lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking?
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Childhood & Philosophy (Rio de Janeiro. Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/childhood/article/view/49438 |
Resumo: | This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s beginnings, in order to ask how the idea of Philosophy for Children appeared and how it has developed up to the present moment. We argue that Lipman’s novel proposal to think philosophically with children emerged, in part, as a response to the student movements of 1968--a response, that is, to a specific political context that was marked by strong social and ideological disputes. Finally, we make a comparative analysis of the social and political context that informs Latin American Philosophy, and the extent to which it, also, has been shaped by a pragmatic response to a particular historical moment. The difference between the Anglo-American and the Latin American contexts is here characterized as an obstacle to a certain “universal” logos to which the Lipmanian project is linked. Our analysis is aided by the Discourse of marginalization and barbarism, produced by the Mexican philosopher Leopoldo Zea. |
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Childhood & Philosophy (Rio de Janeiro. Online) |
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lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking?lipman y filosofía para niños: ¿cultivo del "pensamiento" o cultivo de “un” pensamiento?lipman e a filosofia para crianças: cultivo “do” pensamento ou cultivo de “um” pensamento?filosofía y educaciónfilosofía para niñoslipmancultivo del pensamiento.Filosofia e educaçãoFilosofia para criançasLipmancultivo do pensamento.philosophy and educationphilosophy for childrenlipmanthinking.This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s beginnings, in order to ask how the idea of Philosophy for Children appeared and how it has developed up to the present moment. We argue that Lipman’s novel proposal to think philosophically with children emerged, in part, as a response to the student movements of 1968--a response, that is, to a specific political context that was marked by strong social and ideological disputes. Finally, we make a comparative analysis of the social and political context that informs Latin American Philosophy, and the extent to which it, also, has been shaped by a pragmatic response to a particular historical moment. The difference between the Anglo-American and the Latin American contexts is here characterized as an obstacle to a certain “universal” logos to which the Lipmanian project is linked. Our analysis is aided by the Discourse of marginalization and barbarism, produced by the Mexican philosopher Leopoldo Zea.Este trabajo tiene la intención de sobrevolar el proyecto de Filosofía para Niños, escrito por el filósofo y profesor Matthew Lipman, de los Estados Unidos, para, a pesar de las afirmaciones y propuestas de universalidad del autor, caracterizar y problematizar los límites ideológicos y filosóficos de su programa, así como de su filosofía. Por lo tanto, el camino metodológico elegido para escribir este trabajo fue volver al principio y preguntar acerca de "cómo surgió filosofía para niños"; cómo se desarrolló en una metodología y, después de eso, tratar de resaltar que la propuesta de pensar filosóficamente con niños aparece, en parte, como una respuesta del filósofo Matthew Lipman a los movimientos estudiantiles de 1968, es decir, en un contexto político específico, marcado por fuertes disputas sociales e ideológicas. Habiendo recorrido este camino, finalmente proponemos una crítica basada en la filosofía latinoamericana. Para llevar a cabo tales críticas, notamos elementos que ubican el pensamiento lipmaniano en un contexto cultural determinado, y cuyo fundamento principal es el pragmatismo, una filosofía originalmente estadounidense; destacamos la diferencia en el proceso de colonización angloamericana y latinoamericana; y finalmente buscamos caracterizar, a partir del trabajo Discurso desde la marginación y la barbarie, del filósofo mexicano Leopoldo Zea, ciertos logotipos "universales" a los que está vinculado el proyecto de Lipman, para comprender los límites "del" pensamiento que la filosofía para niños tiene la intención de cultivar.O presente trabalho se propõe a fazer um sobrevoo ao projeto Filosofia para Crianças, de autoria do filósofo Matthew Lipman, dos Estados Unidos, a fim de, a despeito das pretensões de universalidade defendidas pelo autor, caracterizar e problematizar os limites ideológicos e filosóficos de seu programa e de sua filosofia. Para tanto, o trajeto metodológico da escrita deste trabalho foi o de voltar ao princípio e nos perguntarmos sobre “como surgiu a Filosofia para Crianças”; depois disso, procurar destacar aí que a proposta de pensar filosoficamente com crianças surge, em parte, como resposta de Matthew Lipman aos movimentos estudantis de 1968, ou seja, em um contexto político específico, marcado por fortes disputas sociais e ideológicas. Nesse mesmo trajeto, partimos para perguntar sobre “o que é Filosofia para Criança”, para nesse ponto destacar seus principais elementos prático/metodológicos. A partir dessas duas perguntas, encaminhamos as respostas de modo a construir as bases para a problematização do programa e, por fim, propor uma crítica a partir da Filosofia Latino-americana. Para levar a cabo tal perspectiva crítica, fizemos notar elementos que localizam o pensamento lipmaniano em um contexto cultural determinado, e que tem como fundamento principal o pragmatismo, uma filosofia originalmente Americana, mais precisamente na América do Norte; destacamos a diferença no processo de colonização Anglo-americano e Latino-americano; e finalmente buscamos caracterizar, a partir da obra Discurso Desde a Marginalização e a Barbárie, do filósofo e professor mexicano Leopoldo Zea, um certo logos “universal” ao qual o projeto lipmaniano está vinculado, a fim de entender os limites “do” pensamento ao qual Filosofia para Crianças pretende cultivar. Universidade do Estado do Rio de Janeiro2020-07-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/4943810.12957/childphilo.2020.49438childhood & philosophy; Vol. 16 (2020); 01 - 27childhood & philosophy; v. 16 (2020); 01 - 27childhood & philosophy; Vol. 16 (2020); 01 - 271984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJporhttps://www.e-publicacoes.uerj.br/childhood/article/view/49438/34334Copyright (c) 2020 childhood & philosophyinfo:eu-repo/semantics/openAccesspereira, diego bertolopaiva, wilson alves de2020-12-21T20:10:39Zoai:ojs.www.e-publicacoes.uerj.br:article/49438Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2020-12-21T20:10:39Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? lipman y filosofía para niños: ¿cultivo del "pensamiento" o cultivo de “un” pensamiento? lipman e a filosofia para crianças: cultivo “do” pensamento ou cultivo de “um” pensamento? |
title |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
spellingShingle |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? pereira, diego bertolo filosofía y educación filosofía para niños lipman cultivo del pensamiento. Filosofia e educação Filosofia para crianças Lipman cultivo do pensamento. philosophy and education philosophy for children lipman thinking. |
title_short |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
title_full |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
title_fullStr |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
title_full_unstemmed |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
title_sort |
lipman and philosophy for children: cultivating “thinking” or cultivating “one” thinking? |
author |
pereira, diego bertolo |
author_facet |
pereira, diego bertolo paiva, wilson alves de |
author_role |
author |
author2 |
paiva, wilson alves de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
pereira, diego bertolo paiva, wilson alves de |
dc.subject.por.fl_str_mv |
filosofía y educación filosofía para niños lipman cultivo del pensamiento. Filosofia e educação Filosofia para crianças Lipman cultivo do pensamento. philosophy and education philosophy for children lipman thinking. |
topic |
filosofía y educación filosofía para niños lipman cultivo del pensamiento. Filosofia e educação Filosofia para crianças Lipman cultivo do pensamento. philosophy and education philosophy for children lipman thinking. |
description |
This text aims to perform a “fly over” the Philosophy for Children program--created by the philosopher and educator Matthew Lipman-–in order to identify certain philosophical problems that might appear there, one of them being the issue of universality. In response to Lipman’s claims of universality, we try to uncover his underlying ideological position that informs his approach to the concept. To achieve that goal, we return to the program’s beginnings, in order to ask how the idea of Philosophy for Children appeared and how it has developed up to the present moment. We argue that Lipman’s novel proposal to think philosophically with children emerged, in part, as a response to the student movements of 1968--a response, that is, to a specific political context that was marked by strong social and ideological disputes. Finally, we make a comparative analysis of the social and political context that informs Latin American Philosophy, and the extent to which it, also, has been shaped by a pragmatic response to a particular historical moment. The difference between the Anglo-American and the Latin American contexts is here characterized as an obstacle to a certain “universal” logos to which the Lipmanian project is linked. Our analysis is aided by the Discourse of marginalization and barbarism, produced by the Mexican philosopher Leopoldo Zea. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-17 |
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/49438 10.12957/childphilo.2020.49438 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/49438 |
identifier_str_mv |
10.12957/childphilo.2020.49438 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/49438/34334 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 childhood & philosophy info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 childhood & philosophy |
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. 16 (2020); 01 - 27 childhood & philosophy; v. 16 (2020); 01 - 27 childhood & philosophy; Vol. 16 (2020); 01 - 27 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_ |
1799317592341479424 |