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21. Precollege Philosophy and Public Practice: Volume > 4
Johnathan Flowers Intentional Disruption: Expanding Access to Philosophy
22. Precollege Philosophy and Public Practice: Volume > 4
Rhiannon Love Gareth B. Matthews, The Child’s Philosopher
23. Precollege Philosophy and Public Practice: Volume > 4
Seth A. Jones Ask a Philosopher: Answers to Your Most Important and Most Unexpected Questions
24. Precollege Philosophy and Public Practice: Volume > 4
Michael D. Burroughs Editor’s Introduction
25. Precollege Philosophy and Public Practice: Volume > 4
Sol Neely Organic Intellectuals in the Prison: Reports from the Flying University on Philosophy as Public Practice
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The Flying University, a prison education and reentry program that brings university students inside the prison for mutual and collaborative study, convenes with the assumed understanding that incarcerated peoples bear rich critical perspectives on the state of our communities as well as a philosophical potential to muster the resources necessary to heal communities in the wake of historical violence and transgenerational trauma. Rather than bringing incarcerated students into the purview of academic philosophy, the Flying University reverses these roles by recognizing that incarcerated peoples engage in daily philosophical scrutiny about a whole range of topics that traditional academic philosophy too often fails to comprehend with any depth. The Flying University enacts precollege philosophy as public practice by facilitating semester-long seminars that bring professional philosophers and university students into the prison—not so they can teach prisoners but listen to them. The guiding critical assumption of this practice follows Antonio Gramsci’s argument that what distinguishes “philosophers” from their opposite has less to do with intellectual activity and perspective and more to do with social status and credentials. A genuinely restorative philosophical praxis must solicit, within our community dialogues, the stories and voices of our incarcerated neighbors as “organic intellectuals.”
26. Precollege Philosophy and Public Practice: Volume > 4
Nic R. Jones, Debi Talukdar, Sara Goering Can Precollege Philosophy Help Academic Philosophy’s Diversity Problem?: Reflecting on What Diverse Philosophers Say about Early Exposure to Philosophy
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There is a significant lack of diversity in philosophy, including an underrepresentation of women and people of color, and a dearth of philosophy programs that offer classes exploring philosophy outside the Western canon. This problem is further compounded by institutional racism, sexism, and ableism within philosophy pedagogy and practice and the perception that philosophy is an abstract subject suitable only for academically advanced students. If philosophy were made more accessible to a diverse group of students before they entered college, would it be possible to recruit more individuals from underrepresented groups into the field? In 2018, PLATO and the APA surveyed their members about their first exposure to philosophy. It was clear that early experiences—conversations with friends and family, books in grade school, and classes in high school—were pivotal moments that generated interest in philosophy. In this paper we describe some of these experiences and suggest that P4C programs, if done well, have the potential to help build a robust and inclusive K–12 to college philosophy pipeline by tapping into the natural interest children have in philosophical wondering.
27. Precollege Philosophy and Public Practice: Volume > 4
John Torrey Beyond the Bank: Justice, Injustice, and Black Reparations
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In this article, I provide an overview of the arguments for reparations for Black Americans, a topic that has gained significant steam in recent years, and offer a criticism of how reparations are commonly understood as financial compensation. I begin by providing the basic argument in support for reparations: Systemic racial injustices committed against Black Americans violated their rights; these violations should be considered an ongoing, enduring injustice; and such violations require restitution in the form of reparations. I argue that there are unforeseen problematic results of economic-repair-centered reparations programs, most concerning that the resources offered ignore the social or economic status of large portions of the Black communities they acknowledge harming. Offering two legislative attempts at reparations as examples, I argue that reparatory policies for Black Americans should utilize the framework of rectificatory justice in order to best attempt to set an unjust situation right.
28. Precollege Philosophy and Public Practice: Volume > 4
Senem Saner P4C as Microcosm of Civil Society
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Philosophy for Children (P4C) practice and its distinctive method of cultivating communities of philosophical inquiry model two main functions of democratic civil society. Civil society makes explicit the implicit agreement of communal membership and common belonging and mediates the diverse interests and values of community members. An essential principle of civil society that underlies these two functions is that its members possess intrinsic and political equality, fostering a unique space for civic engagement and democratic will-formation. P4C programs enact these functions of civil society: as children encounter philosophical questions, speak their minds, listen to one another, disagree, and puzzle out the reasons for their disagreements, the main aim is that they engage in collaborative inquiry. I argue that free and open-access P4C programs at public libraries are microcosms of civil society in the serendipitous accidental coming together of strangers. These programs enact civil society insofar as they motivate and exercise civic virtues of collaboration and critical reflection by practicing community of inquiry through self-correcting dialogue.
29. Precollege Philosophy and Public Practice: Volume > 4
Jacqueline Mae Wallis, Karen Detlefsen Philosophy, Academic and Public: Lessons from the Graduate Certificate in Public Philosophy at the University of Pennsylvania
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In 2020, the University of Pennsylvania instituted a graduate certificate in public philosophy. In many ways, this certificate formalized and recognized the public engagement work that graduate students in the philosophy department and beyond had been involved with for some years. One element of the certificate, however, was pivotal in moving our work in public philosophy forward in important ways. This element is the research seminar in public philosophy. In this paper, we recount the motivation for the creation of the certificate and especially the motivation for the inclusion of the research seminar. We also explore ways in which such a certificate, along with the deliberately self-reflective work of the research seminar, might help us reimagine the nature and value of philosophy and its connection with human life and flourishing. We focus on metaphilosophical themes such as the very nature of philosophy and the philosopher as well as the importance of cultivating a new generation of academic philosophers committed to transcending the distinction between the academy and the public and, relatedly, between academic philosophy and public philosophy.
30. Precollege Philosophy and Public Practice: Volume > 5
Jane Rutstein Shay A Brush with Discord: Discussing Cultural Relativism in Fifth-Grade Philosophy
31. Precollege Philosophy and Public Practice: Volume > 5
Thomas E. Wartenberg, Stephen Kekoa Miller, Wendy C. Turgeon Thomas E. Wartenberg’s Thinking Through Stories: Children, Philosophy, and Picture Books
32. Precollege Philosophy and Public Practice: Volume > 5
Amanda Fulford A Companion to Public Philosophy
33. Precollege Philosophy and Public Practice: Volume > 5
Chaeyeon Lee Seen and Not Heard: Why Children's Voices Matter
34. Precollege Philosophy and Public Practice: Volume > 5
Nate Olson The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities
35. Precollege Philosophy and Public Practice: Volume > 5
Michael D. Burroughs Editor's Introduction
36. Precollege Philosophy and Public Practice: Volume > 5
Claire Cassidy Philosophy with Children: Considering Factors to Facilitate Voice
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This article proposes that children’s voice is important. It also suggests that one way in which children’s voice might be supported is through Philosophy with Children. However, when teachers undertake Philosophy with Children to promote children’s voice, it is important that they reflect on their role and the practice to consider how that role and practice enable children’s voice. One way in which teachers might do this is by considering the seven factors for enabling children’s voice identified through the Look Who’s Talking project. The seven factors are as follows: definition, power, inclusivity, listening, time and space, approaches, processes and purposes. The article takes each element in turn to consider the ways in which Philosophy with Children might align with them and offers questions teachers may ask of themselves and their practice. As there is a range of approaches to Philosophy with Children, the article focuses on one model: Community of Philosophical Inquiry.