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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.
"Kennedy presents a complex psychohistory that combines a range of social science and historical perspectives. This text is dense, but its complex arguments critically illuminate a type of schooling practice that, by fostering democratic sensibilities and practice, could be a useful engine for social and cultural change." — CHOICE
"Childhood, Philosophy, and Dialogical Education is a visionary work that urges readers to rethink education fundamentally. By blending philosophical inquiry with democratic ideals, Kennedy offers a model of education that respects and values children's voices, challenging the instrumentalist view of schooling prevalent today … By advocating for a philosophy of education that embraces the voices of children, Kennedy not only honors their potential but also presents a hopeful vision for the future of education. This book is essential reading for educators, philosophers, and anyone interested in the transformative power of dialogue in nurturing the next generation." — Etemad Newspaper
"This work is rooted in a wide and important knowledge and understanding of historical ideas and in the existing literature on philosophy with children. There is a real sense in the text of both provocation and encouragement, such as the core focus on childhood as well as on utopianism. The ideas are examined philosophically in a mature, engaging, and accessible style, and the consistent thread of the dialogical also acts to ensure a cohesiveness to the overall text and arguments offered." — Andrew Peterson, Professor of Character and Citizenship Education, Jubilee Centre for Character and Virtues, University of Birmingham
"Kennedy is a leading expert in philosophy of childhood and dialogic education. This book represents an important addition to, and in some respects, update of his singular body of work." — Maughn Rollins Gregory, Professor of Educational Foundations, Montclair State University
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