Discourses of Educational Rights in Philosophy for Children: On the Theoretical and Practical Merits of Philosophical Education for Children

This article aims to put into dialogue Philosophy for Children (P4C) and education rights. Whereas rights have robust conceptualizations and have been the topic of many scholarly discussions, scholarship on P4C still has a lot to unpack for a more expansive understanding, especially when scaled up to the level of rights. This work asks whether or not the rhetoric of “rights” can be used to discuss if P4C has a rightful place to be a mandatory part of school curriculum. Thus the article explores how P4C is positioned between children education and rights discourses. The range of views on P4C is broad enough to prevent the concentration of discursive power in a single source or authority in terms of scale of discussion. P4C is therefore subject to both scrutiny and praise in the same way that other human rights ideologies have been. In conclusion, this work hopes to speak and contribute to the literature on P4C by problematizing children’s discursive positions as learners and citizens with rights

"Back to the Future" in Philosophical Dialogue: A Plea for Changing P4C Teacher Education

While making P4C much more easily disseminated, short-term weekend and weeklong P4C training programs not only dilute the potential laudatory impact of P4C, they can actually be dangerous. As well, lack of worldwide standards precludes the possibility of engaging in sufficiently high quality research of the sort that would allow the collection of empirical data in support the efficacy of worldwide P4C adoption. For all these reasons, the authors suggest that P4C advocates ought to insist that programs of a minimum of five philosophy courses be accepted as the recognized standard for any teacher to legitimately claim that she is teaching Philosophy for Children

Trust, Well-being and the Community of Philosophical Inquiry

Trust is vital for individuals to flourish and have a sense of well-being in their community. A trusting society allows people to feel safe, communicate with each other and engage with those who are different to themselves without feeling fearful. In this paper I employ an Aristotelian framework in order to identify trust as a virtue and I defend the need to cultivate trust in children. I discuss the case study of Buranda State School in Queensland, Australia as an instance of successful school reform that reinstates trust in an educational setting. Buranda makes use of the community of inquiry (CoI) pedagogy practiced by advocates of philosophy for children (P4C). Educators may create a safe space in the classroom by using the CoI and giving children the chance to voice their ideas and build upon, as well as question, those of others in a democratic and respectful manner. Through this pragmatic dialogue, trust may be established, along with a sense of belonging that supports well-being in the classroom as well as in life

Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10.

The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they had formulated themselves in response to a series of texts in preparation for a community of philosophical enquire. Group discussions were analysed, paying attention to verbal and non-verbal communication. We argue that reading scores do not necessarily indicate inability to engage in literate thinking. When dialogic approaches are used and pupils are given opportunities to work in small group to formulate their own questions and evaluate their potential for generating enquiry, they demonstrate their ability to use higher-order language skills. Dialogic approaches can challenge the hegemonic impact of standardised testing that dominates modern schooling A dialogic approach to teaching listens to pupil voice and has the potential to change how adults view children and contribute to an epistemological paradigm shift away from positivism towards dialogism

Communicating Toward Personhood

Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the ugly side effect of animosity toward outsiders. Given the increasing heterogeneity of our world, the goal therefore must be to enhance connectivity of the “bridging sort,” i.e., connecting across differences. This, in turn, requires that we first clarify what bridging communicative styles looks like. Examining communication as it might transpire in Kant’s kingdom of ends, through the perspective of Habermas’ “communicative action,” and within the scientific community, offers a compelling suggestion that there is a way of communicating such that, if adopted, one would come to view others as if they were persons, i.e., that a bridging communicative style facilitates a kind of bonding that sees through differences toward the commonality of personhood. This paper will briefly explore how communicating toward personhood might be promoted

Enabling identity: The challenge of presenting the silenced voices of repressed groups in philosophic communities of inquiry

This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on the recognition of diverse narratives within a web of communal narratives that does not favour the meta-narrative. It reports on the experiences of moderators and students from weak and excluded sectors of society in two countries whose participation in communities of philosophical inquiry gave them not only a “voice” but also a presence and identity

A Matter of Matter and Antimatter

A discrete quantum gravity model given by a quantum sequential growth process (QSGP) is considered. The QSGP describes the growth of causal sets (causets) one element at a time in discrete steps. It is shown that the set \pscript of causets can be partitioned into three subsets \pscript = (\rmant)\cup (\rmmix)\cup (\rmmat) where \rmant is the set of pure antimatter causets, \rmmat the set of pure matter causets and \rmmix the set of mixed matter-antimatter causets. We observe that there is an asymmetry between \rmant and \rmmat which may explain the matter-antimatter asymmetry of our physical universe. This classification of causets extends to the set of paths $\Omega$ in \pscript to obtain \Omega =\Omega ^{\rmant}\cup\Omega ^{\rmmix}\cup\Omega ^{\rmmat}. We introduce a further classification \Omega ^{\rmmix}=\Omega_{\rmm}^{\rmmix}\cup\Omega_{\rma}^{\rmmix} into matter-antimatter parts. Approximate classical probabilities and quantum propensities for these various classifications are considered. Some conjectures and unsolved problems are presented.Comment: 22 pages, including 1 figur

Gaussian 1-2-1 Networks: Capacity Results for mmWave Communications

This paper proposes a new model for wireless relay networks referred to as "1-2-1 network", where two nodes can communicate only if they point "beams" at each other, while if they do not point beams at each other, no signal can be exchanged or interference can be generated. This model is motivated by millimeter wave communications where, due to the high path loss, a link between two nodes can exist only if beamforming gain at both sides is established, while in the absence of beamforming gain the signal is received well below the thermal noise floor. The main result in this paper is that the 1-2-1 network capacity can be approximated by routing information along at most $2N+2$ paths, where $N$ is the number of relays connecting a source and a destination through an arbitrary topology