Wendy C. Turgeon teaches philosophy to undergraduates at St. Joseph's College-New York and for years taught a course at Stony Brook University to graduate students in philosophy with children. She has published in the field of philosophy for/with children and presented at conferences for many years. Her other areas of interest are aesthetics, environmental ethics, and medieval philosophy.
Inhaltsangabe
Part I: Doing philosophy with children and young people Chapter 1: Brief overview of the book with guidelines on how to use it depending upon the audience (parents, teachers, philosophy club moderators, interested readers) Chapter 2: Introduction to philosophical inquiry with children and young people (and adults) Value of questions and the criteria for good thinking Having a philosophical dialogue: guidelines for the family, for the classroom, for the philosophy club Chapter 3: Why Fairy Tales for philosophy? Benefits of "doing philosophy" and problematizing fairy tales, including a short guiding review of current literature on this topic Part II: Fairy Tales and Philosophy Chapter 4: Introductory Chapter: where to find fairy tales Some Notes on the Sources [If you want this separate from the intro chapter] Chapter 5: The Frog King or Iron Heinrich Chapter 6: Rapunzel Chapter 7: Fitcher's Bird Chapter 8: Little Red Riding Hood Chapter 9: The White Snake Chapter 10: The Little Mermaid Chapter 11: The Seven Ravens Chapter 12: Cinderella Chapter 13: Beauty and the Beast Chapter 14: Hansel and Gretel Chapter 15: Snow White Chapter 16; Puss 'n Boots Chapter 17: The Three Bears Appendix A: Sources for more information about philosophy and children Appendix B: Contemporary Reimagining of Classic Fairy Tales Appendix C: List of the themes in the Fairy Tales chapters About the Author
Part I: Doing philosophy with children and young people Chapter 1: Brief overview of the book with guidelines on how to use it depending upon the audience (parents, teachers, philosophy club moderators, interested readers) Chapter 2: Introduction to philosophical inquiry with children and young people (and adults) Value of questions and the criteria for good thinking Having a philosophical dialogue: guidelines for the family, for the classroom, for the philosophy club Chapter 3: Why Fairy Tales for philosophy? Benefits of "doing philosophy" and problematizing fairy tales, including a short guiding review of current literature on this topic Part II: Fairy Tales and Philosophy Chapter 4: Introductory Chapter: where to find fairy tales Some Notes on the Sources [If you want this separate from the intro chapter] Chapter 5: The Frog King or Iron Heinrich Chapter 6: Rapunzel Chapter 7: Fitcher's Bird Chapter 8: Little Red Riding Hood Chapter 9: The White Snake Chapter 10: The Little Mermaid Chapter 11: The Seven Ravens Chapter 12: Cinderella Chapter 13: Beauty and the Beast Chapter 14: Hansel and Gretel Chapter 15: Snow White Chapter 16; Puss 'n Boots Chapter 17: The Three Bears Appendix A: Sources for more information about philosophy and children Appendix B: Contemporary Reimagining of Classic Fairy Tales Appendix C: List of the themes in the Fairy Tales chapters About the Author
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