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Now for reading online: “Arab-Muslim Civilization in the Mirror of the Universal: Philosophical Perspectives” | UNESCO

The 34 pedagogical sheets assembled in this publication elucidate in a detailed way the large intellectual, spiritual, artistic and political foundations on which the Arab-Muslim civilization is based. The sheets are of philosophical nature while they also delineate the intellectual figures and key inventions that have marked this civilization.
This documented, analytical and illustrated collection has been produced for the attention of trainers and teachers, and more widely for all actors of the education sector, the media and civil society.

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Childhood Philosophy | Philosophy For Children New Zealand | P4C

Childhood Philosophy | Philosophy For Children New Zealand | P4C | Butterflies in my head | Scoop.it

P4CNZ is the New Zealand association for Philosophy for Children. P4CNZ is an associate of the Federation of Australasian Philosophy in Schools Associations, and it offers training for teachers (and others) who wish to facilitiate philosophical inquiry with children and young people. P4CNZ is a not-for-profit grassroots organisation run by teachers and philosophers who have a commitment to making the benefits of the philosophical community of inquiry available to everyone.

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Article: No credit where it's due, but students are philosophical

Article: No credit where it's due, but students are philosophical | Butterflies in my head | Scoop.it

New Zealand and philosophy in education.

Also check http://www.p4c.org.nz/ ;

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KidsThinkAbout! Philosophy for Kids, Philosophy for Children, Books, Apps, Teacher Resources

KidsThinkAbout! Philosophy for Kids, Philosophy for Children, Books, Apps, Teacher Resources | Butterflies in my head | Scoop.it

Welcome to KidsThinkAboutIt! We think children are natural philosophers and it’s our mission to provide online and print resources to help young thinkers tackle big questions.

We also help parents and teachers have meaningful discussions with their kids about some of the most interesting ideas humans have ever come up with. It’s our goal to help both big and little thinkers bring philosophy to kitchen table, the classroom, the community center, and the clubhouse.

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Quantum Models of Cognition and Decision: by Jerome R. Busemeyer, Peter D. Bruza

Quantum Models of Cognition and Decision: by Jerome R. Busemeyer, Peter D. Bruza | Butterflies in my head | Scoop.it

This book will go long way in trying to explain the easy problems of consciousness. For a richer understanding of the 'hard problems' theories related to the 'Quantum Mind' might be more useful.

Recommended reading:

http://en.wikipedia.org/wiki/Quantum_mind
http://plato.stanford.edu/entries/qt-consciousness/
http://www.quantum-mind.co.uk/;

Two books by Nicholas Humphrey, a prominent figure in research on the evolution of human intelligence and consciousness

- Seeing Red: A Study in Consciousness (Mind/Brain/Behavior Initiative; 2009) http://amzn.com/0674030540 + For a review check http://gu.com/p/2m6yk or http://www.hcs.harvard.edu/~hbr/issues/7.3spring06/articles/seeingred.shtml 

- Soul Dust: The Magic of Consciousness (2011) http://amzn.com/0691138621 for a review check http://www.nytimes.com/2011/05/22/books/review/book-review-soul-dust-the-magic-of-consciousness-by-nicholas-humphrey.html ;

Hard problems of consiousness @ http://en.wikipedia.org/wiki/Hard_Problem_of_Consciousness ;

Book available @ http://amzn.com/110701199X

 

Acknowledgment: Thank you Howard Ellison for suggesting to include Nicholas Humphrey. Visit Howard @ http://www.linkedin.com/profile/view?id=84197902&authType=name&authToken=bQpC&goback=%2Eamf_78660_84197902&trk=NUS_DISC_Q-ncuc_cmtr  

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Stephen Law: Can children think philosophically?

Stephen Law: Can children think philosophically? | Butterflies in my head | Scoop.it

One notable example is the Buranda State School, a small Australian primary school near Brisbane, which in 1997 introduced into all its classes a philosophy program along much the lines outlined above.

A report on the success of the program says,

[f]or the last four years, students at Buranda have achieved outstanding academic results. This had not been the case prior to the teaching of Philosophy. In the systemic Year 3/5/7 tests, our students performed below the state mean in most areas in 1996. Following the introduction of Philosophy in 1997, the results of our students improved significantly and have been maintained or improved upon since that time.

There were substantial payoffs in terms of behaviour too. The report indicates “significantly improved outcomes” occurred in the social behaviour of the students:

The respect for others and the increase in individual self esteem generated in the community of inquiry have permeated all aspects of school life. We now have few behaviour problems at our school. [T]hey are more willing to accept their own mistakes as a normal part of learning and they discuss problems as they occur... A visiting academic commented, ‘Your children don’t fight, they negotiate’… 

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Lipman: Are children natural philosophers?

Matthew Lipman interviewed by Eugenio Echeverria in Reykjavík, Spring 1993.

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5 Classic Children’s Books with Timeless Philosophy for Grown-Ups

5 Classic Children’s Books with Timeless Philosophy for Grown-Ups | Butterflies in my head | Scoop.it

The hallmark of superb writing lies in the ability to compress multiple layers of meaning into a single narrative. Today, we look at five works of literature intended for children but rich in insight and wisdom about our adult reality and the ways of the grown-up world.- Maria Popova

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Iran Book News Agency (IBNA) - Philosophy Book of the Month focusing on Philosophy for Children

Iran Book News Agency (IBNA) - Philosophy Book of the Month focusing on Philosophy for Children | Butterflies in my head | Scoop.it

The editorial of the present issue is penned by Saeid Naji, translator and philosophy expert who writes for children. In this article he briefly introduces the goals of philosophy for children as developed 50 years ago by figures such as Matthew Lipman, Ann Margaret Sharp and Gareth Matthews.

"Unfortunately philosophy for children is often misunderstood as people still take it as simplifying philosophy for the kids, whereas it is a well-organized pedagogical program and tends to reinforce thinking abilities in children to help them improve in their educations and in life," he writes.

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The Philosophy for Children Curriculum, Narrativity and Higher-Order Thinking

The perspective of what it means to be childlike and for P4C-representatives child-philosopherlike is firmly embedded in adult assumptions and desires about how child should be. Philosophical meta-enquiries, however, make it possible to discuss such features and to read against the text through philosophical questioning. Thus, the role of the teacher in complex thinking is paramount, and not the text itself. The implications are that we need to give up the idea that children represent the opportunity for adults to carry out their ideals and to accept that there is no determined relationship between text, experience and truth. The teacher who is exposed‘ does not scaffold existing truths, but problematises the relationship that both learners and teachers have to truths in which they are already installed (Kohan 2011: 346). The choice of text can hinder or support this experiential process of bringing something new into the world.

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Advocating education as social reform

Advocating education as social reform | Butterflies in my head | Scoop.it

“Man is not logical and his intellectual history is a record of mental reserves and compromises. He hangs on to what he can in his old beliefs even when he is compelled to surrender their logical basis.” John Dewey, 1859 – 1952.

As the 20th century dawned, few philosophers had such influence as John Dewey, whose research in psychology and behavior led him to write extensively about education, particularly on the role teachers and education in shaping children’s social adaptation.

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Visual Complexity: Mapping Patterns for the Information Age

Visual Complexity: Mapping Patterns for the Information Age | Butterflies in my head | Scoop.it

Mapping complexity across disciplines in this wonderful publication.

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Hybridity, pt. 1: Virtuality and Empiricism | Hybridity | HYBRID PEDAGOGY

Hybridity, pt. 1: Virtuality and Empiricism | Hybridity | HYBRID PEDAGOGY | Butterflies in my head | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.

 

This is the first in a series of articles that investigates hybridity as it relates to our positions as teachers and scholars, but also as learners, composers, and community members. We also consider the impetus for the naming of this journal and propose various directions the conversations might take us. Click here for part two, “What is Hybrid Pedagogy?” Click here for part three, “What Does Hybrid Pedagogy Do?”

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UNESCO: Towards EFA 2015 and Beyond - Shaping a New Vision for Education

UNESCO: Towards EFA 2015 and Beyond - Shaping a New Vision for Education | Butterflies in my head | Scoop.it

UNESCO’s Asia and Pacific Regional Bureau for Education, in co-operation with the Korean National Commission for UNESCO and UNICEF Regional Offices, held a high level regional expert meeting on the post-2015 education agenda for the region. The meeting brought together renowned regional experts and professionals in education policy and research.

-->Key documents can be downloaded from the website.

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Peter McLaren - Critical Pedagogy, Social Justice and the Struggle for Peace - 1/6

Peter McLaren is internationally recognized as one of the leading architects of critical pedagogy worldwide. McLaren is currently Professor of Education, Graduate School of Education and Information Studies, University of California, Los Angeles (UCLA). Peter McLarens papers are housed and on permanent exhibit at the Paulo and Nita Freire Center for International Critical Pedagogy, McGill University, Montreal, Canada.

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Critical Explorers: Inquiry-Based Curricula and Teaching

Critical Explorers: Inquiry-Based Curricula and Teaching | Butterflies in my head | Scoop.it

Critical Explorers, a non-profit organization, creates and shares inquiry-based curricula and teaching approaches that support critical exploration in public school classrooms. Critical exploration is a teaching and research method suitable for teachers and learners of all ages, both in and out of schools.
Critical exploration in the classroom, a particular approach to teaching, learning, and curriculum, was originated by professor Eleanor Duckworth. A teacher practicing critical exploration selects materials to engage students directly with the subject matter, invites students to express their thoughts, and listens carefully, following the students’ thinking in order to determine what to do next to help them to think more deeply. Thus, curriculum is created or adapted as the teacher nurtures a material environment and intellectual community in which students can take their own thoughts further.

For an introdutory lecture by Eleanor Duckworth on their work check http://snd.sc/PyQ6DI ;

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Philosophy For Young Thinkers - Amy Leask at TEDxMilton

Amy Leask discusses how the todays youth can apply philosophical thinking in todays world. Amy Leask is living proof that you really can do something useful ...
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Habermas, Critical Theory And Education - Preview

Habermas, Critical Theory And Education - Preview | Butterflies in my head | Scoop.it

The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly. This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to the field. The authors examine the contribution Habermas's theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

Additionally, the book answers a range of more specific questions, including: what are the implications for pedagogy of a shift from a philosophy of consciousness to a philosophy of language?; What contribution can Habermas's re-shaping of speech act theory and communicative rationality make to theories of classroom interaction?; and how can his theories of reason and colonization be used to explore questions of governance and accountability in education?

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On Philosophy In Schools – Philosophy For Children With Dr Sue Knight | Token Skeptic

On Philosophy In Schools – Philosophy For Children With Dr Sue Knight | Token Skeptic | Butterflies in my head | Scoop.it

[Audio file of the interview is available on the website]

 

As a resource writer, high school and now university-level teacher, I owe a lot to the Philosophy for Children methodology – known as “P4C”). What makes my experience particularly interesting is that P4C hails from the USA and I am an Australian – it is more popular overseas, than in its place of origin.
The P4C method draws primarily from the pragmatist tradition – Pierce, James, Mead and especially Dewey. The Community for Inquiry (aka CoI) includes Vygotsky’s theory of the internalization of social behavior and, naturally, draws upon the Socratic method with its community approach, with pupils sharing their views on questions drawn from stimulus materials.

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Austrian Center of Philosophy with Children

Austrian Center of Philosophy with Children | Butterflies in my head | Scoop.it

The Austrian Center of Philosophy with Children was set up in 1985 to promote research in philosophy with children and to advance the field in theory and practice. The ACPC runs the Institute of Philosophy with Children.

  The Center also organizes a yearly conference. For more information please visit  http://www-gewi.kfunigraz.ac.at/acpc/english/kongr2012.html

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Alice's Adventures in Wonderland

Open Domain

1865: Lewis Carroll

Illustrations by John Tenniel

Please check this lovely video animation of Alice @ http://archive.org/details/AlicesWonderland ;

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Monty Python’s Best Philosophy Sketches

Monty Python’s Best Philosophy Sketches | Butterflies in my head | Scoop.it

From dead parrots to The Meaning of Life, Monty Python covered a lot of territory. Educated at Oxford and Cambridge, the Pythons made a habit of weaving arcane intellectual references into the silliest of sketches. A classic example is “Mrs. Premise and Mrs. Conclusion Visit Jean-Paul Sartre,” (above) from episode 27 of Monty Python’s Flying Circus.

http://www.openculture.com/2011/11/monty_pythons_flying_philosophy.html

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Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years

The objective of this study is to model the development of critical thinking in groups of pupils aged 4 to 12 years. A previous study, conducted with groups of pupils aged 9 to 12 years who practiced Philosophy for Children (P4C), proposed a model that shows how critical thinking develops in these age groups. The present empirical study was conducted in three geographical contexts (Quebec, Ontario and France) with 17 classrooms of pupils who had practiced P4C. Based on a qualitative method of analysis that stems from the Grounded Theory, analy- sis of the 17 transcripts of exchanges resulted in a revised model of the developmental process of critical think- ing that is defined by four thinking modes and six epistemological perspectives. Using this revised model, a fur- ther analysis of the transcripts illustrated that the development of critical thinking occurred through a process of fading and appropriation/transformation, which is associated with “scaffolding”.

See also 

Chapter 7 Philosophy for Children and the Developmental Process of Dialogical Critical Thinking in Groups of Preschool Children

@http://www.emeraldinsight.com/books.htm?chapterid=17053639 

 

Provided by Directory of Open Access Journals
Downloaded from http://www.scirp.org/journal/PaperDownload.aspx?DOI=10.4236/ce.2011.25061

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World Philosophy Day - November 15: Social and Human Sciences Events | UNESCO

World Philosophy Day - November 15: Social and Human Sciences Events | UNESCO | Butterflies in my head | Scoop.it

UNESCO celebrates philosophy every year on the third Thursday in November. In establishing World Philosophy Day in 2005, the General Conference highlighted the importance of this discipline, especially for young people, underlining that “philosophy is a discipline that encourages critical and independent thought and is capable of working towards a better understanding of the world and promoting tolerance and peace”. The General Conference was convinced that “the institutionalization of Philosophy Day at UNESCO as world philosophy day would win recognition for and give strong impetus to philosophy and, in particular, to the teaching of philosophy in the world”.

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Achilles and the Tortoise - 60-Second Adventures in Thought (1/6)

Greek philosopher Zeno puzzles us by showing that something finite can be divided into infinite pieces.

 

Free learning from The Open University http://www.open.ac.uk/openlearn/history-the-arts/culture/philosophy --- Ancient mathematical trickery proves that a mi...

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