the theoretical and pedagogical significance of the philosophical novel and philosophy for/with children: introduction to the special issue on the philosophical novel for children
Keywords:Philosophical Novel, Matthew Lipman, Philosophical Curriculum, Narrative
AbstractIn this paper I provide an introduction to the special issue on the Philosophical Novel for Children by pointing to a lacuna in the theoretical field of philosophy for/with children (P4/WC), suggesting that the field is in need of more research on the philosophical novel given its status as the curricular centerpiece of Matthew Lipman’s vision of P4/WC. I describe the genesis of the idea for this special issue, emerging as it did first from a series of questions and experiences which I encountered while working with Lipman’s philosophical novels as a P4/WC practitioner, then through a scholarly exploration of Lipman’s model theory of the philosophical novel for children, and culminating in the presentation of several of the papers published here at a special symposium on the philosophical novel for children at a meeting of the American Philosophical Association. I conclude with a preview of the papers in this special issue, highlighting several shared themes and concerns.
How to Cite
de marzio, darryl matthew. (2015). the theoretical and pedagogical significance of the philosophical novel and philosophy for/with children: introduction to the special issue on the philosophical novel for children. Childhood & Philosophy, 11(21), 11–22. Retrieved from https://www.e-publicacoes.uerj.br/childhood/article/view/20712