philosophy with children: learning to live well

Detalhes bibliográficos
Autor(a) principal: cassidy, claire
Data de Publicação: 2013
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/20724
Resumo: Philosophy with Children, in all its guises, aims to engender philosophical thinking and reasoning in children. Much is written about what participation in philosophy might do for children academically and emotionally. What is proposed here is that by allowing children to participate in philosophical dialogue they will learn an approach that might support their participation in society. It is inevitable that by living with others one encounters others’ values. It is essential, therefore, that children learn how to deal with others’ values but also that they learn how to develop their own through questioning and reflection. Rather than teach children about values or teach them the values they should hold, this article suggests that children should be afforded opportunities to explore a range of perspectives but that they need to learn how to do this. In addition, though, in order to live harmoniously with others, there are considerations beyond ethics to be encountered. Children need to learn how to engage with politics, art, science, literature, and the wider range of issues that comprise life in a society. Indeed, children need to learn what is required of being a citizen. Here the learning of the child is contextualised in the Scottish Curriculum for Excellence, where children are expected to be able “to make informed choices and decisions” and to “develop informed, ethical views of complex issues” (Scottish Executive, 2004, p.12) as part of their education for citizenship. If being a citizen involves these elements, then there is a challenge to teachers as to how children will achieve the desired outcomes. The aim of such a curriculum is that children learn for life in order that society will be enhanced. It is posited, in this article, that by participating in philosophical dialogue one is likely to foster appreciation for others and their perspectives, that one’s own values and opinions evolve, and that this philosophical outlook may, in fact, work for the betterment of society. Indeed, what is suggested is that in doing philosophy one learns how to live well.
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spelling philosophy with children: learning to live wellfilosofia com crianças: aprendendo a viver bemfilosofía con los niños: aprendiendo a vivir bienPhilosophy with ChildrenCurriculum for Excellencecitizenshipwisdomliving wellPhilosophy with Children, in all its guises, aims to engender philosophical thinking and reasoning in children. Much is written about what participation in philosophy might do for children academically and emotionally. What is proposed here is that by allowing children to participate in philosophical dialogue they will learn an approach that might support their participation in society. It is inevitable that by living with others one encounters others’ values. It is essential, therefore, that children learn how to deal with others’ values but also that they learn how to develop their own through questioning and reflection. Rather than teach children about values or teach them the values they should hold, this article suggests that children should be afforded opportunities to explore a range of perspectives but that they need to learn how to do this. In addition, though, in order to live harmoniously with others, there are considerations beyond ethics to be encountered. Children need to learn how to engage with politics, art, science, literature, and the wider range of issues that comprise life in a society. Indeed, children need to learn what is required of being a citizen. Here the learning of the child is contextualised in the Scottish Curriculum for Excellence, where children are expected to be able “to make informed choices and decisions” and to “develop informed, ethical views of complex issues” (Scottish Executive, 2004, p.12) as part of their education for citizenship. If being a citizen involves these elements, then there is a challenge to teachers as to how children will achieve the desired outcomes. The aim of such a curriculum is that children learn for life in order that society will be enhanced. It is posited, in this article, that by participating in philosophical dialogue one is likely to foster appreciation for others and their perspectives, that one’s own values and opinions evolve, and that this philosophical outlook may, in fact, work for the betterment of society. Indeed, what is suggested is that in doing philosophy one learns how to live well.A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e relacionamentos com os outros. É inevitável que, vivendo com os outros, se encontrem os valores dos outros. É essencial, portanto, que as crianças aprendam como lidar com os valores dos outros mas também que elas aprendam como desenvolver os seus próprios pelo questionamento e a reflexão. Melhor que ensinar às crianças sobre os valores ou ensinar-lhes os valores que elas deveriam ter, este artigo sugere que às crianças deveriam ser proporcionadas oportunidades de explorar uma variedade de perspectivas e que elas precisam aprender a fazer isto. Além disso, no entanto, a fim de viver harmoniosamente com os outros, existem considerações sobre ética a serem encontradas. As crianças precisam aprender como lidar com política, arte, ciência, literatura e a maior variedade de problemas que a vida em sociedade inclui. De fato, as crianças precisam aprender o que é requerido para ser um cidadão. Aqui o aprendizado da criança é contextualizado no Currículo de Excelência da Escócia, no qual se espera das crianças que elas sejam capazes de “fazer escolhas e tomar decisões informadas” e de “desenvolver pontos de vista informados e éticos de problemas complexos” (Scottish Executive, 2004, p.12) como parte de sua educação para a cidadania. Se ser um cidadão envolve esses elementos, então existe um desafio para os professores no que concerne a como as crianças vão alcançar os resultados desejados. O objetivo de tal currículo é que a criança ‘aprenda para a vida’ adquirindo as competências para a vida de forma que a sociedade se beneficie. É colocado, neste artigo, que participando dos diálogos filosóficos uma pessoa é suscetível de favorecer uma apreciação dos outros e de suas perspectivas, de compreender que os valores e opiniões de alguém evoluem, que essa visão filosófica pode, de fato, funcionar para a melhora da sociedade. Contudo, o que é sugerido é que fazendo filosofia aprende-se como viver bem.La filosofía con niños, en todas sus guisas, pretende engendrar el pensamiento filosófico y el raciocinio en los niños. Mucho se ha escrito acerca de lo que la participación en filosofía podría hacer para el niño académicamente y emocionalmente. Lo que proponemos aquí es que permitiendo a los niños participar de diálogos filosóficos ellos aprenden un abordaje que podría fundamentar su participación en la sociedad y que podría envolverlas en la consideración y ampliación de sus puntos de vista, para tomar decisiones en sus interacciones y relacionamientos con los otros. Es inevitable que, viviendo con los otros, se encuentren los valores de los otros. Es esencial, por lo tanto, que los niños aprendan cómo negociar con los valores de los otros mas también que ellos aprendan cómo desarrollar los suyos propios a través de el cuestionamiento y la reflexión. En lugar de enseñar a los niños acerca de los valores que ellos deberían tener, este artículo sugiere que a los niños deberían ser proporcionadas oportunidades de explorar una variedad de perspectivas y que ellos necesitan aprender a hacerlo. Además, para vivir harmoniosamente con los otros, existen consideraciones éticas que deben ser encontradas. Los niños necesitan aprender a cómo relacionarse con la política, el arte, la ciencia, la literatura y la mayor diversidad de problemas que la vida en sociedad incluye. En efecto, los niños necesitan aprender lo que se requiere para ser un ciudadano. Aquí el aprendizaje del niño es contextualizado en el Currículo de Excelencia de Escocia, en lo cual se espera de los niños que ellos sean capases de “elegir opciones y tomar decisiones informadas” y de “desarrollar puntos de vista informados y éticos acerca de problemas complexos” (Scottish Executive, 2004, p.12) como parte de su educación para la ciudadanía. Si ser un ciudadano implica estos elementos, entonces existe un reto para los maestros en lo que concierne a cómo los niños van a lograr los resultados deseados. El objetivo de tal currículo es que el niño ‘aprenda para la vida’ a través de la adquisición de las competencias para la vida de forma que la sociedad sea beneficiada. Afirmamos, en este artículo, que participando de los diálogos filosóficos una persona es susceptible de favorecer una apreciación de los otros y de sus perspectivas, de comprender que los valores y opiniones de algunos evolucionan, que esta visión filosófica puede, en efecto, funcionar para mejorar la sociedad. Además, se sugiere que haciendo filosofía se aprende cómo vivir bien.Universidade do Estado do Rio de Janeiro2013-01-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/20724childhood & philosophy; Vol. 8 Núm. 16 (2012): jul./dic.; 243-264childhood & philosophy; v. 8 n. 16 (2012): jul./dez.; 243-264childhood & philosophy; Vol. 8 No. 16 (2012): july/dec.; 243-2641984-5987reponame: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/20724/15061cassidy, claireinfo:eu-repo/semantics/openAccess2018-07-10T18:49:48Zoai:ojs.www.e-publicacoes.uerj.br:article/20724Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2018-07-10T18:49:48Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.none.fl_str_mv philosophy with children: learning to live well
filosofia com crianças: aprendendo a viver bem
filosofía con los niños: aprendiendo a vivir bien
title philosophy with children: learning to live well
spellingShingle philosophy with children: learning to live well
cassidy, claire
Philosophy with Children
Curriculum for Excellence
citizenship
wisdom
living well
title_short philosophy with children: learning to live well
title_full philosophy with children: learning to live well
title_fullStr philosophy with children: learning to live well
title_full_unstemmed philosophy with children: learning to live well
title_sort philosophy with children: learning to live well
author cassidy, claire
author_facet cassidy, claire
author_role author
dc.contributor.author.fl_str_mv cassidy, claire
dc.subject.por.fl_str_mv Philosophy with Children
Curriculum for Excellence
citizenship
wisdom
living well
topic Philosophy with Children
Curriculum for Excellence
citizenship
wisdom
living well
description Philosophy with Children, in all its guises, aims to engender philosophical thinking and reasoning in children. Much is written about what participation in philosophy might do for children academically and emotionally. What is proposed here is that by allowing children to participate in philosophical dialogue they will learn an approach that might support their participation in society. It is inevitable that by living with others one encounters others’ values. It is essential, therefore, that children learn how to deal with others’ values but also that they learn how to develop their own through questioning and reflection. Rather than teach children about values or teach them the values they should hold, this article suggests that children should be afforded opportunities to explore a range of perspectives but that they need to learn how to do this. In addition, though, in order to live harmoniously with others, there are considerations beyond ethics to be encountered. Children need to learn how to engage with politics, art, science, literature, and the wider range of issues that comprise life in a society. Indeed, children need to learn what is required of being a citizen. Here the learning of the child is contextualised in the Scottish Curriculum for Excellence, where children are expected to be able “to make informed choices and decisions” and to “develop informed, ethical views of complex issues” (Scottish Executive, 2004, p.12) as part of their education for citizenship. If being a citizen involves these elements, then there is a challenge to teachers as to how children will achieve the desired outcomes. The aim of such a curriculum is that children learn for life in order that society will be enhanced. It is posited, in this article, that by participating in philosophical dialogue one is likely to foster appreciation for others and their perspectives, that one’s own values and opinions evolve, and that this philosophical outlook may, in fact, work for the betterment of society. Indeed, what is suggested is that in doing philosophy one learns how to live well.
publishDate 2013
dc.date.none.fl_str_mv 2013-01-08
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language eng
dc.relation.none.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/20724/15061
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. 8 Núm. 16 (2012): jul./dic.; 243-264
childhood & philosophy; v. 8 n. 16 (2012): jul./dez.; 243-264
childhood & philosophy; Vol. 8 No. 16 (2012): july/dec.; 243-264
1984-5987
reponame:Childhood & Philosophy (Rio de Janeiro. Online)
instname:Universidade do Estado do Rio de Janeiro (UERJ)
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instname_str Universidade do Estado do Rio de Janeiro (UERJ)
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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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