LEADER 05755nam 22006135 450 001 9910682554403321 005 20251008131310.0 010 $a9783031241482$b(electronic bk.) 010 $z9783031241475 024 7 $a10.1007/978-3-031-24148-2 035 $a(MiAaPQ)EBC7214789 035 $a(Au-PeEL)EBL7214789 035 $a(CKB)26271002800041 035 $a(DE-He213)978-3-031-24148-2 035 $a(OCoLC)1373343064 035 $a(EXLCZ)9926271002800041 100 $a20230314d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMatthew Lipman and Ann Margaret Sharp $ePhilosophy for Children?s Educational Revolution /$fby Roberto Franzini Tibaldeo 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (114 pages) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 311 08$aPrint version: Franzini Tibaldeo, Roberto Matthew Lipman and Ann Margaret Sharp Cham : Springer International Publishing AG,c2023 9783031241475 320 $aIncludes bibliographical references. 327 $aChapter 1 -- Intellectual-biographical sketch -- (A) Matthew Lipman?s early years (1923-1972) -- (B) Ann Margaret Sharp?s early years (1942-1972) -- (C) Lipman and Sharp?s providential meeting in 1973 -- (D) Four decades of fruitful cooperation (1973-2010) -- References. - Chapter 2 ? The context of Lipman and Sharp?s educational revolution -- (A) The 1960s: political and social tensions in the US -- (B) The widespread need for educational renovation -- (C) Philosophy?s contribution to education -- References -- Chapter 3 ? Lipman and Sharp?s philosophical-educational vision -- (A) ?Inside-out philosophy? -- (B) The challenge of democracy and citizenship -- (C) Cognitive self-defence and community-based philosophical enquiry -- (D) Education for reasonableness, reflectivity, fallibilism and self-correction -- (E) The multidimensionality of thinking: critical, creative and caring -- (F) Moral education, reduction of violence, appreciation of diversities -- References -- Chapter 4 ? Philosophy for Children?s educational curriculum -- (A) The first novel: ?Harry Stottlemeier?s Discovery? (1969) -- (B) The demand for empirical evaluation -- (C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum -- (D) Training supervisors and teachers -- References -- Chapter 5 ? Philosophy for Children?s global dissemination -- (A) Where: USA, Canada, Latin America, Africa, Europe, Asia -- (B) The reasons of P4C?s worldwide success -- The effectiveness of philosophy?s contribution to education -- The efficacy of P4C?s community-based proposal -- P4C?s methodological awareness and adaptability -- P4C?s ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification -- (C) Critical and comparative remarks -- Criticisms of the P4C curriculum -- A comparison between P4C and other philosophical-educational practices -- References -- Conclusions: An open-ended educational proposal . 330 $aThis book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known ?Philosophy for Children? (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children?s thoughtfulness and autonomous thinking, which would eventually result in empowering children?s social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C?s revolutionary stance on education relies on the fruitfulness of Lipman and Sharp?s intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C?s achievements as well as of its future perspectives. . 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aEarly childhood education 606 $aEducation$xCurricula 606 $aEducational Philosophy 606 $aPhilosophy of Education 606 $aEarly Childhood Education 606 $aCurriculum Studies 615 0$aEducation$xPhilosophy. 615 0$aEarly childhood education. 615 0$aEducation$xCurricula. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aEarly Childhood Education. 615 24$aCurriculum Studies. 676 $a372.21 700 $aFranzini Tibaldeo$b Roberto$f1973-$01359886 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910682554403321 996 $aMatthew Lipman and Ann Margaret Sharp$93375297 997 $aUNINA