Journal of Philosophy in Schools <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The <span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469);">Official Journal of the Federation of Australasian Philosophy in Schools Associations</span></span> University of South Australia Library en-US Journal of Philosophy in Schools 2204-2482 <p>The authors retain all rights to the original work without any restrictions.</p><h4>License for Published Contents</h4><p>This work is distribuited with <a href="">Creative Commons Attribuzione 4.0 Internazionale</a>. You are free to copy, distribute and transmit the work, and to adapt the work. You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).</p> Book Review: Compassion and education: Cultivating compassionate children, schools and communities <p>In his book <em>Compassion and education</em>, Andrew Peterson explores the concept of ‘compassion’ in three main areas: (i) compassion as a virtue, (ii) compassion in relation to self and others, and (iii) compassion in relation to teaching and education. Peterson states that his ‘focus in this present book lies in particular on the cultivation of compassion within the education of young children in schools’ (p. 10). His work therefore contributes to the discussion of character education within the field of philosophy of education and makes an interesting read for educational philosophers as well as practising teachers alike. To explore compassion as a virtue and linking it to teaching practice, Peterson uses a combination of traditional analytical philosophy as well as down-to-earth practical real-world examples in his line of argument, which makes this well-written book meaningful for educators across the board.</p> Christoph Teschers Copyright (c) 2018 Journal of Philosophy in Schools 2018-10-02 2018-10-02 5 2 10.21913/JPS.v5i2.1530 Book Review: Ginnie & Pinney <p><em>Ginnie &amp; Pinney</em> ‘Think Smart’ materials (G&amp;P) have been written for children aged three to eight, ‘to encourage deep thinking and lively discussion between each other, their parents and teachers’ and hence we understand why they have already captured the attention of Philosophy for Schools (P4C) practitioners. Matthew Lipman enshrined our aim as helping<em> </em>‘children become more thoughtful, more reflective, more considerate and more reasonable individuals’ (Lipman 1980, p. 15) Let us see why you too will find them a valuable addition to your Early Years resources.</p> Janette Poulton Copyright (c) 2018 Journal of Philosophy in Schools 2018-10-02 2018-10-02 5 2 10.21913/JPS.v5i2.1531 Promoting human development by doing philosophy at the heart of the family <p>Human development requires the education of autonomous citizens, capable of critically approaching their opportunities. However, if this is left to the school alone, the children’s most important educational environment—the family—is neglected. The Community of Inquiry (COI), developed by Matthew Lipman into an educational methodology, aims at educating students to be critical citizens by developing habits of mind through collaborative philosophical inquiry. The research reported here was targeted at introducing the COI into the family, particularly addressing the intersubjective relationships among participants. In Uruguay, ‘Community Teachers’ visit disadvantaged homes to follow children’s progress and to increase the retention rates. Two Participatory Action Research activities were implemented in 2012 and 2016, in which sixty Community Teachers were trained in the COI methodology and applied it to their work with families. The observations made suggest the COI can support the promotion of human development from the very heart of the family.</p> Helena Modzelewski Copyright (c) 2018 Journal of Philosophy in Schools 2018-10-02 2018-10-02 5 2 10.21913/JPS.v5i2.1529 A conversation with children about children … <p>In this paper, I present an experience of philosophical dialogue with small children in a public school in Bari, Italy in the context of the <em>Philosophia Ludens for Children </em>project (University of Bari). I present the experience, including the transcripts of six conversations with several groups of children, and then draw some inferences concerning the importance of the relationship between Universities and schools; the philosophical strength of both children’s commitment and philosophical ideas and their positive understanding of childhood.</p> Walter Omar Kohan Copyright (c) 2018 Journal of Philosophy in Schools 2018-10-02 2018-10-02 5 2 10.21913/JPS.v5i2.1528 Double trouble: Numerous puzzles <p>Philip Cam’s <em>Double Trouble</em> can be found in his 1998 collection <em>Twister, Quibbler, Puzzler, Cheat</em>. This story is an especial favourite of mine, which I have used successfully with classes from mid-primary to senior secondary (and with adults).</p><p>This paper consists of two parts: the story in full; and an exploration of the philosophical background to many of the ideas contained in the story, including some references to discussions of the ideas in the philosophical tradition to support facilitators who use the story within a community of inquiry. I will consider three central issues in some detail, and four other emergent issues more briefly. In conclusion, I offer some more general thoughts as to how facilitators can prepare for using the story.</p> Tim Sprod Copyright (c) 2018 Journal of Philosophy in Schools 2018-10-02 2018-10-02 5 2 10.21913/JPS.v5i2.1527