1. Focuses on a popular literary form, picture books 2. Emphasizes the uniqueness of childhood as a distinct stage of development 3. Explains how to introduce philosophy into classrooms and provides advice about issues related to the use of picture books

1. Focuses on a popular literary form, picture books 2. Emphasizes the uniqueness of childhood as a distinct stage of development 3. Explains how to introduce philosophy into classrooms and provides advice about issues related to the use of picture books

Philosophy Camps for Youth joins its companion, Growing Up with Philosophy Camp, and contributes to the growing body of literature on pre-college philosophy. Providing sound advice, descriptive activities, and precise details for starting, organizing, and running a philosophy camp for pre-K-12 students, Philosophy Camps for Youth is an indispensable guide for anyone interested in hosting their own philosophy camp. The description of diverse camp models-from half day to full day, from one week to multiple weeks, from day-camp to residential-allows readers to build and foster a camp that fits their instructional needs and institutional support. The inclusion of specific camp activities and contributions by campers discussing the activities and themes that had the biggest impact on them, those interested in starting a philosophy camp get valuable guidance from those who have run successful philosophy camps.

In Unlikely Couples, Thomas E. Wartenberg directly challenges the view that narrative cinema inherently supports the dominant social interests by examining the way popular films about ?unlikely couples? (a mismatched romantic union viewed as inappropriate due to its class, racial, or gender composition) explore, expose, and criticize societal attit

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree or disagree with what others have said.

All of us ponder the big and enduring human questions-Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?-but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.

A practical guide to facilitating philosophical conversations with groups (especially in schools) based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices. It divides facilitation up into basic, expert and advanced levels, allowing a teacher to get going with some basic moves and principles allowing for development of facilitation over time. As well as being packed with practical strategies, questioning prompts and methods for developing metacognition and critical thinking in pupils, it also has brand new session plans published nowhere else previously.

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films' ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism. Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker, and Empire, Wartenberg shows how these films express meaningful and pertinent philosophical ideas. This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film.

This book takes the principles explained in Vol.1 and describes a complete classroom practice for conducting philosophical conversations with groups (especially in schools) that has been honed over nearly twenty years of classroom experience by the author and his colleagues at The Philosophy Foundation. Although the method (known here as philosophical enquiry or 'PhiE' for short) has been previously described in many earlier publications, this is by far the most thorough and comprehensive account of the method to date in one place. It includes, not only a thorough explanation of the central ideas of the method complete with current updates, but many extensions to the PhiE method including writing extensions, but most importantly, the extended thinking programme. This is an extension to the PhiE method that implements metacognitive and critical thinking strategies for the participants that has been shaped by two years of reflective research conducted by The Philosophy Foundation and King's College London.

Following the rising trend among younger philosophers to incorporate reflections on film in their theorising, this is a collection of mostly new essays on the relatively unexplored and exciting new area of philosophy and film.

Existentialism pervades modern culture, yet if you ask most people what it means, they won't be able to tell you. In this lively and topical introduction, Wartenberg reveals a vibrant mode of philosophical inquiry that addresses concerns at the heart of the existence of every human being. Wartenberg uses classic films, novels, and plays to present the ideas of now-legendary Existentialist thinkers from Nietzsche and Camus to Sartre and Heidegger and to explore central concepts, including Freedom, Anxiety, and the Absurd. Special attention is paid to the views of Simone de Beauvoir and Franz Fanon, who use the theories of Existentialism to address gender and colonial oppression.

All of us ponder the big and enduring human questions-Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?-but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness.

Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.

In "Unlikely Couples, " Thomas E. Wartenberg directly challenges the view that narrative cinema inherently supports the dominant social interests by examining the way popular films about "unlikely couples" (a mismatched romantic union viewed as inappropriate due to its class, racial, or gender composition) explore, expose, and criticize societal attitudes, boundaries, and prejudices. The films under consideration--including "King Kong," " Pygmalion, It Happened One Night, Pretty Woman, White Palace, Some Like it Hot, Guess Who's Coming to Dinner, Mississippi Masala, Jungle Fever, Ali: Fear Eats the Soul, Desert Hearts, "and" The Crying Game--"are examined both individually and as a whole to illustrate how the genre uses the figure of a transgressive couple to explore tensions in genre's use of the figure of a transgressive couple to condemn social hierarchy as well as to raise a range of significant philosophical topics.

Philosophy Camps for Youth joins its companion, Growing Up with Philosophy Camp, and contributes to the growing body of literature on pre-college philosophy. Providing sound advice, descriptive activities, and precise details for starting, organizing, and running a philosophy camp for pre-K-12 students, Philosophy Camps for Youth is an indispensable guide for anyone interested in hosting their own philosophy camp. The description of diverse camp models-from half day to full day, from one week to multiple weeks, from day-camp to residential-allows readers to build and foster a camp that fits their instructional needs and institutional support. The inclusion of specific camp activities and contributions by campers discussing the activities and themes that had the biggest impact on them, those interested in starting a philosophy camp get valuable guidance from those who have run successful philosophy camps.

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films' ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism. Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker, and Empire, Wartenberg shows how these films express meaningful and pertinent philosophical ideas. This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film.

This book takes the principles explained in Vol.1 and describes a complete classroom practice for conducting philosophical conversations with groups (especially in schools) that has been honed over nearly twenty years of classroom experience by the author and his colleagues at The Philosophy Foundation. Although the method (known here as philosophical enquiry or 'PhiE' for short) has been previously described in many earlier publications, this is by far the most thorough and comprehensive account of the method to date in one place. It includes, not only a thorough explanation of the central ideas of the method complete with current updates, but many extensions to the PhiE method including writing extensions, but most importantly, the extended thinking programme. This is an extension to the PhiE method that implements metacognitive and critical thinking strategies for the participants that has been shaped by two years of reflective research conducted by The Philosophy Foundation and King's College London.

Thoughtful Images demonstrates that there is a rich tradition of illustrations of philosophy that originated in Ancient Greece, spread throughout Europe, thrived in twentieth century America, and continues to this day. It is the first book to isolate this tradition and to explain its relevance for both philosophy and art. It's not surprising that philosophers and others have not acknowledged the existence of this artistic tradition. Illustration is not generally regarded as a genuine art form on a par with painting and sculpture and many believe that the abstract claims made by philosophers are not amenable to being rendered in visual images. Wartenberg shows that the denigration of illustration as an art form is misguided in a number of ways. The book argues that great works of art such as Titian's Rape of Europa are actually illustrations of literary texts-Ovid's Metamorphoses in Titian's case. This undermines the attempt to diminish the artistic achievement of illustrations by seeing them as an inferior art form to painting. That the abstract claims and theories put forward by philosophers are amenable to illustration is supported by the examples discussed in the balance of the book. These examples include illuminated Medieval manuscripts featuring illustrations of Aristotle's ethical theories; the frontispieces of philosophical works in the 17th and 18th century; Friedrich Nietzsche's, Martin Heidegger's, and Michel Foucault's use of paintings to illustrate their theories; the modernist tradition in which art is seen as a form of philosophy; conceptual artists' creation of works that explicitly include ideas taken from Ludwig Wittgenstein's writings; and works of what the author calls "graphic philosophy"-comic books that include visual representations of philosophical ideas.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

A practical guide to facilitating philosophical conversations with groups (especially in schools) based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices. It divides facilitation up into basic, expert and advanced levels, allowing a teacher to get going with some basic moves and principles allowing for development of facilitation over time. As well as being packed with practical strategies, questioning prompts and methods for developing metacognition and critical thinking in pupils, it also has brand new session plans published nowhere else previously.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree or disagree with what others have said.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.