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This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known “Philosophy for Children” (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children’s thoughtfulness and autonomous thinking, which would eventually result in empowering children’s social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C’s revolutionary stance on education relies on the fruitfulness of Lipman and Sharp’s intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C’s achievements as well as of its future perspectives. .

Education—Philosophy. --- Early childhood education. --- Education—Curricula. --- Educational Philosophy. --- Philosophy of Education. --- Early Childhood Education. --- Curriculum Studies. --- Education --- Early childhood education --- Philosophy. --- Lipman, Matthew. --- Sharp, Ann Margaret, --- Sharp, Ann Margaret --- Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Curricula --- Filosofia de l'educació --- Currículums (Ensenyament) --- Educació infantil

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This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known "Philosophy for Children" (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children's thoughtfulness and autonomous thinking, which would eventually result in empowering children's social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C's revolutionary stance on education relies on the fruitfulness of Lipman and Sharp's intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C's achievements as well as of its future perspectives. .

Philosophy --- Curriculum development --- Educational systems. Teaching systems --- Teaching --- Kindergarten --- Educational sciences --- onderwijsfilosofie --- curriculumontwikkeling --- kleuterdidactiek --- peuters

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L’epocale mutamento di paradigmi che stiamo attraversando interroga la filosofia, inducendola a prospettare un tempo nuovo. Esso si rende tuttavia presente solamente con l’emergere di pensatori originali, capaci di attingere dalla tradizione e di innovarla profondamente allo stesso tempo. Dando la parola nel dibattito sulle due grandi questioni del soggetto e della modernità a giovani studiosi, la Scuola di Alta Formazione Filosofica diretta da Ugo Perone mostra di avere fiducia nella loro qualità e nel valore costruttivo del dialogo. Oltre le provenienze culturali e i differenti linguaggi, Filosofia dell’avvenire si propone come uno spazio di elaborazione per uscire da ogni scolastica e per arrivare a pensare ciò che è urgente per il nostro tempo in una apertura etico-politica del discorso. Il volume offre un prezioso spaccato sulla più recente filosofia italiana e lascia intravedere le direzioni di ricerca dei prossimi decenni.

Philosophy --- filosofia --- modernità --- coscienza --- soggetto --- eros --- nomos --- philosophy --- modernity --- entity --- awareness --- modernité --- philosophie --- conscience --- sujet