Philosophy, Art or Pedagogy? How should children experience education?

There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, pur...

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Bibliographic Details
Published in:Educational philosophy and theory 2014-09, Vol.46 (11), p.1258-1269
Main Author: Doddington, Christine
Format: Article
Language:English
Subjects:
Children
Children & youth
Children and philosophy
Democracy
Dewey
discussion
Discussion (Teaching Technique)
Educational Theories
Experience
Inquiry
pedagogy
Personality Traits
Philosophy
philosophy in schools
primary curriculum
Progressive Education
Study and teaching
Teaching Methods
wonder
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Summary:There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant for their approach. This article explores what might count as educational in the practice of children 'doing' philosophy, by reconsidering Dewey's notion of 'experience'. The educational desire to generate inquiry, thought and democracy is not lost, but a view that philosophy takes its impetus from wonder is introduced to help re-evaluate what might count as educational experience in a Deweyan sense.
ISSN:0013-1857
1469-5812
1469-5812
DOI:10.1080/00131857.2012.755753