kohan, Walter. “Is it Possible to Think? A Response to Philip Guin.” 47-­50.

Leeuw, Karel L. van der. “Philosophical Dialogue and the Search for Truth.” 17­-23.

Matthews, Gareth B. “Thinking in Stories: Emily’s Art by Peter Catalanotto.” 1.

Ming, Lam Chi. “Philosophy for Children in Hong Kong: A Pilot Study.” 24­-29.

Shea, Peter. “Offering a Frame to put Experience In: Margaret Wise Brown Presents Ideas as Opportunities to Very Young Children.” …

Volume 17, Nos. 1 & 2

Thinking: The Journal of Philosophy for Children

Butnor, Ashby. “Bringing Philosophy for Children into the Undergraduate Classroom.” 65-­68.

Colvin, Andrew. “Expanding the Circle of Inquiry: Introducing Philosophy for Children in the People’s Republic of China.” 37­-39.

“The Echo of the Mountain.” Trans Andrew Colvin. 49.

Haiqin, Liu. “The Difference Between Traditional Chinese Teaching Methods and Philosophy for children from the USA.” 47-­48.

Jackson, Thomas E. “Philosophy for Children Hawaiian Style.” 4­-8.

Junjie, Li. “America’s Philosophy for Children Teaching Method and the Development of Children’s Character.” 40-­42.

Kim, Jung Yeup. “The Dao of philosophy for Children.” 69-­72.

Lien, Chinmei. “Making Sense of Evaluation of Philosophy for Children.” 73­-78. …

Volume 16, No. 3

Thinking: The Journal of Philosophy for Children

Bernstein, Juan Carlos Lago. “Toward an Understanding of Matthew Lipman’s Concept of Caring Thinking.” 17­-24.

Brubaker, Nathan. “What Would Happen If there Were No Conflicts?” 42­-46.

Buebaseda­-Saludo, Mara. “Cultivating Social Imagination in the Community of Inquiry.” 36­-41.

Cane, Marianne. “Group Roles in Community of Inquiry.” 12-­16.

Laverty, Megan. “The Role of Confession in Community of Inquiry: Self­-revelation as Self­-Justification.” 30-­35.

Lushyn, Pavel. “Some Reflections on the Ecology of Pedagogical Space.” 4­-11.

Matthews, Gareth B. “Thinking in Stories: The Hundred Dresses by Eleanor Estes.” 1.

Yim, Pyoung Kap. “Teaching Philosophy Through Comics.” 25-­29.

Volume 16, No. 4

Thinking: The Journal of Philosophy for Children

Brenifer, Oscar. “How to Avoid Children’s Questions.” 29-­32.

Colbeck, John. “Children Under Power: Philosophers as Children.” 22-­28.

Gomez, Manuela and Irene de Puig. “Ecodialogo, Environmental Education and Philosophical Dialogue.” 37­-40.

Kennedy, David. “Card Games, Roughhousing, Traffic Jams & Thunderstorms.” 33­-36.

Lee, Ji­Aeh. “The Triadic Relationship in Thinking for Oneself.” 13-­21.

Lim, Tock Keng. “Introducing Asian Philosophy and Concepts Into the Community of Inquiry.” 41­-44.

Matthews, Gareth B. “Thinking in Stories: Three Stories You Can Read to Your Cat by Sarah Swan Miller.” 1.

Novemsky, Lisa. “Using a Community of Inquiry for Science Learning, or the Story of ‘It’.” 45-­49.

Schleifer, …

Leadership For Social Justice: Authentic Participation In The Case Of A Community Center In Caracas, Venezuela, Katia Paz Goldfarb, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

This is a case study of a leader who fosters authentic participation for advancing social justice in an urban community center in Caracas, Venezuela, located in the midst of poverty, marginality, and social and economic alienation. This educational space enables the local community to control the destiny of their own institution. Learning from this case, we argue that urban educational transformation might succeed in terms of practicing social justice, if leadership facilitates and creates urban sanctuaries by working with the communities and not on the communities; fosters an organizational structure that is flexible and democratic; and creates a safe (trusting) …

Volume 16, No. 1

Thinking: The Journal of Philosophy for Children

Auriac­-Peyronnet, Emmanuelle and Marie­-France Daniel. “A Case Study of Pupils Aged 11 and 12 Years.” 23-­31.

Hall, Darcy. “Is Elfie a Human or a Rabbit?” 49­-50.

Kohan, Walter. “Education, Philosophy and Childhood: The Need to Think an Encounter.” 4­-11.

Lushyn, Pavel. “The Paradoxical Nature of Eco Facilitation In the Community Of Inquiry.” 12-­17.

Matthews, Gareth B. “Thinking in Stories: The Little Prince by Antoine de Saint­Exupery.” 1.

Sukhomlinska, Olga. “Philosophizing with Children In soviet Ukraine: The Heritage of Vasyl Sukhomlinky.” 42­-48.

Thayer­Bacon, Barbara. “An Exploration of Myles Horton’s Caring Reasoning at Highlander Folk School.” 32­-41.

Vazquez, Stella Maris. “Argumentative Text: …

Volume 16, No. 2

Thinking: The Journal of Philosophy for Children

Cleary, John. “Friendship.” 32.

Gregory, Maughn Rollins. “Are Philosophy and Children Good for Each Other?” 9­-11.

Hall, Darcy. “Were Numbers (and Computers) Discovered or Invented?” 44-­45.

Heesen, Beerie. “In Memoriam.” 33.

Laverty, Megan. “Philosophy for Children and The Consolation of Philosophy.” 14-­17.

Lipman, Matthew. “Where to P4C?” 12-­13.

Matthews, Gareth B. “Thinking in Stories: The Little Prince by Antoine de Saint­Exupery.” 1.

Rorty, Amelie Oksenberg. “Socrates and Sophia Perform the Philosophic Turn.” 18­-24.

Seon­-Hee, Jo. “Imagination in Community of Inquiry.” 39-­43.

Sharp, Ann Margaret. “Nakeesha and Jesse.” 4-­8.

Sigurdardottir, Brynhildur. “Imagination.” 34-­38.

Volume 15, No. 4

Thinking: The Journal of Philosophy for Children

Collins, Louise. “Philosophy for Children and Feminist Philosophy.” 20-­30.

Hall, Darcy. “A Language is Something That People and Animals Can Talk.” 48­-49.

Lipman, Matthew. “Roberta and the Master Mice.” 45­-47.

Matthews, Gareth B. “Thinking in Stories: The Puddle Pail by Elisa Kleven.” 1.

Palermo, James and Catherine d Erasmo. “Teaching Empathy and the Teacher’s Responsibility.” 31­-33.

Shapiro, Tamar. “What is a Child?” 4­-15.

Siggurthorsdottir, Ingibjorg. “Philosophy for children in Action: Iceland.” 16­-19.

Wilks, Susan. “Aesthetic Education: A new Reflection in the Mirror.” 34-­44

The Constitution Of Bilingual/Esl Education As A Disciplinary Practice: Genealogical Explorations, Jaime Grinberg, Elizabeth R. Saavedra

Department of Educational Foundations Scholarship and Creative Works

This article provides a cultural and political critique of the constitution of bilingual/English-as-a-second-language (ESL) education as a disciplinary practice in the case of New Mexico. Using genealogy and postcolonial, post-structural, and critical frameworks, this article claims that the directions advanced by the Chicano/Chicana movement were lost. Instead, what emerged was a field that nurtured a mix of symbolic colonization and docilization through the construction of a settlement that controls thought and behavior, perpetuating misrecognition in a Bourdieuian sense. Illusion, collusion, and delusion have enabled the dominance of psycholinguistic approaches. Problematizing the constitution of bilingual/ESL education within a cultural and political …

Volume 15, No. 2

Thinking: The Journal of Philosophy for Children

Green, Lena. “Never mind if it’s right or wrong, just think! Investigating the potential of Philosophy for Children with primary teachers in South Africa.” 12-­20.

Heesen, Berrie. “Stories for Thinking.” 2­-11.

Matthews, Gareth B. “Thinking in Stories: Rotten Island by William Steig.” 1.

Murris, Karin. “The role of the facilitator in philosophical inquiry.” 40-­46.

Saenz, Carmen Lopez. “The child, the school and philosophy: a phenomenological reflection.” 34­-39.

Sewald, Kristin. “4th and 5th graders discuss knowing.” 47-­48.

Turgeon, Wendy. “The mirror of aesthetic education: philosophy looks at art and art at philosophy.” 21­-31.

Volume 15, No. 3

Thinking: The Journal of Philosophy for Children

Curnow, Trevor. “The Value of Dialogue.” 36-­40.

Daniel, Marie­-France. “Audrey­Ann’s Tales.” 26­-32.

Daniel, Marie­-France and Ann-­Marie Michel. “Learning to think and to Speak: An Account of an Experiment Involving Children Aged 3 to 5 in France and Quebec.” 17­25.

Lushyn, Pavel and Kennedy, David. “The Psychodynamics of Community of Inquiry and Educational Reform: A Cross­Cultural Perspective.” 9­-16.

Matthews, Gareth B. “Thinking in Stories: Many Moons by James Thurber.” 1.

Mohr-­Lone, Jana. “5th graders discuss robotics.” 46-­47.

Scolnicov, Samuel. “The Problematic Community of Inquiry: The Socrates and Kant of Lipman and Dewey.” 41­-45.

Sheets­-Johnston, Maxine. “Dance Improvisation: A Paradigm of Thinking …

Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy

Department of Educational Foundations Scholarship and Creative Works

In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the best story, in a discursive location in which there are always multiple stories. Finally, I raise the issue of children's philosophical …

Volume 14, No. 4

Thinking: The Journal of Philosophy for Children

Juuso, Hannu. “Ancient Paideia and Philosophy for Children.” 9­-20.

Kohan, Walter. “What Can Philosophy and Children Offer Each Other?” 2­-8.

Lagos­-Bornstein, Juan Carlos and Lourdes Salcedo­-Tavira. “Philosophy Goes to the School of Education.” 34-­48.

Liao, Boquin. “Stages of Wonder: A Lesson in Physics.” 49.

Matthews, Gareth. “Review of Arnold Lobel: The Great Blueness and Other Predicaments.” 1.

Murris, Karin. “Philosophy with Preliterate Children.” 23-­33.