philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children.

Authors

  • stephanie a burdick-shepherd Lawrence University
  • cristina cammarano Salisbury University

DOI:

https://doi.org/10.12957/childphilo.2017.26804

Keywords:

childhood, college, philosophy for children, reflective practice

Abstract

The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about issues in education. The question is how to best foster the growth of philosophical thinking in the limited weeks of a college semester with a diverse group of students. The authors find that communities of inquiry where adults and children interact offers additional layers of epistemology and ontology upon which to question and reflect. As college level students begin to see themselves as community members with children, conceptions of both what it means to be a philosophical thinker as well as what it means to do philosophy begin to change.

Author Biographies

stephanie a burdick-shepherd, Lawrence University

Stephanie Burdick-Shepherd is assistant professor in the education department at Lawrence University. She teaches courses in philosophy, ethics, and elementary methods. She recieved her PhD in philosophy and education from Teachers College, in 2014. Her research interests include the intersections of philosophy of childhood and early childhood care, childhood friendship, and the philosophy of John Dewey.

 

cristina cammarano, Salisbury University

Cristina Cammarano is assistant professor in the Philosophy Department at Salisbury University, where she teaches courses in philosophy of education and social and applied philosophy.  She received her PhD in philosophy and education from Teachers College, Columbia University, in 2012. Her research interests concern the practice of  philosophical thinking both in K-12 settings and as a part of the education of teachers; philosophies of dialogue and of translation; and the role of the aesthetic experience in education. She started a “ Philosophy in Schools” program in collaboration with Wicomico County Public schools that was recently awarded a National Humanities Alliance Foundation grant.

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Published

2017-04-06

How to Cite

burdick-shepherd, stephanie a, & cammarano, cristina. (2017). philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. Childhood & Philosophy, 13(27), 235–251. https://doi.org/10.12957/childphilo.2017.26804

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Section

articles