philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children.
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Data de Publicação: | 2017 |
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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/26804 |
Resumo: | The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about issues in education. The question is how to best foster the growth of philosophical thinking in the limited weeks of a college semester with a diverse group of students. The authors find that communities of inquiry where adults and children interact offers additional layers of epistemology and ontology upon which to question and reflect. As college level students begin to see themselves as community members with children, conceptions of both what it means to be a philosophical thinker as well as what it means to do philosophy begin to change. |
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philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children.a filosofia para crianças vai à universidade: mudanças transformadoras no pensamento filosófico quando estudantes universitários filosofam com crianças pequenasla filosofía para niños va a la universidad: cambios transformadores en el pensamiento filosófico cuando los estudiantes universitarios filosofan con niños pequeñoschildhoodcollegephilosophy for childrenreflective practiceThe following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about issues in education. The question is how to best foster the growth of philosophical thinking in the limited weeks of a college semester with a diverse group of students. The authors find that communities of inquiry where adults and children interact offers additional layers of epistemology and ontology upon which to question and reflect. As college level students begin to see themselves as community members with children, conceptions of both what it means to be a philosophical thinker as well as what it means to do philosophy begin to change.O presente ensaio apresenta reflexões nas experiências de campo requeridas para estudantes em um curso introdutório à Filosofia da Educação desde o ponto de vista de dois professores – um de filosofia e outro de educação. O ensaio é um rastreamento reflexivo da conversão no pensamento filosófico que ocorre quando os estudantes universitários dedicam um tempo significativo a filosofar com estudantes mais jovens usando a pedagogia da comunidade de investigação. Nos cursos introdutórios de filosofia os estudantes são apresentados ao conjunto de posições filosóficas em educação, porém mais importante, eles aprendem também maneiras de pensar filosoficamente sobre problemáticas em educação. A pergunta é como fomentar melhor o crescimento de um pensamento filosófico nas limitadas semanas de um semestre universitário com um grupo diversificado de estudantes. O marco teórico para este projeto se baseia em pesquisas em comunidade de investigação no trabalho de Matthew Lipman e Ann Sharp e na pesquisa em filosofia da infância de David Kennedy. O trabalho de Deborah Britzman sobre a prática oferece uma ideia de desenvolvimento que ilumina o foco de nossa metodologia de investigação. Os autores sustentam que as comunidades de investigação nas quais adultos e crianças interagem oferecem dimensões epistemológicas e ontológicas adicionais a questionar e refletir sobre. Quando os estudantes de nível universitário começam a ver-se a si próprios como membros de uma mesma comunidade que as crianças, como companheiros, as concepções sobre o que significa ser um pensador filosófico começa a mudar. Como tal, o artigo sugere que envolver-se em um diálogo filosófico com as crianças fornece uma oportunidade única para o âmbito universitário de transformar seus cursos de filosofia e educação.El siguiente ensayo presenta reflexiones en experiencias de campo requeridas para estudiantes en un curso introductorio a la Filosofía de la Educación desde el punto de vista de dos profesores- uno de filosofía y el otro de educación. El ensayo es un rastreo reflexivo de la conversión en el pensamiento filosófico que ocurre cuando los estudiantes universitarios dedican un tiempo significativo a filosofar con estudiantes más jóvenes usando la pedagogía de la comunidad de indagación. En los cursos introductorios de filosofía los estudiantes son presentados al conjunto de posiciones filosóficas en educación, pero más importantemente, ellos aprenden también maneras de pensar filosóficamente sobre cuestiones en educación. La pregunta es cómo fomentar mejor el crecimiento de un pensamiento filosófico en las limitadas semanas de un semestre universitario con un grupo diversificado de estudiantes. El marco teórico para este proyecto se basa en investigaciones en comunidad de indagación en el trabajo de Matthew Lipman y Ann Sharp y en la investigación en filosofía de la infancia de David Kennedy. El trabajo de Deborah Britzman sobre la práctica ofrece una idea de desarrollo que ilumina el foco de nuestra metodología de indagación. Los autores sostienen que las comunidades de indagación en las que los adultos y los niños interactúan ofrecen dimensiones epistemológicas y ontológicas adicionales sobre las cuales cuestionar y reflexionar. Cuando los estudiantes de nivel universitario comienzan a verse a sí mismos como miembros de una misma comunidad que los niños, las concepciones sobre qué significa ser un pensador filosófico comienza a cambiar. Como tal, el artículo sugiere que involucrarse en un diálogo filosófico con los niños provee una oportunidad única para el ámbito universitario de transformar sus cursos de filosofía y educación.Universidade do Estado do Rio de Janeiro2017-04-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/2680410.12957/childphilo.2017.26804childhood & philosophy; Vol. 13 Núm. 27 (2017): mayo/ago.; 235-251childhood & philosophy; v. 13 n. 27 (2017): maio/ago.; 235-251childhood & philosophy; Vol. 13 No. 27 (2017): may/aug.; 235-2511984-5987reponame: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/26804/20365burdick-shepherd, stephanie acammarano, cristinainfo:eu-repo/semantics/openAccess2017-05-01T22:38:00Zoai:ojs.www.e-publicacoes.uerj.br:article/26804Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2017-05-01T22:38Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. a filosofia para crianças vai à universidade: mudanças transformadoras no pensamento filosófico quando estudantes universitários filosofam com crianças pequenas la filosofía para niños va a la universidad: cambios transformadores en el pensamiento filosófico cuando los estudiantes universitarios filosofan con niños pequeños |
title |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
spellingShingle |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. burdick-shepherd, stephanie a childhood college philosophy for children reflective practice |
title_short |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
title_full |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
title_fullStr |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
title_full_unstemmed |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
title_sort |
philosophy for children goes to college: transformative changes in philosophical thinking when college students practice philosophizing with young children. |
author |
burdick-shepherd, stephanie a |
author_facet |
burdick-shepherd, stephanie a cammarano, cristina |
author_role |
author |
author2 |
cammarano, cristina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
burdick-shepherd, stephanie a cammarano, cristina |
dc.subject.por.fl_str_mv |
childhood college philosophy for children reflective practice |
topic |
childhood college philosophy for children reflective practice |
description |
The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also learning ways of thinking philosophically about issues in education. The question is how to best foster the growth of philosophical thinking in the limited weeks of a college semester with a diverse group of students. The authors find that communities of inquiry where adults and children interact offers additional layers of epistemology and ontology upon which to question and reflect. As college level students begin to see themselves as community members with children, conceptions of both what it means to be a philosophical thinker as well as what it means to do philosophy begin to change. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-06 |
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/26804 10.12957/childphilo.2017.26804 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/26804 |
identifier_str_mv |
10.12957/childphilo.2017.26804 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/26804/20365 |
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. 27 (2017): mayo/ago.; 235-251 childhood & philosophy; v. 13 n. 27 (2017): maio/ago.; 235-251 childhood & philosophy; Vol. 13 No. 27 (2017): may/aug.; 235-251 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_ |
1799317591595941888 |