Book Review: Picture Books, Pedagogy and Philosophy, Joanna Haynes & Karin Murris

Kate Duffy

Abstract


The aim of this book is to justify why the exploration of philosophical ideas through dialogue with others challenges current ideas of curriculum and policy: an enquiry based approach to teaching and learning offers a more progressive and individualistic approach to education, running counter to traditional methods assuming the important role of the teacher must be to transmit content to learners. The authors state clearly that if teachers believe their usual role is to “deliver” knowledge then they will struggle to use picture books and contemporary children’s literature as stimuli to engage children in freedom of thought and expression.

In the introduction, the authors Joanna Haynes and Karin Murris, set out their concerns that teachers are anxious when tackling controversial issues with children. This anxiety leads...

Keywords


Philosophy for children; Educational alternatives; educational philosophy; PfC

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References


Ball, S. J. (2008). The education debate. Bristol: Policy Press.

Biesta, G. (2012). Philosophy, exposure and children: How to resist the instrumentalism of philosophy for children. In Vansieleghem, N. & Kennedy, D. (Eds.) Philosophy for children in transition: Problems and prospects. London: Wiley-Blackwell.

Gilligan, C. (2011). Joining the resistance. Cambridge: Polity Press.

hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. California: Routledge.

Jones, R. (2014). Re-reading Diotima: Resources for a relational pedagogy. Journal of Philosophy of Education, 48(2), 183–201.


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