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Journal of Philosophy in Schools
Scopus
ISSN 2204-2482 · University of Birmingham Library Services · 181 artikel di indeks
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Artikel Jurnal
An argument for a combined religion and ethics in the National Curriculum for social cohesion
The Basic Education Act 628/1998 (Oikeusministeriö 2010) governs religious education in Finland. This legislation stipulates that the basic curriculum shall include ‘religious education or ethics’ according to the religion/non-religion of three or more pupils. Therefore, exceptions exist within…
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Why teach philosophy in schools? Widening the case
The need for philosophy provision in schools has never been more urgent, and Gatley offers a rigorous and compelling argument for how philosophy is best placed to examine both ordinary concepts and conceptual challenges arising from a broad theoretical curriculum. In this response Hobbs explores…
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Philosophy in schools for conceptual and theoretical understanding: Comments on Gatley
This paper pays respect to Jane Gatley’s excellent book by analysing both its deconstructive and constructive parts. The deconstructive part explains well what is wrong with P4C as a formalistic movement. The second part explains why there is a different and stronger case to be made for teaching…
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Picturebooks as stimuli for philosophical inquiry into death
This article investigates the role of picturebooks in facilitating children’s philosophical thinking about death. It challenges the protective silence and Piagetian frameworks that frequently exclude children from existential discourse. Drawing on Aristotle’s concept of catharsis and Schiller’s…
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Context-shaped character and virtues education: educational purpose, the humanities, and phronesis
This paper argues that character and virtues education is shaped by students’ understandings of educational purpose, and that philosophy offers a distinctive role in making those purposes explicit, discussable, and educative. Drawing on an early-stage mixed-methods case study in a culturally…
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Philosophy, concepts and flourishing: Some responses to Hobbs and Kristjánsson
In response to Angie Hobbs’ and Kristjan Kristjánsson’s comments on my book Why Teach Philosophy in Schools, I reflect on developments in my own thinking about a) the full array of benefits associated with teaching philosophy in schools; b) the value of conceptual analysis; and c) the role of…
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Spirituality, progressive education, and Philosophy for Children
In this self-study (Samaras & Freese 2006), two authors explore the intersection of spirituality, progressive education, and Philosophy for Children (P4C). Researchers ask, ‘How does cultivating spirituality in a classroom deepen the aims of progressive education and P4C?’ A review of the…
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Worldview education in a changing society
Arlen Sharp proposes that religious education (RE) should prioritise the majority religion of a country. Using Finnish religious education that favours Lutheranism as the benchmark, he argues that such an education may enhance societal cohesion and trust, because it resonates with, and helps to…
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I’ll Tell You a Story: Philosophy for Children, byVasyl Sukhomlynsky (Compiled by Olha Sukhomlynska; translated by Nataliya Bezsalova, Alan Cockerill & Berta Karaim) (2024), EJR Publishing.
This collection of stories and reflections on values education by the eminent Ukrainian educator Vasyl Sukhomlynsky was compiled by his daughter, Professor Olha Sukhomlynska and published in 2016. It has now been translated and published in English. In her introduction, Sukhomlynska argues that her…
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Enabling Students’ Voices and Identities: Philosophical Inquiry in a Time of Discord, by Arie Kizel (2024), Lexington Books, Lanham, MD
We live in a time of unprecedented socio-economic inequality, exacerbated by climate change, unequal access to rapidly evolving technologies, declining democracy, and the growing power of totalitarian societies. In such a world, marginalised groups are at risk of becoming even more marginalised…
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Non-canonical philosophy and Cordel literature in schools
This paper explores the potential of literatura de cordel, a Brazilian folk poetry tradition, as a non-canonical resource for philosophical inquiry in educational settings. While Philosophy for Children (P4C) and related movements have increasingly emphasised the role of emotion in philosophical…
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Imagination, ethics, and epistemic inquiry: Why teaching literature and film in the philosophy classroom matters
Artificial intelligence systems are becoming more integrated in our lives by the minute. Nowhere is this more apparent than in the classroom, where we should expect that students are using AI to support their learning. Given the widespread use of AI for analysing and creating content, we need to…
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Young people’s dystopian novels as a laboratory for philosophical thought
This article argues that the literary characteristics of the dystopian children’s novel predispose it to philosophy. To support this thesis, I show the limits of Lipman and Sharp’s conception and use of literature in Philosophy for Children. Next, I examine the specific value of literature…
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Exploring philosophyness through picture books: Insights for P4wC practitioners
The present article explores the cultivation of a ‘philosophical ear’ by using picture books/illustrated books as tools for fostering philosophical inquiry in the practice of Philosophy for/with Children. Connecting the concept of the philosophical ear with philosophical sensitivity, the study…
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Editorial: Literature and Philosophy in Schools
This is the second of two Special Issues focused on ‘Literature and Philosophy in Schools’. The topic attracted many submissions. The first Special Issue came out in December 2024, and contained eight articles. This Special Issue contains six articles.
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Literature as machines for thinking
Literature, we argue, is about ‘meaning’ and not about ‘truth’. Most school subjects, including the humanities, are about truth-seeking and knowledge-building. Literature is different. A literary work is entirely fictional. It offers no knowledge in the usual sense of that word, but it offers a…
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Philosophy and the representation of literary works in high school essays
It is uncontroversial that philosophy amplifies the salience and scope of literary themes. However, it is less clear whether philosophy relates to the way in which literary texts ought to be represented in curriculum-based high school assessment tasks. These tasks mostly take the form of essays in…
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Using 3D tools to teach relational reasoning
Proper reasoning is at the core of argumentative competence, and is therefore part of every philosophical training. This paper argues that relational reasoning is rooted in our abilities to deal with three-dimensional spaces. That explains the fact that we reason better when relating premises in a…
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Continuity and change in Philosophy for Children
Now that the original Philosophy for Children curriculum materials devised by Matthew Lipman, Ann Margaret Sharp, and their colleagues have entered the digital commons, it is timely to look back at them, in terms of the history of both theory and practice in Philosophy for Children and what we may…