Vol. 41 No. 2 (2021)

Articles

• Editor's Welcome

  Jason J. Howard

  • PDF

• Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining

  Natalie M. Fletcher

  1-18

  • PDF

• Can Philosophy Aid the Adjustment of Newcomer Children?

  Parmis Aslanimehr

  19-31

  • PDF

• How Can Rationality Empower Children?

  Anne Brel Cloutier

  32-46

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• Does Philosophical Dialogue Cause Children to Reject Adult Authority?

  Olivier Michaud, Mathieu Gagnon

  47-60

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• P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry?

  Jason Taylor

  61-76

  • PDF

• The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World

  Maria Miraglia

  77-91

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• Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique

  Desireé E. Moodley

  92-105

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• Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education

  Ben Kilby

  106-121

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• Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy

  Susan Gardner

  122-127

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• Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter

  Richard Morehouse

  128-132

  • PDF