Philosophy for Children in China: A Late Preliminary Anti - RePort

Abstract

Introduction:  In his classic study, The Structuring of Pedagogical Discourse (Volume IV: Class, Codes and Control. London: Routledge, 1990) the British sociologist of education Basil Bernstein wrote that whatever the dominant educational ideology of the moment, the most prominent characteristic of pedagogical practices and principles are their formidable uniformity. For those of us who
work in philosophy for children, one of our most important challenges is to see whether the practice of philosophy could eventually contribute to any transformation of those practices and principles.