ABSTRACT

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world.

The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example:

  • historical perspectives on the field
  • democratic participation and epistemic, pedagogical and political relationships
  • philosophy as a subject and philosophy as a practice
  • philosophical teaching across the curriculum
  • embodied enquiry, emotions and space
  • knowledge, truth and philosophical progress
  • resources and texts for philosophical inquiry
  • ethos and values of P4C practice and research.

The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy.

part |2 pages

PART I The democratic nature of Philosophy for Children

part |2 pages

PART II Children and childhood in Philosophy for Children

chapter 6|7 pages

Childhood, education and philosophy: a matter of time

ByDavid Kennedy, Walter Omar Kohan

chapter 7|10 pages

Philosophical play in the early years classroom

BySara Stanley, Sue Lyle

part |2 pages

PART III What is philosophical about Philosophy for Children?

part |2 pages

PART IV The community of inquiry in action: epistemology and pedagogy

part |2 pages

PART V The aesthetics of Philosophy for Children: bodies and spaces

chapter 16|8 pages

Guernica comes to school: art, philosophy and life

ByMay Leckey

chapter 17|8 pages

Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life

ByLaura D’Olimpio and Christoph Teschers

chapter 18|8 pages

Curating an aesthetic space for inquiry

ByNatalie M. Fletcher, Joseph M. Oyler

part |2 pages

PART VI Philosophical texts and Philosophy for Children

chapter 20|9 pages

Readings and readers of texts in Philosophy for Children

ByJoanna Haynes, Karin Murris

part |2 pages

PART VII Philosophy in schools

chapter 22|9 pages

Philosophizing with children in science and mathematics classes

ByKristina Calvert, Matthias Förster, Anna Hausberg, Diana Meerwaldt, Patricia Nevers, Stefanie Paarmann, Tim Sprod

chapter 23|8 pages

Teaching philosophy and philosophical teaching

ByLizzy Lewis, Roger Sutcliffe

part |2 pages

PART VIII Research directions and methods in Philosophy for Children

chapter 25|8 pages

Who talks? Who listens? Taking ‘positionality’ seriously in Philosophy for Children

ByAmy Reed-Sandoval, Alain Carmen Sykes

chapter 26|9 pages

Empowering global P4C research and practice through self-study: the Philosophy for Children Hawai‘i International Journaling and Self-Study Project

BySelf-Study Project Amber Strong Makaiau, Jessica Ching-Sze Wang, Karen Ragoonaden and Lu Leng

chapter 27|9 pages

Dialogical critical thinking in kindergarten and elementary school: studies on the impact of philosophical praxis in pupils

ByMarie-France Daniel, Mathieu Gagnon, Emmanuèle Auriac-Slusarczyk

chapter 28|8 pages

Reconstruction of thinking across the curriculum through the community of inquiry

ByKim Nichols, Gilbert Burgh, Liz Fynes-Clinton

chapter 29|7 pages

Philosophy for teachers: between ignorance, invention and improvisation

ByWalter Omar Kohan, Marina Santi, Jason Thomas Wozniak