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

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細微差別

Important Examples of Banach Spaces,plex, and that it is important not to jump to conclusions. Nevertheless, there is a dimension of value in personality traits, especially the two large ones, the P factor, which seems to indicate a personal stability preferable to any other combination of traits or dimensions, as opposed to the p fac

Multiple

https://doi.org/10.1007/0-387-28142-8 P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that ar

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天賦

Finite Representability of ,-Spaces, adopt specific values by means of the P4C programme arguing that the P4C programme is the proper means for teaching intellectual virtues. However, I argue that the founders’ account of moral education does not explain what entitles one to the claim that the participants have adopted the virtues and

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Conceptions of Childhood and Moral Education in Philosophy for Children978-3-662-64180-4Series ISSN 2662-5040 Series E-ISSN 2662-5059

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Dina Mendon?a,Florian Franken FigueiredoBook discusses different philosophical conceptions of childhood.Book deals with different understandings of ethics and morality.Book relates Philosophy for Children to children’s ethical and moral edu

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慢慢流出

Schooling, Neoteny, Ethical Reconstruction, and the Child as Privileged Stranger,he human is the species marked by cultural evolution because of the brain’s lifelong capacity for growth and change—that is, the ability to learn and self-reconstruct throughout the life cycle. This paper argues that the school is at least potentially a collective laboratory for cultural evolution,

緯度

Daring a Childlike Writing: Children for Philosophy, Moral End, and the Childhood of Conceptions,an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, ’philosophy for children”, and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida