Destabilizing Stereotyped Concepts in Childhood: Some Opportunities and Risks of Philosophy for Children as an Aid to PVE

Autor/in	Fletcher, Natalie M.
Titel	Destabilizing Stereotyped Concepts in Childhood: Some Opportunities and Risks of Philosophy for Children as an Aid to PVE
Quelle	In: Prospects: Quarterly Review of Comparative Education, 48 (2020) 1-2, S.61-78 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-019-09446-0
Schlagwörter	Philosophy; Children; Prevention; Violence; Early Intervention; Cognitive Development; Thinking Skills; Skill Development; Misconceptions + Suchen Sie Ihr Suchwort? Philosophie; Child; Kind; Kinder; Prävention; Vorbeugung; Gewalt; Kognitive Entwicklung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Missverständnis
Abstract	This article explores how the philosophy for children (P4C) pedagogical model might be well positioned to support the educational strategies associated with the prevention of violent extremism, through early intervention in children's concept development. Specifically, it considers how the stereotyping of concepts risks interfering with children's reasoning by engendering relationally problematic views that skew what they might consider valuable, resulting in epistemic rigidity and reduced opportunities to practice responsible autonomy. In response to such risks, the article proposes promising avenues for P4C facilitation, with an aim to cultivate flexible thinking in children and thereby support their evolving competence as emerging agents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01