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Displaying: 101-120 of 907 documents

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101. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Tom Jackson 1990-1991 Evaluation Report of Philosophy for Childen in Hawaii
102. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Gareth Matthews The Search for Delicious
103. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
A Report On The Philosopher-In-Residence Project in the Northern Territory, 1991
104. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Kevin J. Smith Can Children Write Philosophical Exercises
105. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Jean McCue Philosophy is kids' stuff
106. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Thomas Donlin-Smith Short Stories for Ethics Courses
107. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Liz Heron Socratic truth in the urban blight
108. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
A.T. Lardner The Real Behavioral Demands of a Community of Inquiry
109. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Stan Anih Philosophy far Children and Cultivation of Tolerance
110. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Ronald Reed Text Characters and Lump Characters
111. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Clive Lindop 'Pixie' Metaphor and Aboriginal Education
112. Thinking: The Journal of Philosophy for Children: Volume > 10 > Issue: 4
Peng Deng Philosophy for Children Comes to China
113. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Maura J. Geisser The Role of Language and Stories in a Community of Inquiry with Deaf Children
114. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Karel van der Leeuw Experiences with Kio & Gus
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For a period of two years I used the Dutch translation of Kio & Gus in the classroom. I will shortly report on a number of sessions, notably those on sense-knowledge, on substance and on killing animals. I will also relate some of the views of children on what doing philosophy is.Following this report, I will elucidate how the philosophical discussion is a subtle interplay between concrete themes or subjects on the one hand, abstract philosophical questions and notions on the other hand. This interplay makes the course of a discussion unpredictable and every discussion about the same story or subject matter different from the foregoing ones.The variability of the philosophical discussion requires much flexibility and insight from the teacher, who should not force his or her point of view or interest on the discussion, but should at the same time guarantee progress in the discussion. I will lay stress on some of the particular difficulties which teachers meet when they do philosophy in the classroom for the first time and try to formulate some requirements for teacher training. At the same time I will try to indicate which kind of course material could be of maximum help to the teacher
115. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
R. M. Hare, Walter Benjamin, Peter Davson-Galle, Randall Tarrell, W. B. Gallie Reflections
116. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Lilit Brutian Children's Philosophy and Wisdom Through Their Discourse
117. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
Gareth Heide The Shrinking of Treehorn
118. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
David Kennedy Child and Fool in the Western Wisdom Tradition
119. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 1
John Kekes Wisdom
120. Thinking: The Journal of Philosophy for Children: Volume > 11 > Issue: 2
Gareth Matthews Now Everybody Really Hates Me