v. 15 | 2019

View v. 15 | 2019
Published: 2019-01-30

dossier: philosophical inquiry with children: new voices

  • presentation

    walter omar kohan, victor rojas, david kennedy
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.43367

  • philosophical inquiry with indigenous children: an attempt to integrate indigenous knowledge in philosophy for/with children

    peter paul ejera elicor
    01-22
    DOI: https://doi.org/10.12957/childphilo.2019.42659

  • ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability

    gilbert burgh, simone thornton
    01-20
    DOI: https://doi.org/10.12957/childphilo.2019.42794

  • identity and populism begone! the role of philosophy in healing a shattered and divided world.

    laurance joseph splitter
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.42962

  • rethinking consensus in the community of philosophical inquiry: a research agenda

    kei nishiyama
    01-18
    DOI: https://doi.org/10.12957/childphilo.2019.42559

  • encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education

    rhiannon love
    01-27
    DOI: https://doi.org/10.12957/childphilo.2019.42658

  • teacher and learner perspectives on philosophical discussion – uncertainty as a challenge and opportunity

    kerstin heike michalik
    01-20
    DOI: https://doi.org/10.12957/childphilo.2019.42675

  • the richness of questions in philosophy for children

    magda costa-carvalho, dina mendonça
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.43353

  • philosophical discussions with children: an opportunity for experiencing open-mindedness

    johanna hawken
    01-20
    DOI: https://doi.org/10.12957/childphilo.2019.42982

  • collaborative problem-solving and citizenship education: a philosophical escape in the age of competencies

    marina santi
    01-19
    DOI: https://doi.org/10.12957/childphilo.2019.43269

  • making a circle: building a community of philosophical enquiry in a post-apartheid, government school in south africa

    rose-anne reynolds
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.42414

  • philosophising with young children as a language-promoting principle

    katrin saskia alt
    01-20
    DOI: https://doi.org/10.12957/childphilo.2019.42556

  • intersubjectivity: a look at the community of philosophical inquiry

    paula alexandra vieira
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.42218

  • literary metamorphosis: by readings that generate thought experiences in philosophy classes

    adriana gusmão antunes, jair miranda paiva
    01-13
    DOI: https://doi.org/10.12957/childphilo.2019.42860

  • childhood and invisibility: towards a pedagogy of what is concealed

    daniel gaivota contage
    01-15
    DOI: https://doi.org/10.12957/childphilo.2019.42877

  • peter pan: the leader and his followers an experience of philosophy with children

    esther charabati
    01-24
    DOI: https://doi.org/10.12957/childphilo.2019.42479

  • philosophical reflections with child abused teenage mothers

    sonia rosario barraza flores, homero lópez moreno
    01-25
    DOI: https://doi.org/10.12957/childphilo.2019.42582

  • on the need for a philosophy for / with mothers and fathers in the philosophy program for / with girls and boys

    juan carlos sarmiento
    01-38
    DOI: https://doi.org/10.12957/childphilo.2019.42732

  • the role of deliberation in lipman’s philosophy for children

    carmina shapiro
    01-18
    DOI: https://doi.org/10.12957/childphilo.2019.42723

  • philosophy with children as a transforming experience. a proposal in non-profit organizations

    josé barrientos-rastrojo
    01-28
    DOI: https://doi.org/10.12957/childphilo.2019.42276

articles

  • following philosophy with children concepts in practice of teacher education

    arie kizel
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.44574

  • meeting youngsters where they “are at” in summer camps, in sport and in life.

    susan t. gardner, alex newby
    01-26
    DOI: https://doi.org/10.12957/childphilo.2019.45887

  • teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.

    emma worley, peter worley
    01-34
    DOI: https://doi.org/10.12957/childphilo.2019.46229

  • parents’ philosophical community: when parents go to school!

    maria papathanasiou
    01-28
    DOI: https://doi.org/10.12957/childphilo.2019.38746

  • 'why teachers’ beliefs and values are important in p4c research: a victorian perspective

    ben kilby
    01-19
    DOI: https://doi.org/10.12957/childphilo.2019.37500

  • on the relevance of cognitive neuroscience for community of inquiry

    mark leonard weinstein, dan fisherman
    01-19
    DOI: https://doi.org/10.12957/childphilo.2019.37513

  • why piaget does not philosophize? critical discussion of gareth b. mathews with the piagetan concept of cognitive development

    paweł walczak
    01-26
    DOI: https://doi.org/10.12957/childphilo.2019.39320

  • childhood in abbas kiarostami’s cinema

    darian soheil rahnamaye rabbani, julio groppa aquino
    01-28
    DOI: https://doi.org/10.12957/childphilo.2019.36890

  • starting from childhood, or the arché of thought

    carla patrícia silva
    01-28
    DOI: https://doi.org/10.12957/childphilo.2019.36721

  • body, technique and play in childhood: notes on Theodor W. Adorno’s critical theory

    mara salgado
    01-27
    DOI: https://doi.org/10.12957/childphilo.2019.36602

  • one boy in the world

    dagmar de mello silva, larissa príncipe
    01-19
    DOI: https://doi.org/10.12957/childphilo.2019.37912

  • queer pedagogy and rhapsodic feminisms in/from valeria flores

    mariana alvarado
    01-15
    DOI: https://doi.org/10.12957/childphilo.2019.38630

  • immunized infancy: an interpretation of the pied piper of hamelin

    gonzalo santiago rodriguez
    01-30
    DOI: https://doi.org/10.12957/childphilo.2019.40269

  • to be listening: music and teaching in early childhood education

    sandra regina richter, dulcimarta lemos lino
    01-24
    DOI: https://doi.org/10.12957/childphilo.2019.43941

  • inventive formation of teachers in between ethical, aesthetic and political weavings of academic writing

    rosimeri de oliveira dias
    01-26
    DOI: https://doi.org/10.12957/childphilo.2019.44236

  • in a world for big people, what can small bodies do?

    laíra assunção braga, jésio zamboni, alexsandro rodrigues
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.44527

researches / experiences

  • school, listening problems?

    steferson zanoni roseiro, nahum thiaghor lippaus pires gonçalves, alexsandro rodrigues
    01-21
    DOI: https://doi.org/10.12957/childphilo.2019.40339

reviews

  • a normative approach to philosophy for children

    felix garcia moriyon
    01-12
    DOI: https://doi.org/10.12957/childphilo.2019.44113

  • matthew lipman, the commitment of a lifetime: teaching how to think, mimesis, milano – udine 2018

    cristina rebuffo
    01-05
    DOI: https://doi.org/10.12957/childphilo.2019.39310

referees

  • ad hoc reviewers for the year 2019

    david kennedy, walter kohan
    01-02
    DOI: https://doi.org/10.12957/childphilo.2019.47607