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Philosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing topics such as P4C and relativism, P4C…mehr
Philosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing topics such as P4C and relativism, P4C and Virtue ethics, ethics and emotions in P4C, philosophical commitments and P4C application, and Socratic practice within a pragmatist framework. A thought-provoking collection about how assumptions of particular philosophical conceptions of childhood modify moral and ethical education and a testimony of the undeniable contribution of P4C for moral education and reconceptualization of childhood.
Dr. Dina Mendonça researches on Philosophy of Emotions and Philosophy for Children at the Universidade Nova de Lisboa. Dr. Florian Franken Figueiredo works as Research Assistant in the funded project “Philosophy for Children and the Dawn of Moral Intuition: Values and Reasons in Rationality and Reasonability” headed by Dina Mendonça.
Inhaltsangabe
Acknowledgements.- List of Contributors.- 1. Introduction.- 2. Philosophy with Children as and for moral education.- 3. Schooling, neoteny, ethical reconstruction, and the child as privileged stranger.- 4. Facing childhood ethically: overcoming normative overloading in P4C and opening philosophy to the radically new.- 5. Daring a childlike writing: children for philosophy, moral end, and the childhood of conceptions.- 6. An exercise in Sámi philosophising: indigeneity, the young child and an ethics of cultural translation.- 7. Personality traits, habits, and virtues: a moral education proposal.- 8. P4C and “self-education”: how can philosophical dialogue best solicit selves?.- 9. Paradox, friendship, and Philosophy for Children.- 10. Conceptual analysis as a means for teaching intellectual virtues in P4C.- Index.
Acknowledgements.- List of Contributors.- 1. Introduction.- 2. Philosophy with Children as and for moral education.- 3. Schooling, neoteny, ethical reconstruction, and the child as privileged stranger.- 4. Facing childhood ethically: overcoming normative overloading in P4C and opening philosophy to the radically new.- 5. Daring a childlike writing: children for philosophy, moral end, and the childhood of conceptions.- 6. An exercise in Sámi philosophising: indigeneity, the young child and an ethics of cultural translation.- 7. Personality traits, habits, and virtues: a moral education proposal.- 8. P4C and "self-education": how can philosophical dialogue best solicit selves?.- 9. Paradox, friendship, and Philosophy for Children.- 10. Conceptual analysis as a means for teaching intellectual virtues in P4C.- Index.
Acknowledgements.- List of Contributors.- 1. Introduction.- 2. Philosophy with Children as and for moral education.- 3. Schooling, neoteny, ethical reconstruction, and the child as privileged stranger.- 4. Facing childhood ethically: overcoming normative overloading in P4C and opening philosophy to the radically new.- 5. Daring a childlike writing: children for philosophy, moral end, and the childhood of conceptions.- 6. An exercise in Sámi philosophising: indigeneity, the young child and an ethics of cultural translation.- 7. Personality traits, habits, and virtues: a moral education proposal.- 8. P4C and “self-education”: how can philosophical dialogue best solicit selves?.- 9. Paradox, friendship, and Philosophy for Children.- 10. Conceptual analysis as a means for teaching intellectual virtues in P4C.- Index.
Acknowledgements.- List of Contributors.- 1. Introduction.- 2. Philosophy with Children as and for moral education.- 3. Schooling, neoteny, ethical reconstruction, and the child as privileged stranger.- 4. Facing childhood ethically: overcoming normative overloading in P4C and opening philosophy to the radically new.- 5. Daring a childlike writing: children for philosophy, moral end, and the childhood of conceptions.- 6. An exercise in Sámi philosophising: indigeneity, the young child and an ethics of cultural translation.- 7. Personality traits, habits, and virtues: a moral education proposal.- 8. P4C and "self-education": how can philosophical dialogue best solicit selves?.- 9. Paradox, friendship, and Philosophy for Children.- 10. Conceptual analysis as a means for teaching intellectual virtues in P4C.- Index.
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