touching the soul? exploring an alternative outlook for philosophical work with children and young people
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Childhood & Philosophy (Rio de Janeiro. Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/childhood/article/view/30424 |
Resumo: | Philosophical work with children – which I take as an encompassing and slightly more descriptive phrase to cover a range of educational activities with children and young people in which philosophy plays a role – occupies a rather unique place in the contemporary curriculum and the modern school in many countries around the world. It not just provides a breath of fresh air, but also acts as a reminder that there is more to education than where policy makers and politicians keep wanting to push it, and also that education ought to be more than this. But the question I wish to ask is whether it is enough. In this paper, I I’ll share some of my observations about my experiences with philosophical work with children and young people, not to pass any judgement on this. Perhaps the best way to ‘read’ my argument is to see it as the sharing of a question – a question relevant for all educational projects, programmes, endeavours and practices, and hence also relevant for philosophical work with children and young people. The question I raise is how particular educational practices, settings and arrangements position the child in and in relation with the world. What kind of subject positions are, in other words, made available in and through particular arrangements and what kind of opportunities does this create for children and young people to ‘work’ on their existence as a grown-up, non-egological subject: in the world but not in the centre of the world. |
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touching the soul? exploring an alternative outlook for philosophical work with children and young people¿tocando el alma? explorar una visión alternativa para el trabajo filosófico con niños y jóvenestocando a alma? explorando uma visão alternativa para o trabalho filosófica com crianças e jovensphilosophy with childrencritical thinkingphilosophical work with childrenegological and non-egologial subjectgrown-up-nessrisksdogmatic image of thinkingPhilosophical work with children – which I take as an encompassing and slightly more descriptive phrase to cover a range of educational activities with children and young people in which philosophy plays a role – occupies a rather unique place in the contemporary curriculum and the modern school in many countries around the world. It not just provides a breath of fresh air, but also acts as a reminder that there is more to education than where policy makers and politicians keep wanting to push it, and also that education ought to be more than this. But the question I wish to ask is whether it is enough. In this paper, I I’ll share some of my observations about my experiences with philosophical work with children and young people, not to pass any judgement on this. Perhaps the best way to ‘read’ my argument is to see it as the sharing of a question – a question relevant for all educational projects, programmes, endeavours and practices, and hence also relevant for philosophical work with children and young people. The question I raise is how particular educational practices, settings and arrangements position the child in and in relation with the world. What kind of subject positions are, in other words, made available in and through particular arrangements and what kind of opportunities does this create for children and young people to ‘work’ on their existence as a grown-up, non-egological subject: in the world but not in the centre of the world.Universidade do Estado do Rio de Janeiro2017-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/3042410.12957/childphilo.2017.30424childhood & philosophy; Vol. 13 Núm. 28 (2017): sep./dec.; 415 - 452childhood & philosophy; v. 13 n. 28 (2017): set./dez.; 415 - 452childhood & philosophy; Vol. 13 No. 28 (2017): sep./dec.; 415 - 4521984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJenghttps://www.e-publicacoes.uerj.br/childhood/article/view/30424/21355biesta, gertinfo:eu-repo/semantics/openAccess2017-10-11T18:44:41Zoai:ojs.www.e-publicacoes.uerj.br:article/30424Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2017-10-11T18:44:41Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
touching the soul? exploring an alternative outlook for philosophical work with children and young people ¿tocando el alma? explorar una visión alternativa para el trabajo filosófico con niños y jóvenes tocando a alma? explorando uma visão alternativa para o trabalho filosófica com crianças e jovens |
title |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
spellingShingle |
touching the soul? exploring an alternative outlook for philosophical work with children and young people biesta, gert philosophy with children critical thinkingphilosophical work with children egological and non-egologial subject grown-up-ness risks dogmatic image of thinking |
title_short |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
title_full |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
title_fullStr |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
title_full_unstemmed |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
title_sort |
touching the soul? exploring an alternative outlook for philosophical work with children and young people |
author |
biesta, gert |
author_facet |
biesta, gert |
author_role |
author |
dc.contributor.author.fl_str_mv |
biesta, gert |
dc.subject.por.fl_str_mv |
philosophy with children critical thinkingphilosophical work with children egological and non-egologial subject grown-up-ness risks dogmatic image of thinking |
topic |
philosophy with children critical thinkingphilosophical work with children egological and non-egologial subject grown-up-ness risks dogmatic image of thinking |
description |
Philosophical work with children – which I take as an encompassing and slightly more descriptive phrase to cover a range of educational activities with children and young people in which philosophy plays a role – occupies a rather unique place in the contemporary curriculum and the modern school in many countries around the world. It not just provides a breath of fresh air, but also acts as a reminder that there is more to education than where policy makers and politicians keep wanting to push it, and also that education ought to be more than this. But the question I wish to ask is whether it is enough. In this paper, I I’ll share some of my observations about my experiences with philosophical work with children and young people, not to pass any judgement on this. Perhaps the best way to ‘read’ my argument is to see it as the sharing of a question – a question relevant for all educational projects, programmes, endeavours and practices, and hence also relevant for philosophical work with children and young people. The question I raise is how particular educational practices, settings and arrangements position the child in and in relation with the world. What kind of subject positions are, in other words, made available in and through particular arrangements and what kind of opportunities does this create for children and young people to ‘work’ on their existence as a grown-up, non-egological subject: in the world but not in the centre of the world. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/30424 10.12957/childphilo.2017.30424 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/30424 |
identifier_str_mv |
10.12957/childphilo.2017.30424 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/30424/21355 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
childhood & philosophy; Vol. 13 Núm. 28 (2017): sep./dec.; 415 - 452 childhood & philosophy; v. 13 n. 28 (2017): set./dez.; 415 - 452 childhood & philosophy; Vol. 13 No. 28 (2017): sep./dec.; 415 - 452 1984-5987 reponame:Childhood & Philosophy (Rio de Janeiro. Online) instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Childhood & Philosophy (Rio de Janeiro. Online) |
collection |
Childhood & Philosophy (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
wokohan@gmail.com || wokohan@gmail.com |
_version_ |
1789802384968384512 |