Offers both theoretical and practical insights into the dialogue between adults and children as a democratic model for schooling.
Childhood, Philosophy, and Dialogical Education explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives-of childhood, of subjectivity (psychohistory), and of education-the author offers the possibility of a form of schooling that fosters democratic sensibilities and teaches direct democracy through actual practice.
Table of Content
Acknowledgments
Foreword
Walter Omar Kohan
Introduction
1. The Politics of Subjectivity, Philosophy of Childhood, and Dialogical Education
2. Neoteny, Dialogical Education, and an Emergent Psychoculture
3. Young Children and Ultimate Questions: Romancing at Day Care
4. Becoming Child: Wild Being and the Post-Human
5. Paths in Utopia: School as Holding Environment for the Dialogical Self
6. Practicing Philosophy of Childhood: Teaching in the (R)evolutionary Mode
7. Intermezzo One: My Name Is Myshkin
8. Anarchism and Education: In Search of a New Reality Principle
9. Community of Philosophical Inquiry and the Play of the World
10. Intermezzo Two: Dreamers
11. Rhizomatic Curriculum Development in Community of Philosophical Inquiry
12. Dialogue and Dialectic in the Politics of the Self
Bibliography
Index
About the author
David Kennedy is Professor Emeritus of Educational Foundations at Montclair State University. He is the coeditor (with Brock Bahler) of Philosophy of Childhood Today: Exploring the Boundaries and the author of The Well of Being: Childhood, Subjectivity, and Education, also published by SUNY Press, among many other books.
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