What is love? Is lying always wrong? Is beauty a matter of fact, or a matter of taste? What is discrimination? -/- The answers to these questions, and more, are examined in Philosophy for Teens: Questioning Life's Big Ideas, an in-depth, teenager-friendly look at the philosophy behind everyday issues. The authors examine some of life's biggest topics, such as: -/- lying, cheating, love, beauty, the role of government, hate, and prejudice. Both sides of the debates are covered (...) on every issue, with information from some of the world's most noted philosophers included in a conversational style that teenagers will love. Each chapter includes discussions questions, thought experiments, exercises and activities, and community action steps to help students make reasoned, informed decisions about some of life's greatest debates. -/- Examining life's big ideas and discovering their own opinions have never been easier or more exciting for today's teens. -/- Grades 7-12. (shrink)

This paper examines the impact of a week-long philosophy summer camp on middle and high school-age youth with specific attention paid to the development of intellectual humility in the campers. In June 2016 a university in Texas hosted its first philosophy summer camp for youth who had just completed sixth through twelfth grades. Basing our camp on the pedagogical model of the Philosophy for Children program, our aim was specifically to develop a community of inquiry among the (...) campers, providing them with a safe intellectual space to be introduced to philosophy and philosophical discussion. In 2017 we launched a formal longitudinal study to determine what impact a week-long philosophy summer camp would have on teens and tweens. Examining quantitative and qualitative data collected from 2016–2020, we found that the camp has had a significant impact on the teenagers who have attended. In particular, we found that intellectual humility increased over the duration of their camp experience and that this increase correlates with an increased affinity for philosophy and philosophical discussion. (shrink)

Orphaned in her early teens and shuttled between abusive foster homes, Tatiana Forero Puerta found herself in her early twenties in New York City, haunted by the memories of her tumultuous youth and suicidal. Following emergency hospitalization, she was advised by her doctor to take up yoga. Over days, weeks, months, and then years, she embraced yoga's honesty and discipline--delving more deeply into its wisdom, literature, and, vitally, its practice. In so doing, yoga healed her scars, opened her soul (...) to forgiveness, and allowed her to reconcile herself with a past that had threatened to snuff out her life. Yoga for the Wounded Heart is an unsparingly honest memoir of a childhood lost and of courage and resilience gained. It's also an exploration of the fundamentals of yoga: as a technology that focuses our awareness; as a practical application of mindfulness and attention to what is really going on in our lives and bodies; and as a vehicle for the body to guide the mind and heart toward healing. (shrink)

Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational (...) epistemology, justifying Wittgenstein's inclusion in a textbook written for diverse teenagers. Acknowledging teens’ marginality, I draw on Hekman and Scheman's appropriation of Wittgenstein to advance feminist critiques of enthralling traps in [masculinist] language: exploring nature/nurture boundaries (ferals, cyborgs, and ‘gender performativity’) toward combating discrimination in schools. Heeding Cavell, I.. (shrink)

In the spirit of the work edited by Michel Foucault (1975) on Pierre Rivière, I propose to put philosophy to work by tackling a case study in which I shall analyse certain court transcripts that pertain to the defence of serial killer, Stewart Wilken, in Die Staat Teen Stewart Wilken. My analysis of these documents is intended to uncover the practices and struggles of the discourses that come together, and into conflict, at this event. The analysis is divided into (...) two parts. In Part One, I thematize subjectivity in relation to the idea of enlightenment autonomy. Here I aim to show that the discourses in law, psychiatry and psychology that dominated at Wilken's trial, appear to have undergone “normalization.” In other words, what Foucault uncovered as early internecine struggles among discourses for supremacy have given way to a unanimous stance concerning the nature of the autonomous subject and its legal ramifications; effectively silencing alternatives. In Part Two, I shall skirt around the frayed edges of these dominant discourses, with the aim of showing in more detail how internal theoretical tensions, such as those evident in the expert testimony given at Wilken's trial, may open up spaces for other accounts of subject- formation. S. Afr. J. Philos. Vol.22(4) 2003: 289-305. (shrink)

The pronunciation of Augustine’s name is a matter of some dispute, between those (including most British scholars) who pronounce it aw-GUS-tin, and those who pronounce it AW-gus-teen. This essay argues for the former as the preferred pronunciation. It is (humorously) modeled on the technical argumentative model of the medieval disputation, which is known best by philosophers in the form of Thomas Aquinas’s masterwork, Summa Theologiae.

Take a Stand! (grades 9-12) helps teens develop critical thinking skills by examining debates on issues directly relevant to their lives (that you won't find in most classroom materials). Each chapter: -/- Covers an important topic relating to electronics, sex, mental health, and relationships. Presents a question for debate, such as "Should kids choose their own religion?" and "Is it possible to love more than one person?" Shows how each issue might arise in an ordinary teen conversation. Presents and (...) explores two or more opposed answers to philosophical debates. Encourages high school students to develop their own positions while learning to appreciate other perspectives. -/- Throughout the book, the chapter contributors—all current or recent teens themselves—highlight key definitions, quote compelling sources, and diagram the central arguments. Each chapter includes discussion questions to guide arguments, as well as helpful sidebars and illustrations to increase comprehension. Perfect for inspiring classroom discussion of topics that matter to today's teens. (shrink)

Inspired by posthuman feminist theory, this paper explores young people’s entanglement with the bio-technological landscape of image creation and exchange in young networked peer cultures. We suggest that we are seeing new formations of sexual objectification when the more-than-human is foregrounded and the blurry ontological divide between human and machine are enlivened through queer and feminist Materialist analyses. Drawing upon multimodal qualitative data generated with teen boys and girls living in urban inner London and semi-rural Wales we map how the (...) digital affordances of Facebook ‘tagging’ can operate as a form of coercive ‘phallic touch’ in ways that shore up and transgress normative territories of dis/embodied gender, sexuality and age. We conclude by arguing that we need creative approaches that can open up spaces for a posthuman accounting of the material intra-actions through which phallic power relations part-icipate in predictable and unpredictable ways. (shrink)

Consider this book your invitation to the most exciting party of the century. We have invited you and some of the greatest minds of our species to dance, share cake, and ponder the age-old question: how can we make our world better? Seeking the Perfect World guides readers through thoughtful discussions of 21st century challenges while providing everything needed to critically engage with current events and personal dilemmas. This book explores topics humans have discussed for centuries... and more recent developments. (...) We discuss what is human nature, why humans go to war, international relations, education, animal rights, transhumanism, artificial intelligence, and more! Chapters introduce readers to different philosophies (and philosophers) and prompt nuanced reasoning via Socratic questions and thought experiments. Not only will this book enable readers to understand the complexities of some of the most pressing global challenges, but it will also provide a grounding on philosophical, sociological, and economic thinking and ideas. Whether you are dipping your toes into philosophy for the first time, or you are a bright, curious teen seeking interesting conversations on the current events and global challenges, or a parent seeking ways to discuss difficult topics with your child -- this book will provide you with the language and strategies needed to understand your own views and feelings while engaging in civic discourse. Come chat with philosophers, challenge your critical thinking, and expand your understanding of our world: past, present, and future. (shrink)

The Philosophy of Modern Song: curious title, a curious book. If you bought it, as I did, because you are a devoted Dylan fan, hoping to find new Dylan songs inside, or at least new Dylan prose, you will be disappointed. In the photo of three musicians on the cover, none of them is Dylan. The one on the left is Little Richard. Who are the other two? Nowhere are we told their names, nor the names of the people (...) in any of the other photos, except for the sixty-six featured artists, though we will recognize many. The photo on the back cover might or might not be of the interior of Izzy Young's “Folklore Center,” reminiscent of Dylan's early days in Greenwich Village in the Sixties, when, together with my guitarist husband, I got to hear him perform after hours at the Gaslight and knew him well enough to say Hi when passing on the street.The basis for selecting the sixty-six songs anthologized and commented on is not immediately obvious. This is not a collection of Dylan's underappreciated favorites, though the taste represented is certainly eclectic and the choices are often surprising. The title does not help the reader who has not yet got her bearings... Philosophy? As if to justify his use of the word, Dylan eventually offers a lengthy comment on Albert Camus, but how relevant is that comment to these songs? And the word modern, too, means so many things—a sudden divergence from the past in the arts and literature; up-to-date and therefore good. These songs are not that kind of modern. If anything, the book looks backward, across the years of Dylan's long life to his musical awakening. Because we are almost the same age, I recognize the hodgepodge of styles and influences assembled here as belonging mostly to the early Fifties, when, like Bob, I was entering my teens by listening to, even dancing to, songs on the radio before I fell asleep at night. Enough about me! But no more apt basis for classifying these songs is suggested. They are not arranged alphabetically or chronologically.As for the anthologized songs, each one, once named, receives a commentary, and every commentary is called a chapter, and every chapter is divided into two parts, spelled out in letters as bold as a movie marquee. We are given the title of each song, the date of its release, and the name of the songwriter. The first part of each commentary consists of a paraphrase of “events” in the song, told almost exclusively in the second-person you rather than the more conventional I or the third-person he or she. Here is a passage from Dylan's paraphrase of “Blue Suede Shoes” by Carl Perkins: You get on well with most people, and you put up with a lot, and you hardly get caught off guard, but your shoes are something else. Minor things may annoy you, but you rise above them. Having your teeth kicked in, being pounded senseless, being dumped on and discredited, but you don't put any weight on that, none of it is as real to you as your shoes. They're priceless and beyond monetary worth.The paraphrase goes on for almost six pages, and to what end? The second half of each commentary, indicated by changes in the type, takes a few steps back to consider the sociological implications of the song in the context of its time. For instance, from the second half of the commentary on “Blue Suede Shoes”: “Shoes reveal character, station, and personality.” But Dylan does not use the opportunity to talk about his own character, station, personality. His associations with Carl Perkins and “Blue Suede Shoes” morph into an anecdote about a man called “Iron Felix, trusted consort to Lenin and Stalin.”A lengthy list of all required photo credits fills the two back pages but is printed in type so small it is almost illegible. If you want more information, and more importantly if you want to experience the songs discussed, your best bet is to search for the recordings on YouTube and to follow along, reading Dylan's commentary, one song at a time, while listening. Or, I hear rumors that we will need to purchase another book, the audio version of Philosophy of Modern Song, not yet released.Every song has its commentary, but nothing about this organization is stable, and as soon as the reader/listener thinks she has discovered a rationale for the order of the works selected, she is met with an exception. Basically, these seem to be songs about which Dylan has something anecdotal to say. More usefully, perhaps, they are organized around certain themes—those that have always preoccupied him: man's inhumanity to man, injustice, self-deception, the human situation. The anonymous author of the blurb on the jacket promises a master class in songwriting, but, if it exists at all, that lecture is exhausted in one or two observations, such as: “ ‘El Paso’ is built on five stanzas, each one two verses and a bridge and then returning to the next stanza.... ”It was almost fifty pages into the book that the sense of something missing overcame me. It was not only the words of the songs and the music that were missing; it was the author, the central intelligence that I love, the singer and songwriter whose name is credited on the cover but who never appears in the book, not even in a photograph. What I missed was Dylan. He had removed himself from his book's pages, except perhaps for a single instance: “You're an eighty-year old man, being wheeled around in a home for the elderly, and the nurses are getting on your nerves.... ”Has Bob Dylan grown weary of himself and all of his creations? The commentaries are not about Bob. In the whole book, the line quoted above may be the only exception. Does he refuse the “first person singular in the hopes of transcending ego”? Maybe; but we want to hear our master's voice. As for the philosophy of song? Besides the remarks on Camus, there is only one commentary in which Dylan explicitly states anything like a philosophy, and that is the one on “Willie the Wandering Gypsy and Me,” written and performed by Joe Shaver. The song has a philosophical point of view: “Keep moving, it's better, let the train keep on rolling.”. (shrink)

Simone de Beauvoir, still a teen, began a diary while a philosophy student at the Sorbonne. Written in 1926-27—before Beauvoir met Jean-Paul Sartre—the diaries reveal previously unknown details about her life and times and offer critical insights into her early intellectual interests, philosophy, and literary works. Presented for the first time in translation, this fully annotated first volume of the Diary includes essays from Barbara Klaw and Margaret A. Simons that address its philosophical, historical, and literary significance. It (...) remains an invaluable resource for tracing the development of Beauvoir’s independent thinking and her influence on philosophy, feminism, and the world. (shrink)

In this account of his mature thinking, Peter Marshall develops a dynamic and organic philosophy for the coming millennium which he calls liberation ecology. Liberation ecology is holistic in viewing the world as a harmonious whole and all beings and things as interwoven threads in nature's web. It is intuitive in recognizing intuition as the main source of knowledge and the imagination as the great organ of morality. It is ecological in seeing human beings as fellow voyagers with other (...) species in the magnificent odyssey of evolution. Above all, it is libertarian in seeking to release humanity, society and nature from their existing burdens so that they can unfurl and realize together their full potential. Exploring our strengths and possibilities, this book presents the ideas and values needed to ride the winds of change at this crucial stage in our development and in the history of the world. It provides a new philosophy for a new era, an uplifting and inspired vision which combines ancient wisdom and modern insights, reason and feeling, science and poetry, myth and the marvellous. It offers a guide for the future on how to rive in the most fulfilling way and how to create a genuinely free and sustainable society in harmony with nature. (shrink)

In High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candor, insight, and humor on the challenges and surprises (...) encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race. (shrink)

Plato of Athens is the first-ever biography of the world-famous philosopher. Born into a well-to-do family, he grew up in the increasing gloom of wartime Athens at the end of the fifth century BCE. Alongside a normal Athenian education, in his teens he honed his intellect by attending lectures by the many thinkers who passed through Athens, and toyed with the idea of writing poetry. He finally decided to go into politics, but became disillusioned, especially after the Athenians condemned (...) his teacher, Socrates, to death. Instead he turned to writing and teaching. In 383 he founded the Academy, the world's first higher-educational research and teaching establishment, But he also returned after a while to practical politics and spent a considerable amount of time trying to create a constitution for Syracuse in Sicily that would reflect his political ideals. The attempt failed, and Plato's disappointment can be traced in his later political works. (shrink)

In the United States, sex education is more than just an uncomfortable rite of passage, it's an amorphous curriculum that varies widely based on the politics, experience, resources, and biases of the people teaching it. Most often, it's a train wreck, overemphasizing or underemphasizing STIs, teen pregnancy, abstinence, and consent. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen make the case for thoughtful sex education, explaining why it's worth fighting for and which kind most deserves our (...) fight, despite all the inconveniences and compromises along the way. They argue that democratic and humanistic aims can be used to provide the tools to reason about the content and form of sex education. In practice, this amounts to a curriculum that meets what are currently considered highly comprehensive standards, incorporates ethics and civics education, and substantially modifies some aspects of teacher training and school design; it also assigns different responsibilities to different actors inside and outside schools, and it responds to the salient features of young people's evolving worlds, including the inequities that put some students at much higher risk of sexual harm than others. Throughout their inquiry, the authors show the reader how sex education has progressed and how the very concept of "progress" remains contestable. (shrink)

In June 2016, Texas A&M University hosted its inaugural philosophy camp for teens. In this article, we address how running a philosophy camp for pre-college students can have a positive impact on both the campers and the staff, which included philosophy faculty, graduate students (Philosophy and English), and undergraduates. We designed the week-long (Monday through Friday, 9 a.m.–4 p.m.) philosophy camp with three aims: to introduce pre-college students to philosophical thinking and dialogue; to develop (...) an intellectual community among the campers; and to provide a space in which young people could engage as equal partners in a series of spirited philosophical discussions. Drawing chiefly from our local community, we enrolled a diverse group of campers. We organized the week around themes that we thought would be of particular interest to pre-college students while also providing a broad view of the discipline. What we did not anticipate was the intense friendships that were formed, based on a shared love of philosophical ideas. (shrink)

Hunting - Philosophy for Everyone presents a collection of readings from academics and non-academics alike that move beyond the ethical justification of hunting to investigate less traditional topics and offer fresh perspectives on why we hunt. The only recent book to explicitly examine the philosophical issues surrounding hunting Shatters many of the stereotypes about hunting, forcing us to rethink the topic Features contributions from a wide range of academic and non-academic sources, including both hunters and non-hunters.

Philosophy for A2: Unit 3 is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to (...) deepen understanding 'going further' sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, Philosophy for A2: Unit 3 is an essential companion for all students of A2 Level philosophy. (shrink)

In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. (...) I use this anecdote to show the detrimental aspects of the turn to learning—and the concomitant turn away from teaching—over past five decades. I go on to detail what I call “the logic of learning.” The logic of learning has five components: 1) That learning has a theory, or ‘logic,’ in other words, that learners can be figured out. 2) That learning is instrumental, that people need to learn things in order to acquire something that will be obtained after the learning is complete. 3) That learning concerns normation, or, some people get learning ‘right’ while others do not. 4) That teaching is the same as instruction, so that teaching always means delivering knowledge to students. 5) That authority should reside as a possession of the learner, and thus authority is understood as a thing rather than a relation. I show that these elements of the logic of learning stand in the way of the goals of Philosophy for Children, and that opponents of Philosophy for Children have used these elements to assail the Philosophy for Children project. I continue by describing a relational understanding of authority. I demonstrate the importance of relational authority and relational teaching as key components of Philosophy for Children. In conclusion, I argue that Philosophy for Children needs to spearhead a movement of relational teaching. (shrink)

Philosophy for life is the definitive introduction to the history of Western thought, but more than that, it is a toolkit for using philosophy in your daily life. As you read, you will develop your own critical and creative thinking, exploring the key ideas in Western Philosophy and the arguments that continue to shape our world. You will discover what philosophy is really about, learn to be a skeptic, meet Plato and Aristotle, explore the concept of (...) mind, question free will, use philosophy to be happy, find out about Marx and materialism, see how philosophy relates to everything from comics to coffee, and ask whether god exists. Philosophy is a life-tool, a set of skills for engaging with any subject, and in Philosophy For Life, you will discover a body of wisdom and a way to develop your own critical and creative thinking. (shrink)

The complex world of motherhood is here unveiled. Covering issues ranging from whether we should occasionally lie to our children, to the unexpected challenges and complications of being a mother, _Motherhood - Philosophy for Everyone_ offers insightful, serious but often humorous essays that can be enjoyed by everyone - including husbands and fathers. Considers salient philosophical issues relating to pregnancy, birth, babycare, and raising a child Chapters include "The Days and Nights of a New Mother: Existentialism in the Nursery", (...) "The Media Proudly Presents: Lessons' from Celebrity Moms", and "The Off Button: Thought Experiments and Child Control" Contains work from diverse academic perspectives, including economics, psychology, education, English, sociology, women's studies, and theological studies, as well as from nurses and stay-at-home mothers Includes a foreword by Judith Warner, the New York Times columnist and author of _Perfect Madness: Motherhood in the Age of Anxiety_. (shrink)

Stimulates thoughts and expands awareness of the philosophical dimensions of yoga in its many forms and practices Yoga — Philosophy for Everyone presents a wide array of perspectives by people whose lives have been touched by yoga. Addressing myriad aspects of yoga's divergent paths, topics include body image for men and women; the religious and spiritual aspects of yoga; and issues relating to ethics, personal growth, and the teaching of yoga. Written by philosophers and non-philosophers alike, with contributions from (...) professional yoga instructors, lifelong practitioners, and first-timers, Yoga — Philosophy for Everyone offers a wealth of material for both enjoyment and deep reflection. (shrink)

_Stimulates thoughts and expands awareness of the philosophical dimensions of yoga in its many forms and practices_ _Yoga — Philosophy for Everyone_ presents a wide array of perspectives by people whose lives have been touched by yoga. Addressing myriad aspects of yoga's divergent paths, topics include body image for men and women; the religious and spiritual aspects of yoga; and issues relating to ethics, personal growth, and the teaching of yoga. Written by philosophers and non-philosophers alike, with contributions from (...) professional yoga instructors, lifelong practitioners, and first-timers, _Yoga — Philosophy for Everyone_ offers a wealth of material for both enjoyment and deep reflection. (shrink)

Covering interesting and varied philosophical terrain, Cycling - Philosophy for Everyone explores in a fun but critical way the rich philosophical, cultural, and existential experiences that arise when two wheels are propelled by human energy. Incorporates or reflects the views of high-profile and notable past-professional cyclists and insiders such as Lennard Zinn, Scott Tinley, and Lance Armstrong Features contributions from the areas of cultural studies, kinesiology, literature, and political science as well as from philosophers Includes enlightening essays on the (...) varieties of the cycling experience, ranging from the ethical issues of success, women and cycling, environmental issues of commuting and the transformative potential of cycling for personal growth Shows how bicycling and philosophy create the perfect tandem Includes a foreword by Lennard Zinn, author and owner of Zinn Cycles Inc. (shrink)

A workshop in Philosophy for Children was offered this summer at Viterbo College with generous support from the Wisconsin Humanities Committee. Dr. Ronald Reed and the author conducted the week long workshop. The workshop was promoted primarily by distribution of brochures to regional schools. Four questions were addressed in the brochure: What is Philosophy for Children?, How will Philosophy for Children work in your classroom?, Why teach Philosophy for Children?, and Who should attend?. This approach was (...) taken as part of an effort at making teachers, principals and parents informed about the basic nature fo a Philosophy for Children program. (shrink)

This article reports on an empirical qualitative study on applying a Philosophy for Children (P4C) modeled science story to support the teaching of basic science process skills of classification, observation, and inference to a group of fifth-grade science students. The science story was written to model the skills for the children. From individual interviews with a focus group of 10 students, the findings show that the story modeled the understanding of classification, observation, and inference skills for the children as (...) well as encouraged reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. Implications for the theory and practice of P4C are discussed. (shrink)

A Modern Philosophy For Education Based On An Understanding Of The Past And Pointed Toward A Sound Education System For The Future.

This volume reveals the wisdom we can learn from sailing, a sport that pits human skills against the elements, tests the mettle and is a rich source of valuable lessons in life. Unravels the philosophical mysteries behind one of the oldest organized human activities Features contributions from philosophers and academics as well as from sailors themselves Enriches appreciation of the sport by probing its meaning and value Brings to life the many applications of philosophy to sailing and the profound (...) lessons it can teach us A thought-provoking read for sailors and philosophers alike. (shrink)

Confused by metaphysics? In a muddle with aesthetics? Intimidated by Kant? Then look no further! _Philosophy For Dummies, UK Edition_ is a complete crash-course in philosophical thought, covering key philosophers, philosophical history and theory and the big questions that affect us today. Tying in with standard UK curricula and including core topics such as logic, ethics and political philosophy, this impartial, expert guide cuts through the jargon to give you the facts. Whether you're a philosophy student or a (...) complete beginner, _Philosophy For Dummies, UK Edition_ will get you thinking and talking about philosophy in no time, and with maximum confidence. (shrink)

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis (...) Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education. (shrink)

Presents reflections on museum philosophy for the 21st century from an international group of contributors.

This is an easy to use, theme-based resource book for Philosophy for Children (P4C) practitioners in primary school settings. It covers 10 popular themes which include many current affair issues and enduring curriculum themes such as artificial intelligence, biodiversity, resilience, and waste. Each theme provides planning for every subject and links to the relevant English national curriculum expectations. Offering ideas for a year's worth of work, it can be dipped into for inspiration or used for step-by-step sessions. There are (...) links to video-clips, websites, and stories that teachers and practitioners can use to base their concept exploration and enquires on. Presenting a range of philosophical ideas, activities and resources, this book is essential for all primary P4C facilitators excited by embedding and exploring philosophy across the curriculum. (shrink)

The 4.0 industrial revolution, driven by advancements in artificial intelligence, demands that people innovate their thinking, acquire new experiences, and adapt to emerging professions. Consequently, countries are actively reforming their education systems to cultivate creative capacities and foster adaptability to innovation. Educational programs must provide learners with new professional experiences and ensure equal access to education. John Dewey articulated these principles in his educational philosophy. Today, Dewey’s philosophy and pragmatism continue to influence global education profoundly. However, the international (...) context requires countries to develop educational philosophies aligned with worldwide educational goals. This article employs the dialectical materialist method, incorporating comprehensive and historical principles, to argue that education should focus on learners’ experiences and foster democratic education. The study emphasizes Dewey’s focus on practical applications, student engagement, and social responsibility as vital for educational reform. In Vietnam, educational reform based on Dewey’s principles is essential for improving educational quality, meeting labor market demands, and promoting well-rounded individuals who can contribute to socioeconomic progress. The study suggests that integrating Dewey’s educational philosophy can significantly enhance Vietnam’s efforts to modernize its education system and address contemporary needs. (shrink)

This article distinguishes between philosophy for managers and philosophy of managers. Philosophy for managers is prescriptive advice concerning the content of wisdom in practical judgment and action. Managers in action rely on a self-constructed operational code – a concept borrowed here from earlier literature – that unavoidably emphasizes turf, reputation, and coalition in career advancement. The organization is a political arena for decisions, resources, and career opportunities. While elements of operational philosophy are addressed in formal management (...) education, treatment is haphazard and fragmented in a way that leaves managers to develop a personal operational philosophy. How managers address these elements depends on whether they are idealists, realists, or social darwinists in personal philosophy. The author develops these three options as illustrative categories of operational codes for managers. (shrink)

In the first issue of the renewed Analyic Teaching, A. T. Lardner opens a debate on how to react to postmodern and multi-culturalist positions and their critique on Philosophy for Children. Lardner concludes: This paper has not been set out to disagree with either the postmodern or multi-culturalist positions. Indeed, it accepts most of the claims made. It has attempted to show that the critique from these quarters of the work of Philosophy for Children in settings outside the (...) USA is based on a misunderstanding of what we do. It has suggested how those working in the program might answer such critiques along with suggesting caution in how we describe our goals and methods. Finally, it has suggested an uncomfortable parallel between the extreme postmodern and multi-cultualist position about eduactional work based on critical, reflective inquiry, and previous, elitist notions which the same people are sure to reject.I'd like to comment on some of Lardner's theses. (shrink)

In this paper I will explore three major issues that confront the implementation of Philosophy for Children in a developing country, using a recent project that I helped initiate in the Philippines as indicative of the importance of these issues. The three issues are: modification of the curriculum materials to meet cultural conditions ; differences in pedagogical methods, teacher expectations and classroom dynamics; and the affect of nationalism on attitudes towards educational curricula "imported" from the developed world. This third (...) issue is of profound philosophical importance, because it suggests the need to defend the Philosophy for Children program in light of charges that they threaten the cultural integrity of the host culture. (shrink)

In Houston several projects in philosophy for children are in process or are about to be initiated. To begin with, I am continuing the work in philosophy for children which I began at the Laboratory School of the University of Missouri in 1976. My earlier work in Missouri focused primarily on the effect of philosophy for children as adjunct in developing children's syntactic skills and their understanding of science. Since arriving here in Houston, I have operated (...) class='Hi'>philosophy for children classes for gifted students in the Clear Creek Independent School District of Houston. My interest in philosophy as an adjunct to science education continues and is now accompanied by an additional concern: the use of philosophy to increase student appreciation and understanding of mathematics. (shrink)

This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents are (...) expected to participate in natural and social restoration. Since children will take over this task in the future, they need to be familiar with this issue and to be equipped with necessary skills to think for themselves what can be done towards the betterment of personal, natural, andsocial well-being. As an approach to children’s education, a series of school workshop has been conducted in Sado. The focuses of this education are to introduce the value of thinking for themselves about the issues of toki, environment, and community, and to provide them with some of the necessary skills. A strict timeframe, however, is a crucial difficulty when applying P4C to the school workshop. The workshop must be conducted in two hours (or less), and can be given only one time at each school. In this paper, I consider how it is possible to incorporate the process of thinking into the school workshop and to examine the value of thinking-oriented environmental education. Based on the responses from the students and the teachers, I argue that the integration of P4C ideas into theschool workshop has been meaningful for providing different and creative learning opportunities for them. (shrink)

Nic R. Jones ABSTRACT: The The lack of diversity in academic philosophy has been well documented. This paper examines the reasons for this issue, identifying two intertwining norms within philosophy which contribute to it: the assertion that the Adversary Method is the primary mode of argumentation and the excessive boundary policing surrounding what constitutes “real” ….

This important new study examines the work of Simone Weil; French mystic, social philosopher, and activist in the French Resistance in the Second World War. Weil's posthumously published works had a major influence on French and English social thought. Philosophy for Darker Times relates Weil's insights to specific significant issues in our own time.

In a time of globalization, Political Philosophy for the Global Age provides a theoretical basis for the convergence of human values in terms of legitimate conceptions of time, language, and notions of self. Sánchez Flores reviews what she considers to be the most important positions in the current debate on political theory (liberalism, communitarianism, feminism, and postcolonialism) and also proposes her own original contribution. Sánchez Flores’s unique approach is a critique of a type of morality formulated solely on the (...) basis of the Judeo-Christian view of reality. It is a theoretical construct that becomes an invitation to explore other notions of human morality and an inquiry into the need to produce a political philosophy that universalizes an ethics of caring and responsibility as well as provides a locus where diverse human cultures can meet. (shrink)