Bøker av Arie Kizel

One of the challenges that educational systems are facing worldwide is enabling the voices of children from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed-even if implicitly-by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. Arie Kizel analyzes both how discourse about multiple identities and narratives can enrich the theoretical foundations of philosophy for/with children, as opposed to the sterile banking and normalizing education, and the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within philosophy for and with children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.

What is Philosophy for/with Children and its challenges around the world today? This book contributes to the discussion about the main issues regarding Philosophy for/with Children. Among them: Communication Discourse and Education Discourse; Philosophy for/with Children in an Inevitable Conflict; The "Shadow Adults Cast over Childhood" and the "Pedagogy of Fear"; Philosophy for/with children as a social activism encourager; Self-Determined Learning in Philosophy with Children; Philosophical Inquiry Concepts in Teacher Education/Training and Philosophical Inquiry in Virtual Communities.

This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.

This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.