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dc.contributor.authorReis, Carlos Sousa-
dc.contributor.authorFormosinho, Maria das Dores-
dc.identifier.citationReis, C. S., & Formosinho, M. (2014). Alternative ways of addressing philosophy for children. In International Network of Philosophers of Education: 14th Biennial Conference “Old and new generations in the 21st century: Shifting landscapes of education”, Itália, Cosenza, 20-23 Aug.2014 (pp. 505-508).pt
dc.description.abstract1. Why teach Philosophy for Children? Philosophy for children (P4C) has been questioned not only because it is believed to be beyond the reach of pre-adolescents but also because some assume it will distract students from the core subjects of the curricula, while at the same time encouraging skepticism more than learning. In times of school ratings and standardized tests, a prevailing thought is that there is no time for such a “useless” thing as “drifting speculation”. Although we could argue that philosophical inquiry has the power to both infuse meaningfulness into education as a whole and make a decisive contribution to foster critical thinking and overcome the hived off disciplinary approach; that it can promote children’s ability to think for themselves at the same time that it encourages them to think with others, within a community of inquiry, the latter being, in and of itself, a strong context for developing inclusive socialization, which is one of the higher aims for education nowadays (Banks & Banks, 2010). (...)pt
dc.subjectPhilosophy for Childrenpt
dc.titleAlternative ways of addressing philosophy for
degois.publication.firstPagep. 505pt
degois.publication.lastPagep. 508pt
degois.publication.locationItália, Cosenzapt
Appears in Collections:INPP - Comunicações a Congressos Internacionais / Papers in International Meetings

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