书评:莫恩·罗林斯·格雷戈里和梅根·简·拉弗蒂主编,《与安·玛格丽特·夏普的探究共同体:童年、哲学和教育》

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
J. Haynes
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引用次数: 0

摘要

女权主义哲学家兼教育家安·玛格丽特·夏普与马修·李普曼共同创立了“儿童哲学项目”(P4C)。他们在教育哲学、儿童和教育学领域建立了一个跨学科的学术领域,引发了一场国际运动(Gregory et al., 2017;海恩斯,2018)。李普曼的名字是众所周知的,他经常被认为是P4C方法的唯一功劳,而夏普在哲学、教育和P4C方面的教育积极主义和学术研究却很少得到应有的充分认可。夏普的思想被精心地汇集在这本丰富而巧妙地编辑的一系列她的作品中,交织着一群忠诚的P4C学者的欣赏和批评的评论,他们非常了解她的工作,并在自己的理论和实践中真诚地参与她的想法。这一卷的许多成就之一是,写作和编辑的方法已经进行了与精神和过程的社区的调查,使内容和风格舞蹈在对话和谐,产生新的问题,哲学和教育。夏普的教育重点在于成长和爱。她与政治化的关系理论、关怀伦理以及哲学探究共同体的解放范围和潜力联系在一起。她活跃的、颠覆性的探索共同体意识是通过与边缘化青少年的住宿工作、大学教学、她的女权主义生活以及对文学和哲学家的阅读而产生的,这些文学和哲学家塑造了她的思想,其中包括尼采、阿伦特、杜威和威尔。夏普认为探究社区是一种参与哲学的民主实践,是她教学和个人生活的组成部分;通过共同的哲学对话建立代际联系,以想象力和经验为基础,指向善行的行动。哲学家实践者在专业发展、教学和研究中不断提出问题,并创造性地使这种探究共同体的方法活跃起来
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Book review: Maughn Rollins Gregory and Megan Jane Laverty (eds), Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education
Feminist philosopher–educator Ann Margaret Sharp co-founded the Philosophy for Children Programme (P4C) with Matthew Lipman. They established a trans-disciplinary field of scholarship in philosophy of education, childhood and pedagogy, sparking an international movement (Gregory et al., 2017; Haynes, 2018). Lipman’s name is well known, and he is often given sole credit for the methods of P4C, while Sharp’s educational activism and scholarship in philosophy, education and P4C have rarely been given the full recognition they deserve. Sharp’s ideas have been lovingly assembled in this rich and skillfully edited collection of a range of her writing, interwoven with appreciative and critical commentaries from a selected group of committed P4C scholars who know her work very well and who genuinely engage with her ideas in their own theorising and practice. One of the many achievements of this volume is that the approach to writing and editing has been carried out in keeping with the spirit and process of community of inquiry, so that the content and style are dancing in dialogic harmony, generating new questions for philosophy and education. Sharp’s educational preoccupations lay with growth and love. She is associated with a politicised relational theory, ethics of care and the emancipatory scope and potential of the community of philosophical inquiry. Her enlivened, subversive sense of the community of inquiry emerged through experience of residential work with marginalised teenagers, college teaching, her feminist life, and reading of literature and philosophers that shaped her thinking, including, among others, Nietzsche, Arendt, Dewey and Weil. Sharp saw the community of inquiry as a democratic practice of engaged philosophy and integral part of her teaching and personal life; making for intergenerational connections through shared philosophical dialogue, fed by imagination and experience, pointing to action for the good. Philosopher practitioners have continued to problematise and creatively enliven this method of the community of inquiry, in professional development, teaching and research 1003770 TRE0010.1177/14778785211003770Theory and Research in EducationBook review book-review2021
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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