Philosophy for Children: Current and Prospective

Objectives

1. To understand Philosophy for Children, either as a philosophical area, either as a practice of philosophical thinking

2. To analyze the different approaches to Philosophy for Children, both in terms of theoretical foundations, as in its practical applications

3. To relate the proposals of the different studied authors

4. To understand the philosophical exercise with children as a practice of thinking

5. To understand the importance of philosophical practice in the development of cognitive, social and emotional skills, as well as a construction of personal identity and of conscious and critical citizens.

Program

1. The Lipman and Sharp model: developments and adaptations

1.1. Michel Sasseville: observation of the community of philosophical inquiry

1.2. Oscar Brenifier: the practice of philosophical dialogue

1.3. Eugenio Echeverria and Walter O. Kohan : Philosophy for Children, democracy and human rights

1.4. Angelica Sátiro and Irene de Puig: the NORIA educational project while learning to think creatively and to act ethically

2. International recognition and research networks of Philosophy for Children

2.1. UNESCO: Philosophy as a school of freedom.

2.2. Sophia: European Foundation for the Advancement of Doing Philosophy with Children

2.3. SAPERE: Society for the Advancement of Philosophical Enquiry in Education and Reflexion

Teaching Methodologies

Theoretical classes, on the basic concepts to be worked and understood, and practical classes, interactive, based on the hermeneutic, phenomenological and argumentative methods.

Bibliography

BRENIFIER, O., El Diálogo en Clase, Santa Cruz de Tenerife, Ed. Idea, 2005;

CASTRO, G.; MIÚDO, B.; CARVALHO, M., CRIA: um projecto de Filosofia para Crianças, Universidade dos Açores, P. Delgada, 2010.

ECHEVERRÍA, E., Filosofia para niños, SM de Editiones, Mexico, 2004.

HANNAM, P.; ECHEVERRIA, E., Philosophy with teenagers. Nurturing a moral imagination for the 21st century, Continuum, London, 2009.

HAYNES, J., Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom, London, Routledge, 2008.

KOHAN, W. O., Philosophy and Childhood. Critical Perspectives and Affirmative Practices, Palgrave Macmillan, New York, 2014.

LIPMAN, M., A Filosofia Vai à Escola, São Paulo, Summus Ed., 1988.

SASSEVILLE, M.; GAGNON, M., Penser Ensemble à l’École, Québec, Les Presses de l’Université de Laval, 2007.

UNESCO, La filosofia: una escuela de la libertad, UNESCO, Paris, 2006.

WORLEY, P., The if machine. Philosophical Enquiry in the Classroom, Bloomsbury, London, 2011.