filosofía con niños, la línea de pobreza, y sensibilidad socio-filosófica

• Autor(a) principal: kizel, arie
• Data de Publicação: 2015
• 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/20720
• topic: Philosophy with Children; Socio-Philosophic Sensitivity; Philosophy with Children; Socio-Philosophic Sensitivity; Philosophy with Children; Socio-Philosophic Sensitivity; Philosophy with Children; Socio-Philosophic Sensitivity; Philosophy with Children; Socio-Philosophic Sensitivity

A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis of them with the help of narratival tools that explain the children’s philosophical moves. The ability to ask questions regarding complex social issues in the field of economics and to ask oneself personal questions about oneself is thus also exemplified in the deconstruction of the “great narratives” and their transformation into more accessible, human dimensions. The first section of the article presents the philosophic framework within which discussions of this type are conducted with children and the historical background of this field as a method employed across the globe. The second section examines selected transcripts from philosophic encounters in which children discuss social and economic themes. The third section engages in a narrative analysis of philosophical discourse that seeks to broaden the discussion of the link between philosophy with children and the way in which children themselves construct philosophical sensitivities that can develop into socio-philosophic sensitivities. In the case of discussions relating to the issue of poverty, the children raised basic questions relating to the core of philosophy. Unsurprisingly, they did not make exclusive use of examples. Their ability to address these issues allowed a discussion that also led them to develop caring thinking, which is based on friendship thinking. This is based on a social sensitivity founded on both empathy and the raising of logical arguments.