philosophy for children as an educational tool to prevent and combat hate speech
a research intervention in an italian school
DOI:
https://doi.org/10.12957/childphilo.2025.89500Palabras clave:
discurso de odio, philosophy for children, investigación-intervenciónResumen
Esta contribución se centrará en una investigación-intervención, dentro de un proyecto de doctorado llevado a cabo en la Universidad de Nápoles Federico II, realizado en Italia sobre la lucha contra los estereotipos y prejuicios -que están en la base del discurso de odio- en una escuela secundaria con niños de entre 12 y 13 años. Los jóvenes están especialmente expuestos a las consecuencias y riesgos del discurso de odio tanto por su falta de experiencia y herramientas culturales y cognitivas (Waltman & Mattheis, 2017; Meddaugh & Kay, 2009) como por estar siempre conectados a la red a través de diferentes dispositivos. (Save the Children, 2023; Rothwell, 2023). Para contrarrestar el discurso de odio, la mayoría de la literatura de referencia sugiere intervenciones educativas basadas en la reflexión crítica y la deconstrucción de estereotipos comenzando por los más jóvenes (Waltman, 2003; 2018; Cohen-Almagor, 2014; Ziccardi, 2016; Commissione Jo Cox, 2017; Meddaugh & Kay, 2009). Sin embargo, la educación basada puramente en la reflexión crítica puede no ser suficiente cuando se trata de comprender plenamente el sufrimiento y el daño causado a las personas por el lenguaje del odio. Debe ir acompañada de una educación en el pensamiento cuidadoso, que potencie la capacidad de pensar compasivamente y de mirar el mundo desde otras perspectivas, construyendo la capacidad de emitir juicios de valor (Sharp, 2005). La hipótesis de la investigación presentada en esta contribución es que la Philosophy for Children (P4C) puede ser un valioso dispositivo para ayudar a los niños a reflexionar y deconstruir los estereotipos y prejuicios que constituyen la base del discurso del odio.
Descargas
Citas
Alvarez-Abarejo, C. (2023). Caring Thinking and Reasonableness in Teaching. In M. Mancenido-Bolaños et al. (Eds.), Cultivating Reasonableness in Education. Community of Philosophical Inquiry (pp. 137–155). Springer.
Amnesty International (2022). The Social Atrocity. Meta and the Right to Remedy for the Rohingya. Retrived January 14, 2025 from https://www.amnesty.org/en/documents/asa16/5933/2022/en/
Arendt, H. (1992). Lectures on Kant’s Political Philosophy (R. Beiner Ed.). University of Chicago Press.
Bagnato, K. (2020). Online hate speech: responsabilità pedagogico-educative. Annali online della Didattica e della Formazione Docente, 12(20), 195–211.
Bernardo, L., & Maisano, F. (2018). L’età dei bulli. Sperling & Kupfer.
Bianchi, C. (2021). Hate speech. Il lato oscuro del linguaggio. Laterza.
Bradbury, H. (2010). What is good action research? Action Research, 8(1), 93–109.
Brown, A. (2017a). What is Hate Speech? Part 1: The Myth of Hate. Law and Philosophy, 36, 419–468. DOI 10.1007/s10982-017-9297-1
Brown, A. (2017b). What is Hate Speech? Part 2: Family Resemblances. Law and Philosophy, 36, 561–613. DOI 10.1007/s10982-017-9300-x
Brown, A. (2018). What is so special about online (as compared to offline) hate speech? Ethnicities, 18(3), 297–326. https://doi.org/10.1177/1468796817709846
Carlson, C. R. (2021). Hate Speech. The MIT Press.
CE (Council of Europe). (2016). Bookmarks. Manuale per combattere i discorsi d’odio online attraverso l’educazione ai diritti umani.
CE (Council of Europe). (2017). We Can, Taking Action against Hate Speech through Counter and Alternative Narratives. Revised edition.
CE (Council of Europe). (2020). Bookmarks. A manual for combating hate speech online through human rights education. Revised edition.
Commissione Jo Cox sull’intolleranza, la xenofobia, il razzismo e i fenomeni d’odio (2017). Relazione finale. Camera dei deputati. Retrived July 17, 2024 from https://www.camera.it/leg17/1313
Committee of Ministers to member States (2022). Recommendation CM/Rec(2022)16[1] of the Committee of Ministers to member States on combating hate speech. Retrived July 17, 2024 from https://search.coe.int/cm?i=0900001680a67955
Creswell, J. W. (2012). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
Cohen-Almagor, R. (2014). Countering Hate on the Internet. Annual Review of Law and Ethics, Vol. 22, 431-443.
Curcio, R. (2024). Sovraimplicazioni. Le interferenze del capitalismo cibernetico nelle pratiche della vita quotidiana. Sensibili alle foglie.
De Marzio, D. M. (2011). What Happens in Philosophical Texts: Matthew Lipman’s Theory and Practice of the Philosophical Text as Model. childhood & philosophy, 7(13), 29–47.
De Marzio, Darryl M. (2017). Matthew Lipman’s Model Theory of the Community of Inquiry. Analytic Teaching and Philosophical Praxis, 38(1), 37–46.
Deb, A., Donohue, S., & Glaisyer, T. (2017). Is Social Media a Threat to Democracy? The Omidyar Group. Retrieved May 11, 2024 from https://www.omidyargroup.com/wp-content/uploads/sites/7/2017/10/Social-Media-and-Democracy-October-5-2017.pdf
Dewey, J. (2017). Democrazia e educazione. Editoriale Anicia. (Original work published 1916)
Dewey, J. ([1934] 1980) Art as an experience. Perigee.
ECRI (European Commission Against Racism and Intolerance). (2016). General policy recommendation no.15 on combating hate speech. Retrived July 17, 2024 from https://rm.coe.int/ecri-general-policy-recommendation-no-15-on-combating-hate-speech/16808b5b01
Emcke, C. (2019). Against Hate. Polity Press.
Falconi, A. et al. (2018). Silence Hate. Un manuale pratico per educare a contrastare il discorso d’odio. Retrived January 9, 2025 from https://www.silencehate.it/wp-content/uploads/2019/05/silence-hate-un-manuale-pratico.pdf
Gioco responsabile.info (2024). Smartphone e dipendenza: quanto tempo passiamo davvero sullo schermo. Retrieved January 26, 2025 from https://giocoresponsabile.info/quanto-usiamo-lo-smartphone-oggi/
Haugen, F. (2023). Il dovere di scegliere. La mia battaglia per la verità contro Facebook. Garzanti.
Ippolita (2012). Nell’acquario di Facebook. www.ledizioni.it.
Kemmis, S., & McTaggart, R. (2005). Participatory Action Research. Communicative Action and the Public Sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (5th ed., pp. 559–603). SAGE.
Kennedy, D. (2004). The Role of a Facilitator in a Community of Philosophical Inquiry. Metaphilosophy, 35(5), 744–765.
Kizel, A. (2021). The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry. Childhood & Philosophy, 17, 1–20.
Lipman, M. (1998, May–Jun). Teaching Students to Think Reasonably: Some Findings of the Philosophy for Children Program. The Clearing House, 71(5), 277–280.
Lipman, M. (2003). Thinking in education. Cambridge University Press.
Lipman, M. (2005). Educare al pensiero. Vita e Pensiero.
Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1977). Philosophy in the Classroom. Universal Diversified Services.
Meddaugh, P. M., & Kay J. (2009). Hate Speech or “Reasonable Racism?” The Other in Stormfront. Journal of Mass Media Ethics, 24, 251–268.
Norberg, R., Reitz, D., & Wise, J. (1978). Metodologia della ricerca pedagogica. La Scuola.
Olaniran, B., & Williams, I. (2020). Social Media Effects: Hijacking Democracy and Civility in Civic Engagement. In J. Jones & M. Trice (Eds.), Platforms, Protests, and the Challenge of Networked Democracy. Rhetoric, Politics and Society. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-36525-7_5
Oliverio, S. (2016). La democrazia come educazione e l’epoca della post-verità. Civitas Educationis, V(2), 107–126.
Orefice, P. (2006a). Pedagogia. Editori Riuniti.
Orefice, P. (2006b). La ricerca azione partecipativa. Teorie e pratiche (Vol. 2). Liguori.
Orefice, P. (2016). L’educazione alla democrazia intelligente dello sviluppo locale attraverso i Circoli di Studio. Studi Sulla Formazione, XIX(2), 89–117.
Pasta, S. (2018). Razzismi 2.0. analisi socio-educativa dell’odio online. Scholé.
Peirce, C. S. (1877, November). The Fixation of Belief. Popular Science Monthly, 12, 1–15.
Ponce, O. A., & Pagán-Maldonado, N. (2015). Mixed Methods Research in Education: Capturing the Complexity of the Profession. International Journal of Educational Excellence, 1(1), 111–135.
Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE Handbook of Action Research Participative Inquiry and Practice. Sage.
Rothwell, J. (2023 October 13). Teens Spend Average of 4.8 Hours on Social Media Per Day. Gallup News. Retrived July 15, 2024 from https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx
Santerini, M. (2019). Discorso d’odio sul web e strategie di contrasto. MeTis. Mondi educativi. Temi, indagini, suggestioni, 9(2), 51–67.
Save the Children (2019). Infanzia: più di 3 ragazzi su 5 vittime di discriminazioni, emarginati o derisi dai loro coetanei; 9 su 10 testimoni diretti di episodi contro i loro compagni. Retrived July 15, 2024 from https://www.savethechildren.it/press/infanzia-piu-di-3-ragazzi-su-5-vittime-di-discriminazioni-emarginati-o-derisi-dai-loro
Save the Children (2023). XIV Atlante dell’infanzia (a rischio) – Tempi digitali. Retrived May 11, 2024 from s3.savethechildren.it/public/files/uploads/pubblicazioni/xiv-atlante-dellinfanzia-rischio-tempi-digitali.pdf
Sharp, A. M. (1995–2018). Philosophy for children and the development of ethical values (1995). In M. Gregory & M. Laverty (Eds.), In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education (pp. 109–119). Routledge.
Sharp, A. M. (2004). The Other Dimension of Caring Thinking (with a new commentary by Phillip Cam, 2014). Journal of Philosophy in Schools, 1(1), 15–21. DOI: http://doi.org/10.21913/jps.v1i1.989
Sharp, A. M. (2005). Filosofia per i bambini: educare un giudizio migliore. In M. Santi, (Ed.), Philosophy for Children, un curricolo per imparare a pensare, 29–42. Liguori Editore.
Sharp, A. M. (2007a). Education of the emotions in the classroom community of inquiry. Gifted Education International, 22, 248‑257.
Sharp, A. M. (2007b). Let’s go visiting: learning judgment-making in a classroom community of inquiry. Gifted Education International, 23, 301-312.
Società Italiana di Pediatria (2022). Salute dei minori e digitale. Retrived January 26, 2025 from https://sip.it/2022/11/30/salute-dei-minori-e-digitale/
Sorzio, P. (2019). La ricerca-azione. In L. Mortari & L. Ghirotto (Eds.), Metodi per la ricerca educativa (pp. 145–162). Carocci editore.
Tibaldeo, R. F. (2023). Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution. Springer International Publishing AG.
Trinchero, R. (2019). I mixed method. In L. Mortari & L. Ghirotto (Eds.), Metodi per la ricerca educativa (pp. 247–290). Carocci.
UNICEF (2023). Children’s exposure to hate messages and violent images online. Retrived January 26, 2025 from https://www.unicef.org/innocenti/media/2621/file/UNICEF-Children-Exposure-Hate-Violence-Online.pdf
Waltman, M. S. (2003). Stratagems and heuristics in the recruitment of children into communities of hate: The fabric of our future nightmares. Southern Communication Journal, 69, 22–36.
Waltman, M. S. (2018). The normalizing of hate speech and how communication educators should respond, Communication Education, 67(2), 259–265. DOI: 10.1080/03634523.2018.1430370
Waltman, M., & Mattheis, A. (2017, September 26). Understanding Hate Speech. In Oxford Research Encyclopedia of Communication. Retrieved 14 January. 2025, from https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-422
Wodak, R., & Meyer, M. (Eds.). (2016). Methods of Discourse Studies (3th ed.). SAGE.
Ziccardi, G. (2016). L’odio online. Violenza verbale e ossessioni in rete. Milano: Raffaello Cortina Editore.
Zuboff, S. (2019). Il capitalismo della sorveglianza. Luiss University Press.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
el copyright de cada artículo pertenece a cada autor. childhood & philosophy tiene el derecho a la primera publicación. el permiso de reimprimir cualquier artículo que haya aparecido en la revista necesita de la autorización escrita del autor. en adisión a cualquier forma de reconocimiento requerido por el autor el siguiente aviso debe ser añadido a la declaración de permiso en la reimpresión (con los números apropiados a los puntos suspensivos): [título del artículo] fue publicado originalmente en la infancia y la filosofía, tomo ..., número ..., pp. ...-...
