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Abstract: Philosophical work with children - which I take as an encompassing and slightly more descriptive phrase to cover a range of educational activities with children and young people in which philosophy plays a role - occupies a rather unique place in the contempo
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Abstract: Philosopher of Education, Gert Biesta, presented at the 18th ICPIC conference in Madrid and published his paper in this same Special Issue. In this paper, I put these in the context of current transdisciplinary conversations in academia about posthuman subjec
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Abstract: Gert Biesta presented at the 2017 ICPIC conference in Madrid and published his paper in this Special Issue. In this paper I attempt to bring into conversation his presentation, P4C practice, and work on racism and the Community of Inquiry. I do so by asking t
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Abstract: This article addresses a particular element of Gert Biesta's presentation to the International Council for Philosophical Inquiry with Children conference in Madrid, 2017: the notion of grown-upness and how this might be problematic in practising Philosophy wi
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Abstract: Biesta states at the beginning of his intervention that he will speak "as an educationalist," outside not only of "philosophical work with children" but "outside of philosophy." What are the implications of these assumptions in terms of "what is philosophy?"
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Abstract: In this paper, I first summarize what I take to be the main points of Biesta's presentation, and proceed to offer some criticisms from the perspective of analytic philosophy. I propose an alternative framework for viewing the self as subject in the world whic
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Abstract: Biesta thinks that teaching is imperiled by the contemporary emphasis on student learning and the constructivist epistemology behind it - a phenomenon he refers to as "learnification." For him, learning transforms the world into an object of understanding and
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Abstract: Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desire
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Abstract: The article refers to Biesta's distinction between two subject positions that are related to what philosophy with children (PWC) is and what it could be. The author attempts to demonstrate - by referring to a different philosophical practice, the philosophy c
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Abstract: People who attended the ICPIC conference last summer were given a opportunity to consider some perspectives offered by the acknowledged scholar and educational thinker, Gert Biesta. His presentation in Madrid focused on exploring the educational significance
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Abstract: This article takes issue with Gert Biesta's lecture and the interpretation that one of his main arguments leads to the conclusion that the world is essentialist in nature. Thus, for any specific kind of entity, there is a set of characteristics, all of which
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Resumen: Biesta plantea, entre otros, varios temas que merecen algunas precisiones. En primer lugar, destaca que la subjetivación debe ocupar un lugar preferente en la educación, tesis con la que estoy de acuerdo, pero también son fundamentales, de manera especial en
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Abstract: In this paper the question of the kind of dialogue that is possible between P4wC and Gert Biesta's educational thinking is explored. The assumption - based also upon a reflection about the style of argumentation of Biesta when he addresses P4wC - is that a di
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Abstract: Biesta raises questions about the relationship between thinking and education. He wonders whether there are dimensions of education that cannot occur through the advancement of thought alone. In this paper I consider this prospect in relation to the community
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Abstract: In this paper, I provide a response to papers that were written in response to the keynote I presented at the 2017 ICPIC conference in Madrid and to the written version of this keynote, published in this journal. I try to clarify what was 'at stake' in the pa
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Resumo: Resumo Este artigo é baseado no conteúdo de uma apresentação que ocorreu no Congresso do ICPIC em Madri, intitulada "O improviso como meio de questionar e inventar", na qual uma metáfora do jazz é introduzida para a educação e a filosofia. Os argumentos propo
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Resumo: É curioso notar como a aprendizagem e a educação são tratadas por filósofos e teóricos políticos e sociais. Em nossa contribuição, discutiremos os 'filósofos da aprendizagem social' (por exemplo Habermas e Latour), os filósofos-da-infância (como exemplos Lyot
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