There is a growing interest in philosophy with children, based on the belief that classroom philosophising not only enhances children's oral language, literacy and thinking but also promotes independence of mind and spirit, benefiting the children, their teachers and the school as a whole.
Children as Philosophers is an accessible and thought-provoking book that balances an exploration of theoretical and critical considerations of using philosophy in the classroom with real examples of children working as philosophers.
Based on research by the author with primary school students, and full of practical suggestions for teachers, it demonstrates that, from a young age, children are capable of engaging in a sophisticated process of dialogue and enquiry and argues that they should have space and time to do so. The book offers a structure for moral enquiry within the PSHE and Citizenship curriculum. It discusses the pleasures and challenges for adults in managing discussion and facing children's claims to knowledge in the philosophical arena. The book addresses the well-established Philosophy for Children movement, developed in the USA and Australia, and puts this into a UK context.

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy.

Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children's experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different - more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children's literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children's voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example: historical perspectives on the field democratic participation and epistemic, pedagogical and political relationships philosophy as a subject and philosophy as a practice philosophical teaching across the curriculum embodied enquiry, emotions and space knowledge, truth and philosophical progress resources and texts for philosophical inquiry ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy.

Written specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes.

The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include:

Drawing on readers experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time."

Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children's experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different - more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children's literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.

Since the publication of the first edition of Children as Philosophers in 2002 there has been an enormous growth of interest in philosophy with children. This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum. The book demonstrates children's capacities to engage in sophisticated processes of dialogue and enquiry about a wide range of issues and underlines the importance of listening to children's ideas. The author discusses the pleasures and challenges for adults in managing discussion and responding to children's claims to knowledge in the philosophical arena. The author also addresses the well-established Philosophy for Children movement, developed in the USA and Australia and links this to the principles of Every Child Matters. This fascinating book is an invaluable resource for all teachers and trainees seeking a thoughtful and contextualised introduction to the theory and practice of philosophical enquiry with children, including: expanded discussion on children's voice and participation at school the theory and practice of dialogical approaches to teaching and learning new evidence of the educational impact of philosophy with children in the classroom what should inform the professional choice of resources for teaching philosophy wider international debates about learning styles, skills and intelligence. New reports are presented from children, teachers, from the fields of Gifted and Talented and Special Needs Education and from international research carried out over the last five years.

Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy.

Since the publication of the first edition of Children as Philosophers in 2002 there has been an enormous growth of interest in philosophy with children. This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum. The book demonstrates children's capacities to engage in sophisticated processes of dialogue and enquiry about a wide range of issues and underlines the importance of listening to children's ideas. The author discusses the pleasures and challenges for adults in managing discussion and responding to children's claims to knowledge in the philosophical arena. The author also addresses the well-established Philosophy for Children movement, developed in the USA and Australia and links this to the principles of Every Child Matters.This fascinating book is an invaluable resource for all teachers and trainees seeking a thoughtful and contextualised introduction to the theory and practice of philosophical enquiry with children, including: expanded discussion on children's voice and participation at school; the theory and practice of dialogical approaches to teaching and learning; new evidence of the educational impact of philosophy with children in the classroom; what should inform the professional choice of resources for teaching philosophy; and, wider international debates about learning styles, skills and intelligence. New reports are presented from children, teachers, from the fields of Gifted and Talented and Special Needs Education and from international research carried out over the last five years.

Written specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes.

The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include:

Drawing on readers experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time."

"Perspectives on Participation and Inclusion" draws on the research and scholarship of academics working in the field of Education Studies. The writers are concerned with enduring yet contemporary themes: making education engaging and vital for both learners and educators, and achieving wider participation and more effective and meaningful inclusion for all.
- The book draws on philosophical ideas and educational theories, practical examples and case studies in a wide variety of educational settings and styles.
- Through the medium of brief 'edu-autobiography', each chapter is situated in the context of the author's life as an educator, appealing to readers to consider ways in which the ideas and examples discussed could be pertinent to their own life or work in education.
- Includes sections on voice and empowerment, critical and alternative perspectives on inclusion in education, and practical approaches to widening participation.
- Authors discuss ideas such as 'otherness' and 'voice', freedom, belonging and well-being in education and the relational nature of learning.
"Perspectives on Participation and Inclusion" is a key text for Education Studies students. In addressing fundamental questions in education, the audience will encompass school practitioners, student teachers and lecturers in further and higher education. This book will also be of interest to students and professionals in fields such as childhood studies and youth and community studies.

"Perspectives on Participation and Inclusion" draws on the research and scholarship of academics working in the field of Education Studies. The writers are concerned with enduring yet contemporary themes: making education engaging and vital for both learners and educators, and achieving wider participation and more effective and meaningful inclusion for all.
- The book draws on philosophical ideas and educational theories, practical examples and case studies in a wide variety of educational settings and styles.
- Through the medium of brief 'edu-autobiography', each chapter is situated in the context of the author's life as an educator, appealing to readers to consider ways in which the ideas and examples discussed could be pertinent to their own life or work in education.
- Includes sections on voice and empowerment, critical and alternative perspectives on inclusion in education, and practical approaches to widening participation.
- Authors discuss ideas such as 'otherness' and 'voice', freedom, belonging and well-being in education and the relational nature of learning.
"Perspectives on Participation and Inclusion" is a key text for Education Studies students. In addressing fundamental questions in education, the audience will encompass school practitioners, student teachers and lecturers in further and higher education. This book will also be of interest to students and professionals in fields such as childhood studies and youth and community studies.