► Versão Em Português
The aim of the project is to research compile, present and publish research material focusing on an exhaustive summary of the main lines of Philosophy for Children that enable the methodology to include a critical-ethical component apt to deal with the plurality of values.
The presented and published theoretical materials will aim to investigate the theoretical structure of the pedagogical philosophical program that enables and fosters philosophical dialogues and enforces the ethical posture it promises to deliver and supports Marta Nussbaum recommendation of Philosophy for Children as a philosophical educational practice fundamental for democratic education (Nussbaum 2010, 73).
Also, it will provide the grounds for establishing the support material for establishing criteria to ensure that the philosophical quality of the pedagogical materials is in line with rigorous thinking that is found in the philosophical discipline. Finally it verifies how philosophy for children promotes argumentative abilities establishing a list of the ways in which the practice confirms the conclusions of Argumentation Theory experts on the role of values, emotions and reasons in arguments.
Argumentation has shows the crucial role of argumentation for education (Mirza & Perret-Clermont 2009) and the research of the project aims to show how Philosophy for Children illustrates some of the insightful conclusions of argumentation theory and potentially increasing the interconnectedness of philosophy and argumentation (Cohen 1995).
Original material will be submitted to a variety of expertise journals such as
P4C-AIM 