the effects of times and spaces in new scholar subjectivities


  • arianne hecker


childhood, philosophy, education


At the city of El Bolson, Río Negro, Argentina, we are going through philosophical experiences with children and teenagers since 2007. During 2011, we were working in different levels with kindergarten, schools and colleges. Considering the demand to finish this stage of our research, we had two meetings with all the teachers involved in the class experiences. These meetings were quite significant, allowing us to compare and evaluate our personal actions with an interesting amount of strictness and depth in the analysis of our work. In the second meeting, we were able to establish a common list of criteria, so as to arrive to a systematic analysis. The general criteria were: 1) What do the adult wants to know and what do the question do in the child’s interior? 2) What do we learn about the evolution of the child’s thinking, when he is faced with the great problems of human life, when we propose him to give his point of view? What age differences we can find? It is a study of children representations and their evolution. 3) What are the changes inside them, about their own experiences? It is about the discovery they do about themselves during the philo workshop. That is the fundamental question in the heart of this research: what is the use of the philosophical workshops? To what aspect of children development it serves, to the images they are able to make of their own capacities and to the idea they might built about their culture? Then, we designed specific criteria for each level and some of the results of our analysis are the matter of this paper.

Author Biography

arianne hecker

Profesora e investigadora del Instituto de Formación Docente Continua de El Bolsón, Río Negro, Argentina. Investigación en curso: "Comunidades de niños pequeños con pensamientos propios"



How to Cite

hecker, arianne. (2013). the effects of times and spaces in new scholar subjectivities. Childhood & Philosophy, 9(17), 171–213. Retrieved from



researches / experiences

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