an approach to "philosophizing" discussion

Detalhes bibliográficos
Autor(a) principal: kovach, vanya
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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spelling 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
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