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Synthesis philosophica, Vol. 30 No. 2, 2015.

Izvorni znanstveni članak

Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization

Tomaž Grušovnik ; University of Primorska, Faculty of Education, Cankarjeva 5, SI–6000 Koper
Lucija Hercog ; Framska ulica 4, SI–2000 Maribor

Puni tekst: engleski, pdf (391 KB) str. 307-317 preuzimanja: 330* citiraj
APA 6th Edition
Grušovnik, T. i Hercog, L. (2015). Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization. Synthesis philosophica, 30 (2), 307-317. Preuzeto s https://hrcak.srce.hr/164524
MLA 8th Edition
Grušovnik, Tomaž i Lucija Hercog. "Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization." Synthesis philosophica, vol. 30, br. 2, 2015, str. 307-317. https://hrcak.srce.hr/164524. Citirano 22.02.2019.
Chicago 17th Edition
Grušovnik, Tomaž i Lucija Hercog. "Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization." Synthesis philosophica 30, br. 2 (2015): 307-317. https://hrcak.srce.hr/164524
Harvard
Grušovnik, T., i Hercog, L. (2015). 'Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization', Synthesis philosophica, 30(2), str. 307-317. Preuzeto s: https://hrcak.srce.hr/164524 (Datum pristupa: 22.02.2019.)
Vancouver
Grušovnik T, Hercog L. Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization. Synthesis philosophica [Internet]. 2015 [pristupljeno 22.02.2019.];30(2):307-317. Dostupno na: https://hrcak.srce.hr/164524
IEEE
T. Grušovnik i L. Hercog, "Philosophy for Children as Listening. Avoiding Pitfalls of Instrumentalization", Synthesis philosophica, vol.30, br. 2, str. 307-317, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/164524. [Citirano: 22.02.2019.]

Sažetak
Since its inception in the seventies, philosophy for children (P4C) curricula have been under attack from various sides. As Maughn Gregory points out in his paper dealing with various criticisms, P4C attracted “overlapping and conflicting criticism” from religious and social conservatives to educational psychologists, philosophers, and critical theorists (Gregory 2011, 199). Conservative criticism of P4C often goes against the grain of philosophy and liberal education in general and can probably be seen as an age-old dispute constantly resurfacing against the effort of philosophers, while psychologists’ arguments that philosophical thinking is beyond children of certain age are today easily refuted by the work of Kieran Egan (2002) and Alison Gopnik (2009). Critical theorists’ critique, however, seems to go deeper than all other criticisms by raising intellectually pertinent problem of philosophy education: that instead of fulfilling its promise of liberating subjects it in fact interpellates them into free market ideology. As Gert Biesta (2011) tries to show, P4C curricula “are supposed to develop a range of skills, including cognitive and thinking
skills, moral and social skills, and democratic skills” (Ibid. 310) and thereby instrumentalize philosophy in order to achieve a certain goal, a dubious and alarming undertaking that “can be characterized as ideological” (Ibid. 309). In order for P4C to tackle this problem of instrumentalization of philosophy (raised also in Vansieleghem (2005)) the present paper suggests that P4C curricula should be seen (and in certain cases reformed) as promoting a Socratic dialogue with children, whereby the emphasis lies on listening to a child and
giving her a voice, and not on “teaching skills”. This paper thus argues that it is precisely through philosophical dialogue that a child can be heard as a child, since such a dialogue intrinsically presupposes recognition of the conversational partner as an equal interlocutor. P4C curricula can thus be regarded as an important part of emerging field of “Pedagogy of Listening” (cf. Rinaldi 2001).

Ključne riječi
philosophy for children; criticism; instrumentalization; ideology; Socratic dialogue; pedagogy of listening

Hrčak ID: 164524

URI
https://hrcak.srce.hr/164524

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