From Listening to Asking: Issues of Power Balance in P4C

Autor/in	Ide, Kanako W.
Titel	From Listening to Asking: Issues of Power Balance in P4C
Quelle	In: New Zealand Journal of Educational Studies, 57 (2022) 1, S. 7-20Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-021-00225-0
Schlagwörter	Forschungsbericht; Children; Philosophy; Educational Theories; Criticism; Educational Philosophy; Listening; Advocacy; Educational Environment + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Philosophie; Educational theory; Theory of education; Bildungstheorie; Kritik; Bildungsphilosophie; Erziehungsphilosophie; Hörvorgang; Zuhören; Sozialanwaltschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article explores a P4C-style of response to criticisms addressed to P4C's inconsistencies. The main argument against P4C is that, although P4C theory stands for, by, and with children in terms of educational philosophy, P4C advocates do not follow the same approach when they defend P4C theory from criticism. By developing a discussion about listening and education through Megan Laverty's idea of listening, Jane Roland Martin's idea of pretending as if listening, and Darren Chetty and Judith Suissa's idea of misunderstanding as if listening, Kanako W. Ide argues that the central business for P4C advocates with regard to these criticisms is not to respond to them well, but rather to create a suitable educational environment for children to deliberate and discuss them, thereby allowing the adults to extract the children's wisdom and apply it to this adult-generated problem. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01