Nove prakse filozofije:
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| Format: | Buch |
| Sprache: | Slovenian |
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| Beschreibung: | Naklada 150. - Literaturverzeichnis Seite 111-116 |
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| ISBN: | 9789612532284 |
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| adam_text | з KAZALO 1 Uvod: filozofija kot učenje mišljenja in filozofija kot orientacija 5 2 Filozofske kavarne И 3 Sokratski dialog 26 4 Filozofija za otroke: osnove programa 36 5 Filozofija otroštva in filozofija otrok 46 6 Dialektike skupnosti raziskovanja 51 7 Od filozofije za otroke do filozofije z otroki 63 8 Demokracija, šola in filozofija za otroke 73 9 Državljanska vzgoja, filozofija za otroke in participacija 83 ІО Filozofija in terapija 95 11 Sklep 12 Literatura in viri 111 із Stvarno in imensko kazalo 117 108
Ill 12 LITERATURA IN VIRI Ackermann, R. (1988). Wittgensteins City. Amherst: The University of Massachusetts Press. Badiou, A. (2011). Wittgensteins Antiphilosophy. New York: Verso. Berdsïey, M. Berdİsey, L. (2000). What is Philosophy? V Š. Cahn (ur.), Exploring Philosophy (3-12). Oxford: Oxford University Press. Berestetsky, A. (2002). Ouvrir le banquet de la connaissance. V M. Tozzi (ur.), Nouvelles pratiques philosophiques en classe (9-12). Rennes: Canopé-CRDP. Biesta, G. (2011). Philosophy, Exposure and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education, 45 (2). 315-319· Birnbach, Ď. Kronhn, Ö. (ur.) (2002). Das sokratische Gespräch. Ditzingen: Reclam. Birnbach, D. Kronhn, D. (2004). Socratic Dialogue and self-directed learning. V R. Saran, В. Niesser (ur.), Enquiring Minds (9-13). London: Trentham Books. Brenifier, O. (1999). Les cafés philosophiques, Diotime, 2. Brenifier, О. (2007). Regard critique sur la méthode Lipman. V O. Brenifier. La pratique de la philosophie à lecole primaire (261-296). Toulouse: Sedrap Éducation. Brenifier, O. (2007). Izpraševati vprašanje. FNM, 2007 (1), 70-76. Brenifier, O. (2003). Enseigner par le débat. Rennes: CRDP de Bretagne. Callan, E. (1993). Democracy and Schooling. V J.P. Portelli (ur), Reason and Values (151-170). Calgary: Detselig Enterprises Ltd. Cane, M. (2003). Group roles in community of inquiry. Thinking, 16 (3), 12-16. Cohen, E. D. (2009). Critical Thinking Unleashed. Lanham: Rowman Littlefield. Creswell, R. (1994). Contested values and Philosophy for children in
a pluralist, democratic state. Critical Creative Thinking, 2, 29-35. Crick, B. (2000). Essays on Citizenship. London: Continuum. Curren, R. (2007). Editorial. Theory and Research in Education, 5(3), 259-60. Daniel, M. F. (1997). La philosophie et les enfants. Bruxelles: De Boeck Belin. Davson-Galle, P. (1999). Democracy, philosophy and schools. Critical Creative Thinking, 7 (1), 10-17. De Bono, E. (1992). Tečaj mišljenja. Ljubljana: Ganeš. Droit, R. (1995). Philosophy and Democracy in the World. Paris: UNESCO. Ecclestone, K. Hayes, D. (2009). The Dangerous Rise of Therapeutic Education. New York: Routledge. Elster, J. (1985). Sour Grapes. Cambridge: Cambridge University Press. Fisher, R. (1998). Teaching Thinking. London: Cassell. Fisher, R. (2008). Teaching Thinking, Philosophical Enquiry in the Classroom. London: Continuum. Fogelin, R. J. (1996). Wittgensteins critique of philosophy. V H. Sluga D. G. Sterba (ur.), The Cambridge Companion to Wittgenstein (11-34). New York: Cambridge University.
112 Nove prakse filozofije Füredi, F. (2003). Therapy Culture: Creating Vulnerability in an Uncertain Age. London: Routledge. Gaber, S. (2001). Konteksti demokratičnega izobraževanja. V A. Gutmann. Demokratična vzgoja (299-324). Ljubljana: Slovensko društvo raziskovalcev šolskega polja. Galichet, F. (2004). Pratiquer la Philosophie à lecole. Paris: Nathan. Galichet, F. (2008). Philosophie pour Enfants: Model argumentative et/ou herméneutique. Diotime, 36. Gardner, S. (1995). Inquiry is no mere conversation. Critical Creative Thinking, 3 (2), 38-49· Gardner, S. (2009). Thinking Your Way to Freedom. Philadelphia: Temple University Press. Gauchet, M. (2003). La démocratie contre elle-même. Paris: Gallimard. Genova, J. (1995). Wittgenstein, A Way of Seeing. London: Routledge. Gorhan, G. (2006). Debattre pour donner le sens. Diotime, 29. Gorhan, G. (2004). Café philo: Quelle ‘méthode’ pour quel ‘débat’? Diotime, 21. Gregory, M. (2007). A Framework for Facilitating Classroom Dialogue. Teaching Philosophy, 30 (1), 59-84. Gregory, M. (2008). Philosophy for Children, Practitioner Handbook. Montclair: The Institute for Advancement of Philosophy for Children. Gregory, M. (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy ofEducation, 45 (2), 199-219. Greyling, C. (2006). The Heart of Things. London: Phoenix. Gutmann, A. (2001). Demokratična vzgoja. Ljubljana: Slovensko društvo raziskovalcev šolskega polja. Hacker, P.M.S. (1997)· Wittgensteins Place in Twentieth-century Analytic Philosophy. Oxford: Blackwell. Hadot, P. (1995). Quêst-ce que la
philosophie antique. Paris: Gallimard. Hadot, P. (2009). Kaj je antiena filozofija?. Krtina: Ljubljana. Hahn, Ć.L. (1987). The Right to a Political Education. V Ť. N. Bernstein (ur. j, Human Rights and Education (173-187). Oxford: Pergamon Press. Hallet, G. (1991). Essentialism, A Wittgensteinian Critique. Albany: State University of New York Press. Haynes, J. (2002). Children as Philosophers. London: Routledge. Haynes, J. Murris, К. (2011). The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children, Journal ofPhilosophy ofEducation, 45 (2), 285-303. Haynes, J. (2014). Is Philosophy for Children characteristic of the ‘therapeutic turn’ in education?. Pridobljeno 27.1. 2014 s (https://www.philosophy-of education.org/ conferences/pdfs/MurrisSymposium_JoannaHaynes.pdf). Heckmann, G. (2004). Six pedagogical measures and Socratic facilitation. V R. Saran В. Neisser (ur.), Enquiring Minds (107-119). Stoke on Trent: Trentham Books. Hribar, T. (2004). Slovenska filozofija in njeno okolje. Nova revija 263/264, տէր. 230-246. Hutto, D. (2006). Wittgenstein and the End of Philosophy. New York: Paigrave.
Literatura in viri Hymer, В. Sutcliffe, R. (2012). P4C Pocketbook. Alresford: Management Pocketbooks. IĆPIĆ (2015). Mission statement. Pridobljeno 30.11. 2015 s (http://icpic.org/about-icpic/). Justin, J. (1997). Komunicirati o etičnem in družbenem. V J. Justin (ur.), Etika, družba, država IL (107-121). Ljubljana: Pedagoški inštitut. Kahne, J. Westheimer, J. (2000). Education for Action. Preparing Youth for Participatory Democracy. The School Field, 11 (1-2), 21-40. Kahne, J. Westheimer, J. (2003). Teaching Democracy: What Schools Need to Do, Phi Delta Kappa, 85 (1), 57-66. Kahne, j. ¿ Westheimer, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal, 41 (2), 237-269. Kahne, J. Westheimer, J. (2009). The Limits of Efficacy, Educating Citizens for a Democratic Society. V J. Giarelli B. Rubin (ur.), Social Studies for a New Millennium: Re-Envisioning Civic Education for a Changing World (289-296). Mahwah, NJ: Lawrence Erlbaum. Keane, J. (1992). Mediji in demokracija. Ljubljana: Izdajateljsko in publicistično središče. Kennedy, D. (1995). Philosophy for Children and School Reform. V J. P. Portelli (ur.), Children, Philosophy, Democracy (159-177). Calgary: Detselig Enterprises Ltd. Kennedy, D. (1997). The five communities. Inquiry, 16 (4), 66-86. Kennedy, D. (2004). Communal philosophical dialogue and the intersubject. International Journal of Applied Philosophy, 18 (2), 203-18. Kenny, A. (2008). Philosophy states only what everyone admits. V A. Kenny, From Empedocles to Wittgenstein. New York: Oxford University Press.
Kocijančič, G. (2005). Temeljni pojmi Platonovih dialogov. V Platon. Zbrana dela II. Celje: Mohorjeva družba Celje, 1050-1205. Kohan, W. (2005). Brésil: Regard critique sur la méthode Lipman II, Diotime 1. Laverty, M. (2003). The role of confession in community of inquiry: Self-revelation as self-justification. Thinking, 16 (3), 30-35. Laverty, M. Gregory, M. (2007). Evaluating classroom dialogue: Reconciling internal and external accountability. Theory and Research in Education, 5 (3), 281-308. Lebuis, P. (2005). Québec: regards critique sur la ‘méthode Lipman’ I, Philosophie et pédagogie en action, Diotime 1. Leforte, C. (1999). Prigode demokracije. Ljubljana: Liberalna akademija. Lelelux, C. (1997). Repenser l’éducation civique. Paris: Cerf. Leleux, C. (ur.) (2005). La philosophie pour enfants, Bruxelles: De Boeck. Lim, T. K. (1994). Formative evaluation of the Philosophy for Children project in Singapore. Critical and Creative Thinking, 2 (2), 58-66. Lindop, C. (1996). Thought and Talk, Analytic Teaching, 16 (1). Lipman, M. (1988). Philosophy goes to School, Philadelphia: Temple University Press. Lipman, M. (1991). Thinking in Education. Cambridge: Cambridge University Press. Lipman, M. (1992). Sources and References for Harry Stottlemeiers Discovery. V A. M. Sharp R. E Reed (ur.), Studies in Philosophy for Children. Philadelphia: Temple University Press. 113
114 Nove prakse filozofije Lipman, M. (1998). The Contributions of Philosophy to Deliberative Democracy. V D. Evans I. Kucuradi (ur), Teaching Philosophy on the Eve of the Twenty-First Century (6-29). Ankara: Editions of the Philosophical Societies of Turkey. Lipman, M. (2008). A Life in Teaching: An Autobiography. Montclair: Institute for the Advancement of Philosophy for Children. Lipman, M., Sharp, A. M. Oscanyan, F.S. (1977). Philosophy in the Classroom, Philadelphia: Temple University Press. Lipman, M. Sharp, A. M. (1978). Growing up with Philosophy. Philadelphia: Temple University Press. Lushyn, P. (2002). The paradoxical nature of ecofacilitation in the community of inquiry. Thinking, 16 (1), 8-17. Lushyn, P. Kennedy, D. (2000). The psychodynamics of community of inquiry and educational reform: A cross-cultural perspective. Thinking, 15 (3), 9-16. Malcolm, N. (1984). Ludwig Wittgenstein: A Memoir. Oxford: Oxford University Press. Manin, В. (1995). Principes du gouvernement représentatif. Paris: Calman-Lévy. Monk, R. (1990). Ludwig Wittgenstein: The Duty of a Genius. New York: Macmillan. Murris, Ќ. (2000). Can Children Do Philosophy? Journal of Philosophy ofEducation, 34 (2), 261-279. Nagi, L. (2001). How hard І find it to see what is right in front of me. V L. Nagl C. Mouffe (ur.), The legacy of Wittgenstein: pragmatism or deconstruction. Wienna: Lang. Ňussbaum, М.С. (1994). The Therapy of Desire. Princeton: Princeton University Press. Ölesen, S. G. (2003). Le moment socratique de la philosophie. V J. Ferrari (ur.), Socrate pour tous (167-197). Paris: Vrin. Örd, W.
(2006). Philosophy for Chiİdren: Implications and Opportunities for the Citizenship Classroom. V T. Breslin B. Dufour (ur.), Developing Citizens (111-117). London: Hodder Education. Phillips, R. (1997). Motivation and the goal of inquiry. V H. Paİsson, B. Sigurdardottir В. Nelson, В. (ur.), Philosophy for Children on Top of the World (20-25). Iceland: University of Akureyri. Ŕaitz, Ќ. L. (1992). Philosophy for children in Guatemala. Thinking, 10 (2), 6-12. Reaie, G. (2002). Zgodovina antične filozofije I. Ljubljana: SH. Reed, R. (1991). Ön Emerging Ćommunities of Inquiry. Bulletin of the International Council for Philosophical Inquiry with Children, 5 (1), 1-6. Ŕeed, Ŕ. F. Johnson, Ť. W. (1999). Friendship and Moral Education. New York: Peter Lang. ............................................................................................................................................ Rochelle, G. (2016). Café Philo. Pridobljeno 30.11. 2015 s (http://www.practicaÍphiÍosophy. org.uk/practicalphilosophy/Cafe_Philo.htm). Rowe, D. (2001). Introducing Citizenship. London: A C Black. Saleci, R. (1991). Disciplina kot pogoj svobode. Ljubljana: Krt. Šanti, ІѴІ. (1993). Philosophising and İearning to think: some proposals for a quantitative evaluation. Thinking, 10 (3), 15-23. Šaran, Ŕ. Neisser, B. (ur.) (2004). Enquiring Minds. Štoke on Trent: Trentham Books.
Literatura in viri Sasseville, M. (1994). Self esteem, logical skills and philosophy for children. Thinking, 11 (2), 30-33. Scott, G. A. (ur.). (2004). Does Socrates Have a Method?. Pennsylvania: Pennsylvania State University Press. Sharp, A. M. (1993). The Community of Inquiry: Education for Democracy. V M. Lipman (ur.), Thinking Children and Education (337-345). Montclair: Kendall/Hunt Publishing Company. Sharp, A. M. Reed, Ŕ. F. (1992), Studies in Philosophy for Children, Philadelphia: Temple University Press. Slovenska akademija znanosti in umetnosti (1980 ). Slovar slovenskega knjižnega jezika 1. Ljubljana: DZS. Solomon, Ŕ. (1999). The Joy of Philosophy. Oxford: Oxford University Press. Splitter, L. (2006). Training Teachers to ‘teach’ Philosophy for Children. Critical Creative Thinking, 14 (2), 15-31. Splitter, L. (2007). Do the groups to which I belong make me? Reflections on community and identity. Theory and Research in Education, 5 (3), 261-80. Splitter, L. Sharp, A. M. (1995). Teachingfor Better Thinking: The Classroom Community of Inquiry. Melbourne: ACER Press. Sprod, T. (2001). Philosophical Discussion in Moral Education. London: Routledge. Stanley, S. (2006). Pocket Pal: Creating Enquiring Minds. London: Network Continuum Education. Stern, D. (1995). Wittgenstein on Mind and Language. Oxford: Oxford University Press. Taylor, C. (1976). ‘Responsibility for self ’. V A.O. Rorty (ur.), The Identities of Persons (281-300). Berkeley: University of California Press. Taylor, C. (1991). The Ethics ofAuthenticity. Cambridge: Harvard University. Torney-Purta, J.,
Lehman, R., Oswald, H. Sculz, W. (2003). Državljanstvo in izobraževanje v osemindvajsetih državah. Ljubljana: Pedagoška fakulteta. Tozzi, M. (2001). Le café-philo: quelle responsabilité pour le philosophe. Diotime, 12. Tozzi, M. (2003a). Le Café-philo: essai de formalisation d’un concept. Diotime, 17. Tozzi, M. (2003 b). Tensions et dérives au café-philo. Diotime, 18. Tozzi, M. (2004). Quel statut pour l’affecte et le vécu dans une discussion à visée philosophique. Diotime, 21. Tozzi, M. (2005). Lipman, Lévin, Tozzi: différences et complémentarités. Pridobljeno 30. 11. 2015 s (http://www.edu.xunta.es). Učni načrt. Državljanska vzgoja in etika. (2000). Ljubljana: Zavod RS za šolstvo. Unesco (2007). Teaching philosophy and learning to philosophize. Paris: UNESCO. Unesco (2007). Philosophy, A School of Freedom. Paris: UNESCO. Vansieleghem, N. Kennedy, D. (2011). What is Philosophy with Children - After Matthew Lipman?. Journal of Philosophy of Education, 45 (2), 171-182. Walzer, M. (2007). Deliberation, and What Else. V D. Miller (ur.), Thinking Politically. Essays in Political Theory (134-146). New Haven: Yale University Press. Williams, S. (1993). Evaluating the Effects of Philosophical Enquiry in a Secondary School.
Nove prakse filozofije Derby: The Village Community School Philosophy for Children Project. Wisnewski, J. (2003). Five forms of philosophical therapy. Philosophy Today, 74 (1), 53-79. Wittgenstein, L. (1992). The Blue and Brown Books. Oxford: Blackwell. Wittgenstein, L. (1997). Philosophical Investigations. Oxford: Blackwell. Wittgenstein, L. (2014). Filozofske raziskave. Ljubljana: Krtina. Zgaga, P. (2002). Teme izfilozofije edukacije in edukacijskih strategij. Ljubljana: CEPS. Pri pisanju monografije se je avtor oprl tudi na vrsto svojih že objavljenih besedil. Naj omenimo samo najpomembnejše: Dijalog u filozofiji s djecom і razvoj filozofi je za djecu. Metodički ogledi, 19 (2). Philosophy for children and philosophy as the rapy. Metodički ogledi, 21 (2). Državljanska vzgoja, filozofija za otroke in vprašanje participacije. Sodobna pedagogika, 60 ( 5). Demokracija, šola in filozofija za otroke. Sodobna pedagogika, 53 (5). Filozofska kavarna. FNM, 15 (3/4). Sokratski dialog kot primer filozofske prakse. FNM, 14 (4).
117 13 STVARNO IN IMENSKO KAZALO A Achenbach, 9, 14 akademska filozofija, 8,15, 95, 99, 102, 110 avtonomija, 30, 66, 77, 81, 86-88, 90, 93, 95-96, 99-100 G Galichet, 22-23,112 Gardner, 53-54, 65-66, 99, 112 Gorhan, 19-20, 112 Gregory, 67, 69-70, 112 Gutmann, 82, 112 В Badiou, 111 Biesta, 107, 111 Brenifier, 18-19, 23, 34, 64-68, 111 H Hadot, 15, 72, 97-98, 112 Haynes, 43, 67, 71, 96-97, 100, 112 hermenevtika, 19, 23 Hribar, 46,108, 112 D demokracija, 5, 7, 21-22, 51, 63, 73-76, 82-91,93,116 dialog, 9-10, 12, 16,19, 25-35, 42-43, 46-47, 53, 59-72, 78-79, 81-82, 95, 97, 99-100, 106,116 državljanska vzgoja, 51, 60, 73, 75, 8488, 90-94, 116 E Elster, 55, 111 F filozofija otroštva, 46,47-48 filozofija z otroki, 7, 26, 63-66, 67-68, 70-72 filozofija za otroke, 7, 9, 22-23, 26, 33, 36, 39-43, 45, 47, 51, 57-59, 62-77, 81-85, 93-100, 102-103, 106-107, 116 filozofske kavarne, 9-10, 14-17, 21-23, 26 filozofske prakse, 7, 9-13, 23, 26, 68, 95,99-100, 110, 116 Fisher, 39, 100, 111 Füredi, 96, 112 I identiteta, 8,21-22,40, 51,60-61,89,102 ideologija, 108-109 imaginacija, 40, 104 J jezik, 16, 20, 28, 37, 54, 58, 61, 102107,109 К Kahne, 91-94, 113 Kant, 29-30 Kohan, 66-67, 113 Kennedy, 51, 58-59, 68, 76, 113-115 kritično mišljenje, 5, 7,40, 45, 60, 71, 74-75, 79-80, 86-87, 98-99 L Laverty, 61-113 Leleux, 63, 85-90, 93, 113 Lipman, 7, 26, 36-37, 40,47, 63-69, 7172, 77, 84, 98-101, 111, 113-115 Lushyn, 51, 57 M Matthews, 46-50 Murris, 67,71, 102, 112, 114
ii8 Nove prakse filozofije N Nelson, 10, 26, 28-31, 114 Nussbaum, 15, 114 P participativna demokracija, 76 Platon, 26-27, 30,46,100-101,113 S Saleci, 55-56,114 Sharp, 58-59, 63, 71, 75, 77,113-115 skrbno mišljenje, 40 skupnost raziskovanja, 37-38, 41-43, 51, 53-54, 58-60, 62, 66, 69-70, 7677, 81-82, 84, 100 Sokrat, 12, 26-27, 29-30, 46, 61, 63, 100-102, 110 sokratski dialog, 10, 26, 29-30, 32, 34֊ 35,116 Solomon, 5, 115 Splitter, 51, 58-60, 66,71, 115 Stanley, 70,115 Sutcliffe, 70, 113 T Taylor, 21, 60-61,115 terapija, 15, 95-98, 102-104, 106-107 Tozzi, 17,19, 21-23, 63, 111, 115 U Unesco, 6-9,13,74,115 W Westheimer, 91-94, 113 Wittgenstein, 97, 101-107, 111-116
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з KAZALO 1 Uvod: filozofija kot učenje mišljenja in filozofija kot orientacija 5 2 Filozofske kavarne И 3 Sokratski dialog 26 4 Filozofija za otroke: osnove programa 36 5 Filozofija otroštva in filozofija otrok 46 6 Dialektike skupnosti raziskovanja 51 7 Od filozofije za otroke do filozofije z otroki 63 8 Demokracija, šola in filozofija za otroke 73 9 Državljanska vzgoja, filozofija za otroke in participacija 83 ІО Filozofija in terapija 95 11 Sklep 12 Literatura in viri 111 із Stvarno in imensko kazalo 117 108
Ill 12 LITERATURA IN VIRI Ackermann, R. (1988). Wittgensteins City. Amherst: The University of Massachusetts Press. Badiou, A. (2011). Wittgensteins Antiphilosophy. New York: Verso. Berdsïey, M. Berdİsey, L. (2000). What is Philosophy? V Š. Cahn (ur.), Exploring Philosophy (3-12). Oxford: Oxford University Press. Berestetsky, A. (2002). Ouvrir le banquet de la connaissance. V M. Tozzi (ur.), Nouvelles pratiques philosophiques en classe (9-12). Rennes: Canopé-CRDP. Biesta, G. (2011). Philosophy, Exposure and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education, 45 (2). 315-319· Birnbach, Ď. Kronhn, Ö. (ur.) (2002). Das sokratische Gespräch. Ditzingen: Reclam. Birnbach, D. Kronhn, D. (2004). Socratic Dialogue and self-directed learning. V R. Saran, В. Niesser (ur.), Enquiring Minds (9-13). London: Trentham Books. Brenifier, O. (1999). Les cafés philosophiques, Diotime, 2. Brenifier, О. (2007). Regard critique sur la méthode Lipman. V O. Brenifier. La pratique de la philosophie à lecole primaire (261-296). Toulouse: Sedrap Éducation. Brenifier, O. (2007). Izpraševati vprašanje. FNM, 2007 (1), 70-76. Brenifier, O. (2003). Enseigner par le débat. Rennes: CRDP de Bretagne. Callan, E. (1993). Democracy and Schooling. V J.P. Portelli (ur), Reason and Values (151-170). Calgary: Detselig Enterprises Ltd. Cane, M. (2003). Group roles in community of inquiry. Thinking, 16 (3), 12-16. Cohen, E. D. (2009). Critical Thinking Unleashed. Lanham: Rowman Littlefield. Creswell, R. (1994). Contested values and Philosophy for children in
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112 Nove prakse filozofije Füredi, F. (2003). Therapy Culture: Creating Vulnerability in an Uncertain Age. London: Routledge. Gaber, S. (2001). Konteksti demokratičnega izobraževanja. V A. Gutmann. Demokratična vzgoja (299-324). Ljubljana: Slovensko društvo raziskovalcev šolskega polja. Galichet, F. (2004). Pratiquer la Philosophie à lecole. Paris: Nathan. Galichet, F. (2008). Philosophie pour Enfants: Model argumentative et/ou herméneutique. Diotime, 36. Gardner, S. (1995). Inquiry is no mere conversation. Critical Creative Thinking, 3 (2), 38-49· Gardner, S. (2009). Thinking Your Way to Freedom. Philadelphia: Temple University Press. Gauchet, M. (2003). La démocratie contre elle-même. Paris: Gallimard. Genova, J. (1995). Wittgenstein, A Way of Seeing. London: Routledge. Gorhan, G. (2006). Debattre pour donner le sens. Diotime, 29. Gorhan, G. (2004). Café philo: Quelle ‘méthode’ pour quel ‘débat’? Diotime, 21. Gregory, M. (2007). A Framework for Facilitating Classroom Dialogue. Teaching Philosophy, 30 (1), 59-84. Gregory, M. (2008). Philosophy for Children, Practitioner Handbook. Montclair: The Institute for Advancement of Philosophy for Children. Gregory, M. (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy ofEducation, 45 (2), 199-219. Greyling, C. (2006). The Heart of Things. London: Phoenix. Gutmann, A. (2001). Demokratična vzgoja. Ljubljana: Slovensko društvo raziskovalcev šolskega polja. Hacker, P.M.S. (1997)· Wittgensteins Place in Twentieth-century Analytic Philosophy. Oxford: Blackwell. Hadot, P. (1995). Quêst-ce que la
philosophie antique. Paris: Gallimard. Hadot, P. (2009). Kaj je antiena filozofija?. Krtina: Ljubljana. Hahn, Ć.L. (1987). The Right to a Political Education. V Ť. N. Bernstein (ur. j, Human Rights and Education (173-187). Oxford: Pergamon Press. Hallet, G. (1991). Essentialism, A Wittgensteinian Critique. Albany: State University of New York Press. Haynes, J. (2002). Children as Philosophers. London: Routledge. Haynes, J. Murris, К. (2011). The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children, Journal ofPhilosophy ofEducation, 45 (2), 285-303. Haynes, J. (2014). Is Philosophy for Children characteristic of the ‘therapeutic turn’ in education?. Pridobljeno 27.1. 2014 s (https://www.philosophy-of education.org/ conferences/pdfs/MurrisSymposium_JoannaHaynes.pdf). Heckmann, G. (2004). Six pedagogical measures and Socratic facilitation. V R. Saran В. Neisser (ur.), Enquiring Minds (107-119). Stoke on Trent: Trentham Books. Hribar, T. (2004). Slovenska filozofija in njeno okolje. Nova revija 263/264, տէր. 230-246. Hutto, D. (2006). Wittgenstein and the End of Philosophy. New York: Paigrave.
Literatura in viri Hymer, В. Sutcliffe, R. (2012). P4C Pocketbook. Alresford: Management Pocketbooks. IĆPIĆ (2015). Mission statement. Pridobljeno 30.11. 2015 s (http://icpic.org/about-icpic/). Justin, J. (1997). Komunicirati o etičnem in družbenem. V J. Justin (ur.), Etika, družba, država IL (107-121). Ljubljana: Pedagoški inštitut. Kahne, J. Westheimer, J. (2000). Education for Action. Preparing Youth for Participatory Democracy. The School Field, 11 (1-2), 21-40. Kahne, J. Westheimer, J. (2003). Teaching Democracy: What Schools Need to Do, Phi Delta Kappa, 85 (1), 57-66. Kahne, j. ¿ Westheimer, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal, 41 (2), 237-269. Kahne, J. Westheimer, J. (2009). The Limits of Efficacy, Educating Citizens for a Democratic Society. V J. Giarelli B. Rubin (ur.), Social Studies for a New Millennium: Re-Envisioning Civic Education for a Changing World (289-296). Mahwah, NJ: Lawrence Erlbaum. Keane, J. (1992). Mediji in demokracija. Ljubljana: Izdajateljsko in publicistično središče. Kennedy, D. (1995). Philosophy for Children and School Reform. V J. P. Portelli (ur.), Children, Philosophy, Democracy (159-177). Calgary: Detselig Enterprises Ltd. Kennedy, D. (1997). The five communities. Inquiry, 16 (4), 66-86. Kennedy, D. (2004). Communal philosophical dialogue and the intersubject. International Journal of Applied Philosophy, 18 (2), 203-18. Kenny, A. (2008). Philosophy states only what everyone admits. V A. Kenny, From Empedocles to Wittgenstein. New York: Oxford University Press.
Kocijančič, G. (2005). Temeljni pojmi Platonovih dialogov. V Platon. Zbrana dela II. Celje: Mohorjeva družba Celje, 1050-1205. Kohan, W. (2005). Brésil: Regard critique sur la méthode Lipman II, Diotime 1. Laverty, M. (2003). The role of confession in community of inquiry: Self-revelation as self-justification. Thinking, 16 (3), 30-35. Laverty, M. Gregory, M. (2007). Evaluating classroom dialogue: Reconciling internal and external accountability. Theory and Research in Education, 5 (3), 281-308. Lebuis, P. (2005). Québec: regards critique sur la ‘méthode Lipman’ I, Philosophie et pédagogie en action, Diotime 1. Leforte, C. (1999). Prigode demokracije. Ljubljana: Liberalna akademija. Lelelux, C. (1997). Repenser l’éducation civique. Paris: Cerf. Leleux, C. (ur.) (2005). La philosophie pour enfants, Bruxelles: De Boeck. Lim, T. K. (1994). Formative evaluation of the Philosophy for Children project in Singapore. Critical and Creative Thinking, 2 (2), 58-66. Lindop, C. (1996). Thought and Talk, Analytic Teaching, 16 (1). Lipman, M. (1988). Philosophy goes to School, Philadelphia: Temple University Press. Lipman, M. (1991). Thinking in Education. Cambridge: Cambridge University Press. Lipman, M. (1992). Sources and References for Harry Stottlemeiers Discovery. V A. M. Sharp R. E Reed (ur.), Studies in Philosophy for Children. Philadelphia: Temple University Press. 113
114 Nove prakse filozofije Lipman, M. (1998). The Contributions of Philosophy to Deliberative Democracy. V D. Evans I. Kucuradi (ur), Teaching Philosophy on the Eve of the Twenty-First Century (6-29). Ankara: Editions of the Philosophical Societies of Turkey. Lipman, M. (2008). A Life in Teaching: An Autobiography. Montclair: Institute for the Advancement of Philosophy for Children. Lipman, M., Sharp, A. M. Oscanyan, F.S. (1977). Philosophy in the Classroom, Philadelphia: Temple University Press. Lipman, M. Sharp, A. M. (1978). Growing up with Philosophy. Philadelphia: Temple University Press. Lushyn, P. (2002). The paradoxical nature of ecofacilitation in the community of inquiry. Thinking, 16 (1), 8-17. Lushyn, P. Kennedy, D. (2000). The psychodynamics of community of inquiry and educational reform: A cross-cultural perspective. Thinking, 15 (3), 9-16. Malcolm, N. (1984). Ludwig Wittgenstein: A Memoir. Oxford: Oxford University Press. Manin, В. (1995). Principes du gouvernement représentatif. Paris: Calman-Lévy. Monk, R. (1990). Ludwig Wittgenstein: The Duty of a Genius. New York: Macmillan. Murris, Ќ. (2000). Can Children Do Philosophy? Journal of Philosophy ofEducation, 34 (2), 261-279. Nagi, L. (2001). How hard І find it to see what is right in front of me. V L. Nagl C. Mouffe (ur.), The legacy of Wittgenstein: pragmatism or deconstruction. Wienna: Lang. Ňussbaum, М.С. (1994). The Therapy of Desire. Princeton: Princeton University Press. Ölesen, S. G. (2003). Le moment socratique de la philosophie. V J. Ferrari (ur.), Socrate pour tous (167-197). Paris: Vrin. Örd, W.
(2006). Philosophy for Chiİdren: Implications and Opportunities for the Citizenship Classroom. V T. Breslin B. Dufour (ur.), Developing Citizens (111-117). London: Hodder Education. Phillips, R. (1997). Motivation and the goal of inquiry. V H. Paİsson, B. Sigurdardottir В. Nelson, В. (ur.), Philosophy for Children on Top of the World (20-25). Iceland: University of Akureyri. Ŕaitz, Ќ. L. (1992). Philosophy for children in Guatemala. Thinking, 10 (2), 6-12. Reaie, G. (2002). Zgodovina antične filozofije I. Ljubljana: SH. Reed, R. (1991). Ön Emerging Ćommunities of Inquiry. Bulletin of the International Council for Philosophical Inquiry with Children, 5 (1), 1-6. Ŕeed, Ŕ. F. Johnson, Ť. W. (1999). Friendship and Moral Education. New York: Peter Lang. . Rochelle, G. (2016). Café Philo. Pridobljeno 30.11. 2015 s (http://www.practicaÍphiÍosophy. org.uk/practicalphilosophy/Cafe_Philo.htm). Rowe, D. (2001). Introducing Citizenship. London: A C Black. Saleci, R. (1991). Disciplina kot pogoj svobode. Ljubljana: Krt. Šanti, ІѴІ. (1993). Philosophising and İearning to think: some proposals for a quantitative evaluation. Thinking, 10 (3), 15-23. Šaran, Ŕ. Neisser, B. (ur.) (2004). Enquiring Minds. Štoke on Trent: Trentham Books.
Literatura in viri Sasseville, M. (1994). Self esteem, logical skills and philosophy for children. Thinking, 11 (2), 30-33. Scott, G. A. (ur.). (2004). Does Socrates Have a Method?. Pennsylvania: Pennsylvania State University Press. Sharp, A. M. (1993). The Community of Inquiry: Education for Democracy. V M. Lipman (ur.), Thinking Children and Education (337-345). Montclair: Kendall/Hunt Publishing Company. Sharp, A. M. Reed, Ŕ. F. (1992), Studies in Philosophy for Children, Philadelphia: Temple University Press. Slovenska akademija znanosti in umetnosti (1980 ). Slovar slovenskega knjižnega jezika 1. Ljubljana: DZS. Solomon, Ŕ. (1999). The Joy of Philosophy. Oxford: Oxford University Press. Splitter, L. (2006). Training Teachers to ‘teach’ Philosophy for Children. Critical Creative Thinking, 14 (2), 15-31. Splitter, L. (2007). Do the groups to which I belong make me? Reflections on community and identity. Theory and Research in Education, 5 (3), 261-80. Splitter, L. Sharp, A. M. (1995). Teachingfor Better Thinking: The Classroom Community of Inquiry. Melbourne: ACER Press. Sprod, T. (2001). Philosophical Discussion in Moral Education. London: Routledge. Stanley, S. (2006). Pocket Pal: Creating Enquiring Minds. London: Network Continuum Education. Stern, D. (1995). Wittgenstein on Mind and Language. Oxford: Oxford University Press. Taylor, C. (1976). ‘Responsibility for self ’. V A.O. Rorty (ur.), The Identities of Persons (281-300). Berkeley: University of California Press. Taylor, C. (1991). The Ethics ofAuthenticity. Cambridge: Harvard University. Torney-Purta, J.,
Lehman, R., Oswald, H. Sculz, W. (2003). Državljanstvo in izobraževanje v osemindvajsetih državah. Ljubljana: Pedagoška fakulteta. Tozzi, M. (2001). Le café-philo: quelle responsabilité pour le philosophe. Diotime, 12. Tozzi, M. (2003a). Le Café-philo: essai de formalisation d’un concept. Diotime, 17. Tozzi, M. (2003 b). Tensions et dérives au café-philo. Diotime, 18. Tozzi, M. (2004). Quel statut pour l’affecte et le vécu dans une discussion à visée philosophique. Diotime, 21. Tozzi, M. (2005). Lipman, Lévin, Tozzi: différences et complémentarités. Pridobljeno 30. 11. 2015 s (http://www.edu.xunta.es). Učni načrt. Državljanska vzgoja in etika. (2000). Ljubljana: Zavod RS za šolstvo. Unesco (2007). Teaching philosophy and learning to philosophize. Paris: UNESCO. Unesco (2007). Philosophy, A School of Freedom. Paris: UNESCO. Vansieleghem, N. Kennedy, D. (2011). What is Philosophy with Children - After Matthew Lipman?. Journal of Philosophy of Education, 45 (2), 171-182. Walzer, M. (2007). Deliberation, and What Else. V D. Miller (ur.), Thinking Politically. Essays in Political Theory (134-146). New Haven: Yale University Press. Williams, S. (1993). Evaluating the Effects of Philosophical Enquiry in a Secondary School.
Nove prakse filozofije Derby: The Village Community School Philosophy for Children Project. Wisnewski, J. (2003). Five forms of philosophical therapy. Philosophy Today, 74 (1), 53-79. Wittgenstein, L. (1992). The Blue and Brown Books. Oxford: Blackwell. Wittgenstein, L. (1997). Philosophical Investigations. Oxford: Blackwell. Wittgenstein, L. (2014). Filozofske raziskave. Ljubljana: Krtina. Zgaga, P. (2002). Teme izfilozofije edukacije in edukacijskih strategij. Ljubljana: CEPS. Pri pisanju monografije se je avtor oprl tudi na vrsto svojih že objavljenih besedil. Naj omenimo samo najpomembnejše: Dijalog u filozofiji s djecom і razvoj filozofi je za djecu. Metodički ogledi, 19 (2). Philosophy for children and philosophy as the rapy. Metodički ogledi, 21 (2). Državljanska vzgoja, filozofija za otroke in vprašanje participacije. Sodobna pedagogika, 60 ( 5). Demokracija, šola in filozofija za otroke. Sodobna pedagogika, 53 (5). Filozofska kavarna. FNM, 15 (3/4). Sokratski dialog kot primer filozofske prakse. FNM, 14 (4).
117 13 STVARNO IN IMENSKO KAZALO A Achenbach, 9, 14 akademska filozofija, 8,15, 95, 99, 102, 110 avtonomija, 30, 66, 77, 81, 86-88, 90, 93, 95-96, 99-100 G Galichet, 22-23,112 Gardner, 53-54, 65-66, 99, 112 Gorhan, 19-20, 112 Gregory, 67, 69-70, 112 Gutmann, 82, 112 В Badiou, 111 Biesta, 107, 111 Brenifier, 18-19, 23, 34, 64-68, 111 H Hadot, 15, 72, 97-98, 112 Haynes, 43, 67, 71, 96-97, 100, 112 hermenevtika, 19, 23 Hribar, 46,108, 112 D demokracija, 5, 7, 21-22, 51, 63, 73-76, 82-91,93,116 dialog, 9-10, 12, 16,19, 25-35, 42-43, 46-47, 53, 59-72, 78-79, 81-82, 95, 97, 99-100, 106,116 državljanska vzgoja, 51, 60, 73, 75, 8488, 90-94, 116 E Elster, 55, 111 F filozofija otroštva, 46,47-48 filozofija z otroki, 7, 26, 63-66, 67-68, 70-72 filozofija za otroke, 7, 9, 22-23, 26, 33, 36, 39-43, 45, 47, 51, 57-59, 62-77, 81-85, 93-100, 102-103, 106-107, 116 filozofske kavarne, 9-10, 14-17, 21-23, 26 filozofske prakse, 7, 9-13, 23, 26, 68, 95,99-100, 110, 116 Fisher, 39, 100, 111 Füredi, 96, 112 I identiteta, 8,21-22,40, 51,60-61,89,102 ideologija, 108-109 imaginacija, 40, 104 J jezik, 16, 20, 28, 37, 54, 58, 61, 102107,109 К Kahne, 91-94, 113 Kant, 29-30 Kohan, 66-67, 113 Kennedy, 51, 58-59, 68, 76, 113-115 kritično mišljenje, 5, 7,40, 45, 60, 71, 74-75, 79-80, 86-87, 98-99 L Laverty, 61-113 Leleux, 63, 85-90, 93, 113 Lipman, 7, 26, 36-37, 40,47, 63-69, 7172, 77, 84, 98-101, 111, 113-115 Lushyn, 51, 57 M Matthews, 46-50 Murris, 67,71, 102, 112, 114
ii8 Nove prakse filozofije N Nelson, 10, 26, 28-31, 114 Nussbaum, 15, 114 P participativna demokracija, 76 Platon, 26-27, 30,46,100-101,113 S Saleci, 55-56,114 Sharp, 58-59, 63, 71, 75, 77,113-115 skrbno mišljenje, 40 skupnost raziskovanja, 37-38, 41-43, 51, 53-54, 58-60, 62, 66, 69-70, 7677, 81-82, 84, 100 Sokrat, 12, 26-27, 29-30, 46, 61, 63, 100-102, 110 sokratski dialog, 10, 26, 29-30, 32, 34֊ 35,116 Solomon, 5, 115 Splitter, 51, 58-60, 66,71, 115 Stanley, 70,115 Sutcliffe, 70, 113 T Taylor, 21, 60-61,115 terapija, 15, 95-98, 102-104, 106-107 Tozzi, 17,19, 21-23, 63, 111, 115 U Unesco, 6-9,13,74,115 W Westheimer, 91-94, 113 Wittgenstein, 97, 101-107, 111-116 |
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| id | DE-604.BV047274724 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T17:15:07Z |
| indexdate | 2024-07-10T09:07:31Z |
| institution | BVB |
| isbn | 9789612532284 |
| language | Slovenian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032678362 |
| oclc_num | 1257815377 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 118 Seiten 25 cm |
| psigel | BSB_NED_20210623 |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | Pedagoška fakulteta |
| record_format | marc |
| spelling | Šimenc, Marjan Verfasser aut Nove prakse filozofije Marjan Šimenc 2. izdaja, 1. natis Ljubljana Pedagoška fakulteta 2018 118 Seiten 25 cm txt rdacontent n rdamedia nc rdacarrier Naklada 150. - Literaturverzeichnis Seite 111-116 metodika pouka Filozofija / Didaktika ssg Didaktik (DE-588)4070463-4 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 s Unterricht (DE-588)4062005-0 s Didaktik (DE-588)4070463-4 s DE-604 Digitalisierung BSB München 25 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB München 25 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Literaturverzeichnis Digitalisierung BSB München 25 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000005&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA Register // Gemischte Register |
| spellingShingle | Šimenc, Marjan Nove prakse filozofije metodika pouka Filozofija / Didaktika ssg Didaktik (DE-588)4070463-4 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4070463-4 (DE-588)4070955-3 (DE-588)4062005-0 |
| title | Nove prakse filozofije |
| title_auth | Nove prakse filozofije |
| title_exact_search | Nove prakse filozofije |
| title_exact_search_txtP | Nove prakse filozofije |
| title_full | Nove prakse filozofije Marjan Šimenc |
| title_fullStr | Nove prakse filozofije Marjan Šimenc |
| title_full_unstemmed | Nove prakse filozofije Marjan Šimenc |
| title_short | Nove prakse filozofije |
| title_sort | nove prakse filozofije |
| topic | metodika pouka Filozofija / Didaktika ssg Didaktik (DE-588)4070463-4 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | metodika pouka Filozofija / Didaktika Didaktik Erziehungsphilosophie Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678362&sequence=000005&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT simencmarjan novepraksefilozofije |