childhood & philosophy最新文献_第7页

ao rosto do adulto, o gesto de alice nas cidades

childhood & philosophy Pub Date : 2022-06-30 DOI: 10.12957/childphilo.2022.64537

Victor Anselmo Costa, K. M. Kasper

{"title":"ao rosto do adulto, o gesto de alice nas cidades","authors":"Victor Anselmo Costa, K. M. Kasper","doi":"10.12957/childphilo.2022.64537","DOIUrl":"https://doi.org/10.12957/childphilo.2022.64537","url":null,"abstract":"One scene from Wim Wenders’ film “Alice in the cities” provokes us to think again about childhood. It’s a fresh polaroid snapshot, where we can see the faces of an adult (Phillip Winter) and a child (Alice) blending and mixing. Starting from this image, this paper makes its way through the movie’s plot, reflecting on the power of freedom that arises from an encounter with children and childhood. First, we examine the relationship between Winter and his job as a photo-journalist, discussing the character of his existential anguish and his supposed indisposition to becoming, which seems to be clear in the way that he reads his own photographs. In a second moment of the film, we understand Alice’s arrival on the scene as something capable of dispersing the circumstances that are constraining him by hurling him into the unpredictable. This event is crystallized in one poetic gesture: the girl confronts the adult with her own face by drawing a self-portrait. Facialization and deterritorialization are twoconcepts that we weave into our discussion, working off the philosophical thinking of Georges Didi-Huberman, Gilles Deleuze and Félix Guattari. Finally, we propose that worry as a value, characteristic of children and travelers, can produce an opening that offers an escape into a freedom of release–or, so to speak, a defacialized freedom.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129928303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

book review: lone, jana mohr (2021), seen and not heard: why children’s voices matter 书评：孤独，贾娜-莫尔（2021 年），《被看见和没被听见：为什么儿童的声音很重要》（Lone, Jana Mohr (2021)，See and not heard: Why children's voices matter

childhood & philosophy Pub Date : 2022-06-30 DOI: 10.12957/childphilo.2022.64826

A. Kizel

引用次数: 0

watching children play: toward the earth in bliss 看着孩子们玩耍:朝着幸福的地球

childhood & philosophy Pub Date : 2022-04-30 DOI: 10.12957/childphilo.2022.65791

Evangelina Uskoković, Theo Uskoković, V. Uskoković

{"title":"watching children play: toward the earth in bliss","authors":"Evangelina Uskoković, Theo Uskoković, V. Uskoković","doi":"10.12957/childphilo.2022.65791","DOIUrl":"https://doi.org/10.12957/childphilo.2022.65791","url":null,"abstract":"Watching children at play is favorite pastime for many elderlies. However, the growing safety concerns have prompted parents to become increasingly resistant to the idea of having strangers watch their children in parks and playgrounds. This creates an intergenerational gap in communication with potentially detrimental consequences for all social groups. Oral interviews were conducted and written surveys distributed that validated the hesitance of seniors, especially in the United States, to spend time at children’s playgrounds despite their finding the vicinity of children stimulating. Behavioral observations were conducted at playgrounds to quantify the positive and negative effects of supervisors’ ages on children’s play and thus indirectly assess whether there can be mutual benefits of making the presence of older people at playgrounds, which is customary in many countries, more culturally acceptable. Observations focused on the behavior of a pair of siblings showed that there is an increased probability of both conflicts and joyful expressions when the children were in the presence of a middle-aged person than when they were watched over by the elderlies. This has suggested that freer expressions stimulated in the presence of parent-like figures simultaneously induce the undesired and the desired behavioral patterns in the form of propensities for conflict and propensities for expressions of joy, respectively. This has confirmed that the observational stance has a critical effect on the observational outcome and that the age of the watchers has an effect on the behavior of children at play, with the age correlating directly with the calmness of the play, but also with a lower degree of exhilaration.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115258628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

el cultivo de las emociones a través de una educación emocional en la filosofía con niñas y niños 通过对女孩和男孩的哲学情感教育来培养情感

childhood & philosophy Pub Date : 2022-04-27 DOI: 10.12957/childphilo.2022.58561

S. Albert

{"title":"el cultivo de las emociones a través de una educación emocional en la filosofía con niñas y niños","authors":"S. Albert","doi":"10.12957/childphilo.2022.58561","DOIUrl":"https://doi.org/10.12957/childphilo.2022.58561","url":null,"abstract":"Clarifying the concept of emotions is an essential task of 21st century societies. We cannot continue living if we ignore the importance they have in our everyday thinking and acting. Emotions are fundamental both to the private and the public sphere It is becoming increasingly important to learn to identify what we feel and what those around us feel, how we express these feelings and understand their consequences, in order to enable us to transform harmful emotions into others more favorable to the well-being of our personal relationships and our relationship with the environment. With this objective in mind, my text proposes a form of emotional education in the framework of peace education, initiated in early childhood, which acts to develop the emotional capacity required for the realization of a form of critical, ethical and creative global citizenship. This work recovers the methodology of the school of philosophy with children, which gives a great sense of philosophical praxis to the text, by putting it in dialogue, also, with studies in philosophy for peace. Thus, it is essential to vindicate empathy and moral imagination from the time we are children. Through thinking based on care, fthe cultivation of an emotional education will stimulate to wonder about other emotional alternatives, escaping from our own limits and exploring the perspectives of others until we come to merge with their horizons. ","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130762909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

child youtubers and specific goods of childhood: when exploration and play become work 儿童youtuber和特定的童年商品:当探索和玩耍成为工作

childhood & philosophy Pub Date : 2022-04-27 DOI: 10.12957/childphilo.2022.64682

M. Cabezas

引用次数: 0

será que a voz que ouvimos por dentro é a mesma que as pessoas ouvem por fora? 我们在里面听到的声音和人们在外面听到的声音是一样的吗?

childhood & philosophy Pub Date : 2022-04-24 DOI: 10.12957/childphilo.2022.65690

Magda Costa Carvalho

{"title":"será que a voz que ouvimos por dentro é a mesma que as pessoas ouvem por fora?","authors":"Magda Costa Carvalho","doi":"10.12957/childphilo.2022.65690","DOIUrl":"https://doi.org/10.12957/childphilo.2022.65690","url":null,"abstract":"This text was written after hearing a childlike question about voice, a question asked by Lara, a girl at a “basic” school in a rural area of the Azores islands that resulted in a diferent way of understanding the motives and intentions that are implicit in the way we practice community of philosphical inquiry with children and adults. This question also unveiled important aspects of the way we construct ourselves as adults who believe in the importance of teaching philosophy in elementary school. This text describes an attempt to follow the trail of inquiry triggered by Lara’s question, and documents three moments or possibilities of re-questioning. These moments – which are not understood as forming an orderly sequence, but rather represent inroads into the initial question – emerge as possibilities marked by the rhythm of inquiry that followed. Those questions were: What do we hear when we talk about voice? What do we say when we talk about listening? And what do we think about when we share voices and listen actively? The text invites us to focus on voice as a concept aligned with a certain paradigmatic model of thinking commonly referred to as “philosophy,”and also invites us to consider the concept of listening as a construct that returns us to the origins of western philosophy. Finally, the text invites us to consider different ways of understanding voice and listening as based on the idea of thinking as an in-between space of sharing, focusing specifically on activities centering philosophical dialogue with children.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127431750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

infância e experiência em walter benjamin 沃尔特·本杰明的童年和经历

childhood & philosophy Pub Date : 2022-04-23 DOI: 10.12957/childphilo.2022.63103

Eduarda Aleycha luciano Santana, Paula Ramos De oliveira

{"title":"infância e experiência em walter benjamin","authors":"Eduarda Aleycha luciano Santana, Paula Ramos De oliveira","doi":"10.12957/childphilo.2022.63103","DOIUrl":"https://doi.org/10.12957/childphilo.2022.63103","url":null,"abstract":"Walter Benjamin is a seminal philosopher whose work makes us think about the concepts of experience, child, and childhood. A journey through his life experience and personal narratives brings us closer to the world of his own childhood. As such, it is a philosophical journey in the sense of taking us towards something that is unknown to us and that in the end can transform us. We will travel through the following texts by Benjamin: Children’s Hour Radio Narrative (2015), Berlin Childhood: around 1900 (2013), Reflections on the child, the toy and education (2009), One-Way Street (2013) and The Storyteller:Reflections on the works of Nikolai Leskov (2018). To navigate these texts is to allow and encourage us to experiment with other ways of looking at and being in the world. His narrative allows us to experience the experiences of the child Benjamin, to traverse its unique and sparsely inhabited places, and thus to travel through any child’s world, feeling a child’s temporality and a child’s gaze. According to Jorge Larrosa (2003), childhood is an enigma. Benjamin’s narratives allow us to enter this enigma, to unveil images redolent with the experience of children and childhood, and thereby to approach this mystery that is both philosophical and pulsating with life, like the life of this philosopher himself.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126064554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

the case for philosophy for children in kenyan schools 肯尼亚学校为孩子们提供哲学的案例

childhood & philosophy Pub Date : 2022-03-30 DOI: 10.12957/childphilo.2022.62890

E. S. Ominde, A. K. K'odhiambo, Samsom Okuro Gunga

{"title":"the case for philosophy for children in kenyan schools","authors":"E. S. Ominde, A. K. K'odhiambo, Samsom Okuro Gunga","doi":"10.12957/childphilo.2022.62890","DOIUrl":"https://doi.org/10.12957/childphilo.2022.62890","url":null,"abstract":"The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya adopted an indirect approach of value education that advocates for integration of values within regular curriculum. This strategy seems ineffective owing to an increase in the cases of indiscipline among learners. This study seeks to examine the application of Philosophy for Children (P4C) as the architecture for implementing value-based education and the realization of Chapter Six of the Constitution of Kenya because the values thatP4C aims to nurture are highly consistent with those of the Kenyan Constitution. Through P4C, the Kenyan Education system can achieve its goal of preparing responsible and ethical citizens of high moral integrity. Chapter Six of the Kenyan Constitution has laid the cornerstone principles of Leadership, Integrity and elements of ethical citizenship. It dictates the code of conduct for state officers and responsible citizenry. Through the Competency-Based Curriculum (CBC), the Ministry of Education seeks to inculcate these principles in the learners at an early age. ","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129474516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

a comicsophy approach to teaching philosophy 哲学教学的滑稽方法

childhood & philosophy Pub Date : 2022-03-29 DOI: 10.12957/childphilo.2022.64892

H. Cerić, Elmana Cerić

{"title":"a comicsophy approach to teaching philosophy","authors":"H. Cerić, Elmana Cerić","doi":"10.12957/childphilo.2022.64892","DOIUrl":"https://doi.org/10.12957/childphilo.2022.64892","url":null,"abstract":"The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116734542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

the politicization of the educable child through aethereal power 通过无形的权力将可受教育的孩子政治化

childhood & philosophy Pub Date : 2022-02-27 DOI: 10.12957/childphilo.2022.63214

Franz Kasper Krönig

{"title":"the politicization of the educable child through aethereal power","authors":"Franz Kasper Krönig","doi":"10.12957/childphilo.2022.63214","DOIUrl":"https://doi.org/10.12957/childphilo.2022.63214","url":null,"abstract":"The paper argues that a prevalent conception of power in the educational sciences is detrimental to pedagogy both as a field of practice and as a discipline and inept as a scientific concept from an epistemological standpoint. The designation of this power concept as ‘aethereal’ can provide the education theoretical discourses with a means to analyze and criticize positions and arguments that have undermined the autonomy of education since the establishment of Foucauldian thinking in the educational sciences. First, this article argues that the pedagogical notion of the educable child depends on the concepts of individuality, plasticity, and autonomy within the framework of a negative ontology. Second, it problematizes the effects of the substitution of these concepts in the postmodern power-critical educational sciences for pedagogy in general and the child as its key concept in particular. The politicized child is conceived of as subjugated, passive, vulnerable, and what is crucial: as a thing-like, i.e. pedagogically ineducable but only powerfully moldable identity. Third, it analyses the philosophical basis of this shift towards the politicization of the child by introducing the concept of ‘aethereal power’. The article concludes with a sociological reflection on the societal dimension of this fundamental transformation of education and hints at the emerging post-critical pedagogy as a possible remedy.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116779956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

childhood &amp; philosophy最新文献

childhood & philosophy最新文献