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21. Questions: Philosophy for Young People: Volume > 10
Author Bios
22. Questions: Philosophy for Young People: Volume > 10
Editorial Board
23. Questions: Philosophy for Young People: Volume > 10
David Heise Engaging in Philosophical Enquiry in the Classroom has Impressive Cognitive, Emotional and Behavioral Benefits
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Heise discusses the pedagogical effects of philosophical enquiry on young people, their cognitive and behavioral abilities (both strengths and weaknesses), and gaining intelligence through an open mind and tests.
24. Questions: Philosophy for Young People: Volume > 11
Call for Submissions
25. Questions: Philosophy for Young People: Volume > 11
Subscribe to Questions
26. Questions: Philosophy for Young People: Volume > 11
David Boersema Make Up Your Mind: A Classroom Guide to 10 Age-Old Debates
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A review of Porter and Girsch’s book for gifted middle and high school children, focusing on useful classroom activities. Boersema analyzes how the book accounts for multiple philosophic discussions for children, including the following: (1) Nature vs. Nurture, (2) Deduction vs. Induction, (3) Absolutism vs. Relativism, (4) Discovered Math vs. Invented Math, (5) Reason vs. Revelation, (6) Free Will vs. Determinism, (7) Liberalism vs. Conservatism, (8) Free Markets vs. Regulated Markets, (9) Safety vs. Risk, and (10) Melting Pot vs. Melting Not.
27. Questions: Philosophy for Young People: Volume > 11
Kids Philosophy Slam
28. Questions: Philosophy for Young People: Volume > 11
Renée Smith, Julinna Oxley The Summer Ethics Academy: Teaching Ethics to Young Leaders
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An overview of how the Summer Ethics Academy, at the Jackson Family Center for Ethics and Values at Coastal Carolina University—part of its outreachProgram—encourages children to develop desirable characteristics for middle school children to emulate. The article includes applicable project goals and activities.
29. Questions: Philosophy for Young People: Volume > 11
Editorial Board
30. Questions: Philosophy for Young People: Volume > 11
Rory E. Kraft, Jr. From the Editor
31. Questions: Philosophy for Young People: Volume > 11
Author Bios
32. Questions: Philosophy for Young People: Volume > 11
Wittgenstein on Games
33. Questions: Philosophy for Young People: Volume > 11
Finalists, 2010 Kids Pholosophy Slam, High School
34. Questions: Philosophy for Young People: Volume > 12
Emma Holden, Elise Marek, Claire Torgelson, Hanna Weaver, Vera Jia Xi Mancini Who Can You Trust?
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After reading Barbara William’s picture book Albert’s Impossible Toothache, Jana Mohr Lone’s fourth grade students at Whittier Elementary School in Seattle discussed the relationship between telling a lie, telling the truth, and making a mistake, and how we know that we are talking about the same thing when we talk with someone. The discussion led to an exploration of why the things children say are often less likely to be believed than what adults say. This section contains six fourth grade students’ responses to the question: “Are children more or less trustworthy than adults?” These answers, the question they are responding to, and the book which inspired the discussion, all offer possibilities for further discussion.
35. Questions: Philosophy for Young People: Volume > 12
Philosophy Slam High School
36. Questions: Philosophy for Young People: Volume > 12
Ben Gorman Philosophy in Children’s Literature
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Ben Gorman reviews Philosophy in Children’s Literature by Peter R. Costello.
37. Questions: Philosophy for Young People: Volume > 12
Spencer Beaudette This is not Art
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Spencer Beaudette seeks to teach his fifth-grade students how to reject particular outlooks without declaring them altogether stupid or invalid. To achieve this, Beaudette discusses with his class what qualifies as art. He tasked his students to create something that they are sure is art and something that they are sure is not art. The students presented their works to the class for discussion. As Beaudette and his students found out, what qualifies as art is not an easy question to answer. However, Beaudette believes the lesson achieved the objective of teaching students opposing viewpoints exist that are not necessarily more right or wrong than our own.
38. Questions: Philosophy for Young People: Volume > 12
About the Contributors
39. Questions: Philosophy for Young People: Volume > 12
Tim Fisher Cogito ergo sum rectam (I think therefore I am right): A Student Misconception about Philosophy
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Tim Fisher examines a troubling misconception about philosophy that he noticed his high school students possessed: that when it comes to philosophy, you can never be wrong. He expected incoming philosophy students to hold this belief, but was surprised to learn that even after completing his course, students still held the belief that philosophy had no wrong answers—that all views are equally reasonable. Fisher began to wonder where he went wrong. To rectify this misconception, Fisher details an exercise that he developed for second graders that forces students to justify their beliefs and teaches them to examine why one claim is more or less reasonable than another; the exercise is equally appropriate for high school students. The key to this exercise is to teach students to detach personal opinions from their reasoning.
40. Questions: Philosophy for Young People: Volume > 12
Rory Kraft Editor’s Note