Philosophy for Children as an Educational Practice

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• 作者：Riku Välitalo ; Hannu Juuso ; Ari Sutinen
• 关键词：Philosophy for Children ; Philosophy with Children ; P4C ; Pedagogical action ; Dialogue ; Bildung
• 刊名：Studies in Philosophy and Education
• 出版年：2016
• 出版时间：January 2016
• 年：2016
• 卷：35
• 期：1
• 页码：79-92
• 全文大小：396 KB
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• 作者单位：Riku Välitalo (1)
  Hannu Juuso (1)
  Ari Sutinen (1)
  
  1. Department of Educational Sciences and Teacher Education, Oulu University, Snellmania, Linnanmaa, P.O. Box 2000, Oulu, Finland
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Philosophy
  Philosophy of Education
  Assessment, Testing and Evaluation
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-191X

文摘

During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the humanistic ideas of first-generation authors. A new understanding of childhood is presented by second-generation authors as giving possibilities for the subject to emerge in truly philosophical encounters. This article tries to show some of the possibilities and limits of such an understanding by considering the views in the light of general educational theorisations concerning pedagogical action. The continental tradition of European educational discourse, especially in the German-speaking regions, has stressed a necessity for asymmetry in the educational relationship. This line of thought is in conflict with the idea of a symmetrical, communal emergent system, which seems to be at the heart of second-generation understanding of educational philosophical dialoguing. The concluding argument states that in education we are always confronted with questions about purpose and aims, which have a special (educational) character in relation to pure philosophy/dialogue, although the philosophical/dialogical dimension is necessary for the emergence of unique subjectivity.