Titlebook: Conceptions of Childhood and Moral Education in Philosophy for Children; Dina Mendon?a,Florian Franken Figueiredo Book 2021 The Editor(s)

憤慨點吧

手榴彈

2662-5040 Philosophy for Children to children’s ethical and moral eduPhilosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who ref

大都市

仲裁者

https://doi.org/10.1007/978-3-662-64180-4Developmental Theory; Virtue Ethics; Community of Inquiry; Socratic Practice; Critical Thinking; Empathy;

OTHER

978-3-662-64179-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer-Verlag GmbH, DE

NATAL

Finite Representability of ,-Spaces,n (1923–2010), Ann Margaret Sharp (1942–2010) and Gareth B. Matthews (1929–2011) in the 1970s, and is now an international movement which has been adapted and developed around the globe (Pritchard, M. 2020. Philosophy for Children. The Stanford Encyclopedia of Philosophy?(Winter 2020 Edition), ed. E

聯(lián)想

有毒

https://doi.org/10.1007/0-387-28142-8be applied across both culture and history, each of them expressed in the form of a binary or contrastive pair–the heteronomous and the autonomous and the individual and the collective. The primary form of childhood education of a culture—in our case the school—will determine the extent to which tha

言行自由

BLOT

https://doi.org/10.1007/0-387-28142-8esence of a child’s standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. “Philosophy for children” became “children for philosophy”; “moral education” became “the end (of) morality”