affect and philosophical inquiry with children
Autor(a) principal: | |
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Data de Publicação: | 2024 |
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/79302 |
Resumo: | Matthew Lipman’s Thinking in Education develops an approach to philosophical inquiry with children (PwC) that claims to develop critical, creative and caring thinking. With Lipman, these kinds of thinking are primarily tied to analytic-logical commitments, and as such, his approach concerns only one way to conceptualize thinking. To address this issue and create space for another understanding, I introduce the concept of affect based on the work of the French philosopher Gilles Deleuze. From a theoretical perspective, affect helps to deepen the relationship between thinking, the body and experience in PwC; in addition, from a practical standpoint, it expands and enriches facilitation practices and curriculum design. To explore affect, I first show why PwC would benefit from such a theoretical expansion while also looking at connections already present within the literature on PwC. After a brief overview of affect theory and some of its initial applications to education, I propose a reading of Deleuzian affect augmented by thinkers like Claire Colebrook and Brian Massumi. Finally, I explore philosophical inquiry through affect and suggest how facilitation practices and curriculum design can respond in lieu of this conceptualization. This response examines several areas: inquiry, concepts, the community and ethical-political engagement. |
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affect and philosophical inquiry with childrenafeto e investigação filosófica com criançasafecto e investigación filosófica con niñosaffectpedagogydeleuzechildrenlipmanafetopedagogiadeleuzecriançaslipmanafectopedagogíadeleuzeniñoslipmanMatthew Lipman’s Thinking in Education develops an approach to philosophical inquiry with children (PwC) that claims to develop critical, creative and caring thinking. With Lipman, these kinds of thinking are primarily tied to analytic-logical commitments, and as such, his approach concerns only one way to conceptualize thinking. To address this issue and create space for another understanding, I introduce the concept of affect based on the work of the French philosopher Gilles Deleuze. From a theoretical perspective, affect helps to deepen the relationship between thinking, the body and experience in PwC; in addition, from a practical standpoint, it expands and enriches facilitation practices and curriculum design. To explore affect, I first show why PwC would benefit from such a theoretical expansion while also looking at connections already present within the literature on PwC. After a brief overview of affect theory and some of its initial applications to education, I propose a reading of Deleuzian affect augmented by thinkers like Claire Colebrook and Brian Massumi. Finally, I explore philosophical inquiry through affect and suggest how facilitation practices and curriculum design can respond in lieu of this conceptualization. This response examines several areas: inquiry, concepts, the community and ethical-political engagement.Thinking in Education, de Matthew Lipman, desarrolla un enfoque de la investigación filosófica con niños (FcN) que pretende desarrollar un pensamiento crítico, creativo y cuidadoso. Para Lipman, estos tipos de pensamiento están ligados principalmente a compromisos analítico-lógicos y, como tales, su enfoque se refiere sólo a una forma de conceptualizar el pensamiento. Para abordar esta cuestión y crear espacio para otra comprensión, introduzco el concepto de afecto basado en la obra del filósofo francés Gilles Deleuze. Desde una perspectiva teórica, el afecto ayuda a profundizar en la relación entre el pensamiento, el cuerpo y la experiencia en FcN; además, desde un punto de vista práctico, amplía y enriquece las prácticas de facilitación y el diseño curricular. Para explorar el afecto, primero muestro por qué FcN se beneficiaría de dicha expansión teórica, al tiempo que examino las conexiones ya presentes en la literatura sobre FcN. Tras un breve repaso de la teoría del afecto y algunas de sus aplicaciones iniciales a la educación, propongo una lectura del afecto deleuziano ampliada por pensadores como Claire Colebrook y Brian Massumi. Por último, exploro la indagación filosófica a través del afecto y sugiero cómo las prácticas de facilitación y el diseño curricular pueden responder en lugar de esta conceptualización. Esta respuesta examina varias áreas: la investigación, los conceptos, la comunidad y el compromiso ético-político.Thinking in Education, de Matthew Lipman, apresenta uma abordagem para a investigação filosófica com crianças (FcC) que busca desenvolver o pensamento crítico, criativo e cuidadoso. Para Lipman, esses tipos de pensamentos estão ligados principalmente a compromissos analítico-lógicos e, como tal, sua abordagem se preocupa apenas com um modo de conceitualizar o pensar. Para direcionar esse problema e criar espaço para outros entendimentos, apresento o conceito de afeto baseado na obra do filósofo francês Gilles Deleuze. A partir de uma perspectiva teórica, o afeto ajuda a aprofundar as relações entre o pensar, o corpo e a experiência na FcC; além disso, de um ponto de vista prático, ele expande e enriquece as práticas facilitadoras e a concepção curricular. Para explorar o afeto, primeiro mostro porque a FcC se beneficiaria de tal expansão teórica, enquanto examino as conexões já existentes na literatura sobre FcC. Após um breve resumo sobre a teoria do afeto e algumas de suas aplicações iniciais para a educação, proponho a leitura do afeto deleuziano ampliada por pensadores como Claire Colebrook e Brian Massumi. Por fim, exploro a investigação filosófica através do afeto e sugiro como as práticas facilitadoras e a concepção curricular podem responder no lugar dessa conceitualização. Essa resposta examina diversas áreas: a investigação, os conceitos, a comunidade e o compromisso ético-político.Universidade do Estado do Rio de Janeiro2024-02-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/7930210.12957/childphilo.2024.79302childhood & philosophy; Vol. 20 (2024); 01-25childhood & philosophy; v. 20 (2024); 01-25childhood & philosophy; Vol. 20 (2024); 01-251984-5987reponame: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/79302/49259Copyright (c) 2024 arthur wolfinfo:eu-repo/semantics/openAccesswolf, arthur2024-02-05T11:06:05Zoai:ojs.www.e-publicacoes.uerj.br:article/79302Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2024-02-05T11:06:05Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
affect and philosophical inquiry with children afeto e investigação filosófica com crianças afecto e investigación filosófica con niños |
title |
affect and philosophical inquiry with children |
spellingShingle |
affect and philosophical inquiry with children wolf, arthur affect pedagogy deleuze children lipman afeto pedagogia deleuze crianças lipman afecto pedagogía deleuze niños lipman |
title_short |
affect and philosophical inquiry with children |
title_full |
affect and philosophical inquiry with children |
title_fullStr |
affect and philosophical inquiry with children |
title_full_unstemmed |
affect and philosophical inquiry with children |
title_sort |
affect and philosophical inquiry with children |
author |
wolf, arthur |
author_facet |
wolf, arthur |
author_role |
author |
dc.contributor.author.fl_str_mv |
wolf, arthur |
dc.subject.por.fl_str_mv |
affect pedagogy deleuze children lipman afeto pedagogia deleuze crianças lipman afecto pedagogía deleuze niños lipman |
topic |
affect pedagogy deleuze children lipman afeto pedagogia deleuze crianças lipman afecto pedagogía deleuze niños lipman |
description |
Matthew Lipman’s Thinking in Education develops an approach to philosophical inquiry with children (PwC) that claims to develop critical, creative and caring thinking. With Lipman, these kinds of thinking are primarily tied to analytic-logical commitments, and as such, his approach concerns only one way to conceptualize thinking. To address this issue and create space for another understanding, I introduce the concept of affect based on the work of the French philosopher Gilles Deleuze. From a theoretical perspective, affect helps to deepen the relationship between thinking, the body and experience in PwC; in addition, from a practical standpoint, it expands and enriches facilitation practices and curriculum design. To explore affect, I first show why PwC would benefit from such a theoretical expansion while also looking at connections already present within the literature on PwC. After a brief overview of affect theory and some of its initial applications to education, I propose a reading of Deleuzian affect augmented by thinkers like Claire Colebrook and Brian Massumi. Finally, I explore philosophical inquiry through affect and suggest how facilitation practices and curriculum design can respond in lieu of this conceptualization. This response examines several areas: inquiry, concepts, the community and ethical-political engagement. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-04 |
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/79302 10.12957/childphilo.2024.79302 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/79302 |
identifier_str_mv |
10.12957/childphilo.2024.79302 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/79302/49259 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 arthur wolf info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 arthur wolf |
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. 20 (2024); 01-25 childhood & philosophy; v. 20 (2024); 01-25 childhood & philosophy; Vol. 20 (2024); 01-25 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_ |
1799317589526052864 |