Previous research on philosophy for children in schools has almost exclusively focused on how it is perceived by students. The aim of this study is to focus on how it is perceived by five teachers and other adults involved in implementing philosophy for children in schools, in total four teachers participated and one adult who worked with implementing took part in the study. The theoretical background is composed of Olga Dysthes view that knowledge is not only constructed but that the object that one intends to gain knowledge of has to be interacted with and how she applies this view dialogues in the classroom. The study was conducted by interviewing the participants. The results found that the teachers saw philosophy for children as something more than a tool to work with questions that were important to students, they were also viewed as a way to work with language and building solidarity within the class. Some of the informants also expressed views that they were certain that the discussions would end in the students aquiring the values that the school represented but that if this was not the case they would have to step in to steer the conversation towards these values. The study also found ambiguity towards the role of teachers as fascilitators of these discussions. There was a concern that the teacher as fascilitator could result in the students either returning to normal classroom behaviour or that they would alter what they said to fit what they were expecting the teacher to hold as the right answer. However the positive sides to having a teacher fascilitator was that these would know the class better and better be able to establish an environment that is suited for a philosophical discussion.

Submitted by LIGIA DE ALMEIDA DURANTE CORREA DOS REIS null (lilicalad@yahoo.com) on 2016-09-29T00:56:42Z No. of bitstreams: 1 LIGIAREIS.pdf: 1023729 bytes, checksum: 12597041d0ab95f10bc56a16d5167945 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-09-30T20:06:12Z (GMT) No. of bitstreams: 1 reis_ladc_dr_arafcl.pdf: 1023729 bytes, checksum: 12597041d0ab95f10bc56a16d5167945 (MD5) / Made available in DSpace on 2016-09-30T20:06:12Z (GMT). No. of bitstreams: 1 reis_ladc_dr_arafcl.pdf: 1023729 bytes, checksum: 12597041d0ab95f10bc56a16d5167945 (MD5) Previous issue date: 2016-07-29 / Violência escolar, depressão infantil e outros estados angustiantes na infância têm sido foco de inúmeras pesquisas do campo educacional, sociológico, médico e psicológico. Possíveis causas, consequências e tratamentos têm sido apontados pelas diversas correntes do pensamento. Esta pesquisa se debruçou sobre o conceito de felicidade como condição para compreender o real estado das coisas. Nela apresentam-se os motivos que justificam a relevância do tema - que é um desdobramento da dissertação de mestrado da autora. A opção teórica para análise, que se fundamenta na concepção de infância a partir da Experiência do Pensar e na Teoria Crítica, principalmente no conceito adorniano de Indústria Cultural. A questão que deu origem ao trabalho aqui apresentado foi: Como a Educação Escolar pode se configurar como experiência de felicidade e pensamento na infância? Para respondê-la foi necessário delimitar o conceito de felicidade a partir de duas concepções que se distinguem na história do pensamento humano – a hedonista e a eudaimoninsta – cujas referências iniciam na Grécia Antiga. Para compreender como essas duas concepções se encontram na contemporaneidade expôs-se como se estabelece o conceito de felicidade na sociedade do consumo a partir do embotamento dos sentidos operado pelas mídias. Por fim, apresenta-se a experiência do pensamento que acontece a partir do encontro entre filosofia, infância e estética como caminho de ruptura à reificação da sensibilidade e superação da semiformação da qual a escola tem sido refém. / School violence, childhood depression and other distressing conditions in childhood have been the goal of several studies in the educational field, sociological, medical and psychological areas. Possible root causes, consequences and treatments have been suggested by several lines of thoughts. This research has focused on the concept of happiness as a condition to understand the real state of things. The following study is an sample to be validated in the doctoral qualification process The theoretical option for analysis , which is based on the conception of childhood from the Think Experience and Critical Theory , especially based on Adorno's concept of industrial Culture . This trigger question for this dissertation was : How School Education can be configured as experience of happiness and thought in childhood?To answer it was necessary to define the concept of happiness from two concepts that are distinguished in the history of Human Thought - the Hedonistic and Eudaimoninsta - whose references start in Ancient Greece. To understand how these two concepts are nowadays exposed himself and how to establish the concept of happiness in the society of consumption from the dulling of the senses operated by the media. Concluding, this research presents itself to Thinking Experience what happens from the meeting between philosophy , childhood and aesthetics As rupture’s path of reification sensitivity and overcoming the incomplete information that schools have been hostage by.

Abstract The practice of teaching links long-standing philosophical questions about the building blocks of a good life to daily judgments in the classroom; in the journey to becoming a person who teaches, we must seek different ways of understanding what “good” means in the context of different social practices and communities. This doctoral thesis examines the educational innovation known as Philosophy for Children (PFC) as a platform for teachers and students to address such questions within a community of philosophical inquiry (CPI). Advocates of PFC seek to promote radical change in our understanding of growth, teaching and the relationships formed in educational contexts. In addressing these issues, this thesis contributes to the ongoing conversation about the teacher’s role within the PFC movement. The thesis comprises four interrelated studies that examine the possibilities and limits of PFC ideas by considering them in the light of general educational theorising about pedagogical action. In addition to the PFC literature, the study’s main sources are 1) the Continental tradition of European educational discourse, especially in German-speaking regions, and 2) the writings of the contemporary educational thinker Gert Biesta. The former offers an opposing view to the idea of a symmetrical, communal emergent system that seems to inform second-generation understandings of philosophical dialogue in an educational context. Gert Biesta’s ideas, especially in relation to the purpose and aims of education, help in envisioning CPI as a structuring element in teaching as a whole and all aspects of classroom life. The four studies focus on pedagogical action, the nature and role of authority in CPI and teacher agency. The thesis contends that teaching and, in particular, building a community of classroom inquiry, requires a vision of teaching as a reflective practice, informed by subject-specific and educational judgments as key dimensions of teacher reflection and wisdom. / Tiivistelmä Opettajan ammatissa filosofiset kysymykset hyvästä elämästä ja sen etsimisestä yhdistyvät opettajan päivittäisiin ratkaisuihin luokkahuoneessa. Tämä väitöskirja käsittelee kasvatuksellisia edellytyksiä ja mahdollisuuksia Filosofiaa lapsille -ohjelmassa, joka on pyrkinyt luomaan alustaa kysymyksille hyvästä elämästä osana lasten kasvua ja kasvatusta. Väitöskirja keskittyy tarkastelemaan tämän ohjelman piirissä käytyä keskustelua kasvusta, opetuksesta ja kouluopetuksessa muodostuvista kasvatussuhteista. Erityisesti väitöskirja tarkastelee edellä mainittuja käsitteitä hahmotellakseen filosofisen pedagogiikan erityispiirteitä kasvatuksellisena käytäntönä. Samalla väitöskirja kiinnittyy myös yleisemmin kasvatuksen ja opetuksen luonnetta ja tavoitteita koskevaan keskusteluun. Väitöskirja sisältää neljä toisiinsa liittyvää tutkimusta, jotka tarkastelevat pedagogisen filosofian mahdollisuuksia ja ongelmakohtia yleisen kasvatustieteen piirissä tehtyjen teoreettisten hahmottelujen valossa. Filosofiaa lapsille -liikkeen edustajien lisäksi päälähteinä toimivat 1) mannermainen pedagogisen toiminnan teorian traditio (erityisesti saksan kielialueella käyty keskustelu) ja 2) Gert Biestan viimeaikaiset kirjoitukset. Ensimmäinen tarjoaa vastakkaisen näkemyksen symmetriselle, itseään luovalle systeemille, joka vaikuttaa olevan varsinkin liikkeen toisen sukupolven edustajien filosofisen pedagogiikan kehittelyiden ytimessä. Gert Biestan ajatukset, erityisesti hänen ideansa kasvatuksen päämääristä ja tavoitteista, antavat eväitä muodostaa filosofisesta pedagogiikasta opetusta strukturoiva kokonaisuus, joka toimii oppiainerajat ylittävänä, luokan elämää ohjaavana periaatteena. Väitöskirja keskittyy erityisesti pedagogisen toiminnan, auktoriteetin luonteen ja roolin sekä opettajan toimijuuden käsitteisiin. Väitöstutkimuksen keskeinen tulos on, että filosofisesti orientoituneen kasvatuksellisen käytännön muodostuminen luokkaan vaatii opettajalta moniulotteista omien pedagogisten ratkaisujen reflektointia, ja suuntaa häntä kohti kasvatuksellista viisautta.

Resumo: A pesquisa pretende abordar o problema que se refere à perspectiva abordada pela Secretaria da Educação do Estado de São Paulo no que tange à escolha da temática ética para as oficinas de filosofia para crianças. Problema que nos leva a buscar um caminho que nos indique como pensar esse tema pelo viés do sujeito e não pelas finalidades estabelecidas pela educação escolarizada. O objetivo primeiro desta dissertação é analisar a Oficina de Enriquecimento Curricular Filosofia para o Ciclo I do Ensino Fundamental, na busca pelos elementos que dificultam a realização dessas oficinas nas escolas públicas do Estado de São Paulo. Para tanto, entendemos que nossa primeira preocupação é analisar a concepção de Educação à qual o projeto está vinculado, no sentido de compreendermos o que motiva a elaboração desse projeto. Nossa pesquisa se caracteriza metodologicamente pela análise documental, com base em autores da Filosofia da Educação. Escolhemos como objeto de pesquisa os documentos que propõem a oficina de filosofia para crianças. A partir da concepção de Ética explícita nos documentos, buscamos uma possibilidade da proposta dessa temática aliada ao conceito de Cuidado de si, perspectivado por Michel Foucault. Analisamos, também, a palavra experiência por meio de Jorge Larrosa, ao qual acreditamos ser possível uma possibilidade de abertura para pensarmos como o cuidado de si indicaria uma disposição ética do sujeito a si e aos outros / Abstract: The objective of the present dissertation is to approach the debatable perspective taken by São Paulo State Secretariat of Education when choosing the theme ethics for its Philosophy workshops for children. In order to do so, it seems necessary to encounter an approach that leads to the consideration of the topic in the light of the Subject instead of the purposes established by formal education. The main aim of the study is to analyze the Workshop of Curricular Enrichment - Philosophy in the first stage of Brazilian Fundamental Education (i.e. students aged 6 to 10 years), seeking elements that hinder the accomplishment of these workshops in public schools in São Paulo state. Firstly, the concept of Education to which the project is affiliated is analyzed in order to understand the motivation behind the project‟s elaboration. The research‟s methodology consists of document analysis based on authors who specialize in Philosophy of Education. The study‟s corpus comprises the documents utilized in the philosophy workshops for children. The study proposes the conflation of the conception of Ethics presented on the documents with the concept of Care of the Self, as devised by Michel Foucault. The word experience was also analyzed as per Jorge Larrosa, offering a possibility to consider how the Care of the Self may indicate an ethical disposition of the Subject toward itself and toward others / Orientador: Alonso Bezerra de Carvalho / Coorientador: Carlos da Fonseca Brandão / Banca: Pedro Ângelo Pagni / Banca: Marcelo Carbone Carneiro / Mestre

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Made available in DSpace on 2014-06-11T19:28:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-01-27Bitstream added on 2014-06-13T19:36:38Z : No. of bitstreams: 1 urel_apj_me_mar.pdf: 442054 bytes, checksum: 729319bb62e901878f9bd553fff1af6d (MD5) / A pesquisa pretende abordar o problema que se refere à perspectiva abordada pela Secretaria da Educação do Estado de São Paulo no que tange à escolha da temática ética para as oficinas de filosofia para crianças. Problema que nos leva a buscar um caminho que nos indique como pensar esse tema pelo viés do sujeito e não pelas finalidades estabelecidas pela educação escolarizada. O objetivo primeiro desta dissertação é analisar a Oficina de Enriquecimento Curricular Filosofia para o Ciclo I do Ensino Fundamental, na busca pelos elementos que dificultam a realização dessas oficinas nas escolas públicas do Estado de São Paulo. Para tanto, entendemos que nossa primeira preocupação é analisar a concepção de Educação à qual o projeto está vinculado, no sentido de compreendermos o que motiva a elaboração desse projeto. Nossa pesquisa se caracteriza metodologicamente pela análise documental, com base em autores da Filosofia da Educação. Escolhemos como objeto de pesquisa os documentos que propõem a oficina de filosofia para crianças. A partir da concepção de Ética explícita nos documentos, buscamos uma possibilidade da proposta dessa temática aliada ao conceito de Cuidado de si, perspectivado por Michel Foucault. Analisamos, também, a palavra experiência por meio de Jorge Larrosa, ao qual acreditamos ser possível uma possibilidade de abertura para pensarmos como o cuidado de si indicaria uma disposição ética do sujeito a si e aos outros / The objective of the present dissertation is to approach the debatable perspective taken by São Paulo State Secretariat of Education when choosing the theme ethics for its Philosophy workshops for children. In order to do so, it seems necessary to encounter an approach that leads to the consideration of the topic in the light of the Subject instead of the purposes established by formal education. The main aim of the study is to analyze the Workshop of Curricular Enrichment – Philosophy in the first stage of Brazilian Fundamental Education (i.e. students aged 6 to 10 years), seeking elements that hinder the accomplishment of these workshops in public schools in São Paulo state. Firstly, the concept of Education to which the project is affiliated is analyzed in order to understand the motivation behind the project‟s elaboration. The research‟s methodology consists of document analysis based on authors who specialize in Philosophy of Education. The study‟s corpus comprises the documents utilized in the philosophy workshops for children. The study proposes the conflation of the conception of Ethics presented on the documents with the concept of Care of the Self, as devised by Michel Foucault. The word experience was also analyzed as per Jorge Larrosa, offering a possibility to consider how the Care of the Self may indicate an ethical disposition of the Subject toward itself and toward others

The thesis is focused on finding the philosophical dimension of a story, with respect to stories for children. It is also concerned with the variable possibilities how to use stories in the Philosophy for Children dialogue. Using the knowledge of literally science and using the articles about the role of story in Philosophy for Children, the thesis elaborates the definition of the philosophical dimension of story. Its further attempt is to suggest general method how to seize the philosophical dimension of every possible story for the purpose of philosophical dialogue with children. The suggested method is applied on the stories The Little prince by A. Saint-Exupery and The Lion, the Witch and the Wardrobe by C.S. Lewis in the last part of the thesis.

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed. / Godkänd; 2016; 20160518 (vikvik); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Viktor Gardelli Ämne: Pedagogik / Education Avhandling: TO DESCRIBE, TRANSMIT, OR INQUIRE Ethics and technology in school Opponent: Gudmundur Frimannsson, School of Humanities and Social Sciences, Faculty of Education, University of Akureyri, Akureyri, Island, Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 2 september 2016, kl. 10.00 Plats: D770, Luleå tekniska universitet

This thesis deals with the possibilities of using the programme Philosophy for Children to fulfill the objectives of the cross-curricular subjects at Primary school. The theoretical part includes a summary of the objectives of elementary education, then it describes the cross-curricular subjects of the Framework Education Programme for Elementary Education and Philosophy for Children and their interconnection. In the practical part, seven lessons using methods of Philosophy for Children, taught in the 5th year of Primary school, are described and they are analyzed from the philosophical point of view and from the point of view of including the cross-curricular subjects. In the reflection, these lessons are evaluated and the possibility of developing certain skills of pupils in case of longer-term using of this programme is mentioned.

Erika Cudworth's Developing Ecofeminist Theory provides a helpful foundation for a non-essentialist, properly intersectional ecofeminist account of oppression, marginalization, and domination, but her rejection of what she refers to as "postmodernism" appears to be based on a misreading of Judith Butler. I attempt to provide a synthesis of Cudworth's framework with Butler, particularly through the use of Karen Barad's agential realism, in order to provide possibility for new alliances between ecofeminism and other anti-oppressive frameworks. I then examine what it might look like to do ecofeminist praxis, given the complex view of agency, ontology, and intersectionality rendered by such a synthesis. I draw from bicycling as an example from which to extrapolate what it means to resist oppression, and then draw from the Philosophy for Children movement to consider what such resistance might look like within the classroom. This dissertation thus attempts to move from theory to practice, recognizing that "the real world" is both always at hand and also subject to performative deconstruction.