an approach to "philosophizing" discussion
Autor(a) principal: | |
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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/20708 |
Resumo: | This paper responds to the concern that many novice Philosophy for Children facilitators have about how to ensure that students’ discussion is philosophical. Two ways of addressing this concern are outlined, and the second of these is identified as the approach my method builds upon. In particular, I focus on those agenda-setting questions students pose that might be called ”psychological speculation” questions and offer a range of moves for proceeding from those into more centrally philosophical discussion. The approach draws on familiarity with traditional areas of philosophy, and shows the practical everyday use for facilitators of such familiarity. Those who offer professional development in Philosophy for Children may find this approach a useful one to introduce in introductory or follow-up workshops, and novice facilitators will find enough guidance here to be able to apply these moves in their practice. A discussion of the distinction and the relationship between philosophical and empirical questions is undertaken, in passing, and a suggestion put forward for assisting novice P4C facilitators to discover their own abilities to find groups of related philosophical questions. Practical examples of the moves in my approach are provided, and a guide for building on them is offered. Finally, a connection is drawn between the questions that flow from traditional academic areas of philosophy and the idea of philosophy as ‘love of wisdom’. |
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an approach to "philosophizing" discussionuna aproximación a "filosofar" la discusiónuma aproximação para "filosofar" a discussãophilosophy for childrenfacilitationteacher trainingphilosophicalquestionsThis paper responds to the concern that many novice Philosophy for Children facilitators have about how to ensure that students’ discussion is philosophical. Two ways of addressing this concern are outlined, and the second of these is identified as the approach my method builds upon. In particular, I focus on those agenda-setting questions students pose that might be called ”psychological speculation” questions and offer a range of moves for proceeding from those into more centrally philosophical discussion. The approach draws on familiarity with traditional areas of philosophy, and shows the practical everyday use for facilitators of such familiarity. Those who offer professional development in Philosophy for Children may find this approach a useful one to introduce in introductory or follow-up workshops, and novice facilitators will find enough guidance here to be able to apply these moves in their practice. A discussion of the distinction and the relationship between philosophical and empirical questions is undertaken, in passing, and a suggestion put forward for assisting novice P4C facilitators to discover their own abilities to find groups of related philosophical questions. Practical examples of the moves in my approach are provided, and a guide for building on them is offered. Finally, a connection is drawn between the questions that flow from traditional academic areas of philosophy and the idea of philosophy as ‘love of wisdom’.Este trabajo responde a la preocupación que muchos coordinadores novatos del programa de Filosofía para Niños tienen sobre cómo asegurar que las discusiones de los estudiantes sean filosóficas. Se describen dos formas de abordar esta preocupación, la segunda de ellas es el enfoque sobre la que se basa mi propuesta. En particular me centro en la agenda de preguntas realizada por los estudiantes que podría ser llamada de preguntas de “especulación psicológica” y ofrece una gama de movimientos para proceder a partir de aquellas más importantes para la discusión filosófica. El método se basa en la familiaridad con las áreas tradicionales de la filosofía y muestra el uso de esa familiaridad en la práctica cotidiana de los coordinadores. Aquellos que ofrecen un desarrollo profesional en Filosofía para Niños pueden encontrar en este enfoque una aproximación útil a los talleres introductorios y los coordinadores novatos encontrarán una guía adecuada que les permitirá aplicar estos movimientos en su práctica. Se lleva a cabo una discusión de la distinción y la relación entre preguntas filosóficas y empíricas, de paso, se realiza una sugerencia para ayudar a los coordinadores novatos del programa para que puedan usar sus propias habilidades para encontrar grupos de preguntas filosóficas relacionadas. Mi método ofrece ejemplos prácticos y una guía para actuar a partir de ellos. Por último se presenta una conexión entre las preguntas que se derivan de las áreas tradicionales de la filosofía académica y la idea de la filosofía como “amor a la sabiduría”.Este artigo responde ao interesse que muitos novos facilitadores de Filosofia para Crianças têm a respeito de como assegurar que uma discussão dos alunos seja filosófica. Duas maneiras de encaminhar esta questão são destacadas, e a segunda delas é identificada como a abordagem sobre a qual meu método se baseia. Particularmente, eu enfoco as questões prioritárias apresentadas pelos alunos que poderiam ser consideradas dúvidas de “indagação psicológica” e ofereço variados desdobramentos para conduzir essas dúvidas a uma discussão essencialmente filosófica. O método se baseia na familiaridade com áreas tradicionais da filosofia, e mostra a prática cotidiana para facilitadores com tal familiaridade. Aqueles que trabalham com desenvolvimento profissional em Filosofia para Crianças podem achar esta abordagem útil para iniciar ou desenvolver oficinas, e os novos facilitadores encontrarão aqui orientação suficiente para serem capazes de aplicar estes desdobramentos na sua prática. A discussão sobre a distinção e o vínculo entre questões filosóficas e empíricas está colocada, brevemente, e uma proposta é direcionada para auxiliar novos facilitadores de FpC a descobrir suas próprias habilidades para encontrar grupos de questões filosóficas relacionadas. Exemplos práticos de desdobramentos no meu método são fornecidos, e um guia para tê-los como base é apresentado. Finalmente, é delineada uma relação entre as questões que surgem de áreas acadêmicas tradicionais da filosofia e a ideia de filosofia como “amor à sabedoria”.Universidade do Estado do Rio de Janeiro2015-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/20708childhood & philosophy; Vol. 11 Núm. 22 (2015): jul./dic.; 349-360childhood & philosophy; v. 11 n. 22 (2015): jul./dez.; 349-360childhood & philosophy; Vol. 11 No. 22 (2015): july/dec.; 349-3601984-5987reponame: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/20708/15034kovach, vanyainfo:eu-repo/semantics/openAccess2018-07-10T18:51:12Zoai:ojs.www.e-publicacoes.uerj.br:article/20708Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2018-07-10T18:51:12Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
an approach to "philosophizing" discussion una aproximación a "filosofar" la discusión uma aproximação para "filosofar" a discussão |
title |
an approach to "philosophizing" discussion |
spellingShingle |
an approach to "philosophizing" discussion kovach, vanya philosophy for children facilitation teacher training philosophical questions |
title_short |
an approach to "philosophizing" discussion |
title_full |
an approach to "philosophizing" discussion |
title_fullStr |
an approach to "philosophizing" discussion |
title_full_unstemmed |
an approach to "philosophizing" discussion |
title_sort |
an approach to "philosophizing" discussion |
author |
kovach, vanya |
author_facet |
kovach, vanya |
author_role |
author |
dc.contributor.author.fl_str_mv |
kovach, vanya |
dc.subject.por.fl_str_mv |
philosophy for children facilitation teacher training philosophical questions |
topic |
philosophy for children facilitation teacher training philosophical questions |
description |
This paper responds to the concern that many novice Philosophy for Children facilitators have about how to ensure that students’ discussion is philosophical. Two ways of addressing this concern are outlined, and the second of these is identified as the approach my method builds upon. In particular, I focus on those agenda-setting questions students pose that might be called ”psychological speculation” questions and offer a range of moves for proceeding from those into more centrally philosophical discussion. The approach draws on familiarity with traditional areas of philosophy, and shows the practical everyday use for facilitators of such familiarity. Those who offer professional development in Philosophy for Children may find this approach a useful one to introduce in introductory or follow-up workshops, and novice facilitators will find enough guidance here to be able to apply these moves in their practice. A discussion of the distinction and the relationship between philosophical and empirical questions is undertaken, in passing, and a suggestion put forward for assisting novice P4C facilitators to discover their own abilities to find groups of related philosophical questions. Practical examples of the moves in my approach are provided, and a guide for building on them is offered. Finally, a connection is drawn between the questions that flow from traditional academic areas of philosophy and the idea of philosophy as ‘love of wisdom’. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-11-30 |
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/20708 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/20708 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/20708/15034 |
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. 11 Núm. 22 (2015): jul./dic.; 349-360 childhood & philosophy; v. 11 n. 22 (2015): jul./dez.; 349-360 childhood & philosophy; Vol. 11 No. 22 (2015): july/dec.; 349-360 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_ |
1799317590937436160 |