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Hovering over the face of the deep
'Why does everyone need to die?', 'Does my hamster have a soul?' Theologians and philosophers have always wrestled with such questions. The articles gathered in this book - which represent recent educational approaches to philosophizing and theologizing with children - are very diverse in approach and emphasis. Nevertheless all underline the importance of supporting children and young people in their efforts to discuss questions of meaning. Quotations in the articles capture with vividness and immediacy their intense engagement with the puzzles of existence. Educators may learn better to support such processes, and by the same token be enriched by the interaction. Such processes resemble the phenomenon of the Black Sun where starlings get together from different directions in large flocks in order to survive the night. Both, as indicated in the title of this book are hovering over the face of the deep. This book offers a meeting place for theologians and philosophers, and although the conversation does a great deal to clarify their relationship, differences in opinion remain. Its contributors are from Denmark, Germany, the United Kingdom and the United States.
Teaching Philosophy in Europe and North America
Esta publicación se basa en el estudio publicado por la UNESCO en 2007 "Filosofía, una escuela de libertad". Refleja los debates de la reunión celebrada en Milán en febrero de 2011 que permitieron avanzar sobre los retos planteados en ese estudio. Se diseñaron Recomendaciones sobre enseñanza de la filosofía a nivel regional dirigidas a los Estados Miembros, Comisiones Nacionales de la UNESCO y Comisión Europea, así como a profesores de filosofía, estudiosos y miembros de la sociedad civil. Estas Recomendaciones se incluyen en las pp. 76-83 de la publicación.
New Philosophies of Learning
Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch
Philosophy for Children in Transition
Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child
Philosophy, a School of Freedom
Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.
Dialogical Inquiry in Mathematics Teaching and Learning
The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegem...
Criticism and Defense of Rationality in Contemporary Philosophy
This book engages in critical discussion of the role of reason and rationality in philosophy, the human mind, ethics, science, and the social sciences. Philosophers from Poland, Germany, and the United States examine reason in the light of emotion, doubt, absolutes, implementation, and interpretation. They throw new light on old values.
The Politics of Empathy
This anthology explores the significance and role of empathy in the public sphere. It examines the use of empathy to establish trans-cultural solidarity as well as to motivate people for political action in our ever increasingly multicultural environment. On a more practical level it investigates if empathy can be taught or cultivated. And, if so, are literature or other forms of cultural representations the most adequate and promising methods. The contributions will analyze these and other implications, potentials and weaknesses of empathy on an interdisciplinary and intercultural level.
