This book allows philosophers, literary theorists, and education
specialists to come together to offer a series of readings on works
of children's literature. Each of their readings is focused on
pairing a particular, popular picture book or a chapter book with
philosophical texts or themes. The book has three sections-the
first, on picturebooks; the second, on chapter books; and the
third, on two sets of paired readings of two very popular
picturebooks. By means of its three sections, the book sets forth
as its goal to show how philosophy can be helpful in reappraising
books aimed at children from early childhood on. Particularly in
the third section, the book emphasizes how philosophy can help to
multiply the type of interpretative stances that are possible when
readers listen again to what they thought they knew so well. The
kinds of questions this book raises are the following: How are
children's books already anticipating or articulating philosophical
problems and discussions? How does children's literature work by
means of philosophical puzzles or language games? What do
children's books reveal about the existential situation the child
reader faces? In posing and answering these kinds of questions, the
readings within the book thus intersect with recent, developing
scholarship in children's literature studies as well as in the
psychology and philosophy of childhood.
General
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