Please find attached the Call for Papers for the Symposium of the Institute for the Advancement of Philosophy for Children at the 2013 American Philosophical Association Eastern Division Annual Meeting, December 27-30 2013, at the Marriott Waterfront, Baltimore, Maryland, USA. The theme for this year's IAPC Symposium is "The Philosophical Novel for Children: History, Theory and Prospects."
PDF with full details here: http://www.montclair.edu/media/montclairedu/cehs/documents/iapc/2012-IAP...
Overview: Recent years have seen the passing of the three great pioneers in the Philosophy for Children (P4C) movement: Matthew Lipman (2010), Ann Margaret Sharp (2010), and Gareth Mathews (2011). In appraising their monumental work and legacy, scholars have tended to focus solely on the impact Lipman, Sharp, and Matthews have had on educational philosophy and theory. In addition to these areas of scholarly contribution, however, all three devoted considerable effort to the construction and reconstruction of the philosophical curriculum. In this regard, Matthews experimented with short philosophical stories and offered interpretations of countless works by other authors in the light of his view that good literature provides children with the material for forming philosophical questions and dialogue, while Lipman and Sharp both pioneered the intentional use of the philosophical novel as a way of both initiating and teaching children to do philosophy in classroom settings. But important questions remain about the philosophical novel for children, not only with regard to its function as the curricular centerpiece of P4C, but about the theory and practice of narrative in both education and philosophy, the location of the novel within the history of philosophy, and the future of the philosophical novel and curriculum in pre-college philosophy.
Lipman saw his own philosophical novels for children as “models of doing philosophy that are clear, practical, and specific.” In this sense, teaching philosophy requires more than exposing students to its logical form—that is, it’s most distinctive and essential qualities—but also to its function and the circumstances of its emergence and practice. Thus philosophical novels are a way of “dramatizing philosophy” that allow students to both recognize and assimilate its praxis. This Lipmanian understanding of the philosophical role and its role in education has been celebrated and championed by some scholars (eg., De Marzio, Kennedy, et al), while criticized and tempered by others (eg., Murris, Hand, et al). Given the diversity of current perspectives on the philosophical novel, the time is ripe for furthering the conversation on the history, theory, and prospect of this highly significant and contested area of philosophical and educational inquiry.
The Institute for the Advancement of Philosophy for Children (IAPC) is calling for papers that explore the theoretical and pedagogical significance of the philosophical novel for children, to be presented at the IAPC group session of the 2013 American Philosophical Association Eastern Division Annual Meeting, December 27-30, in Baltimore, MD. Presented papers will also be considered as part of a proposal for an edited book collection published by Cambridge Scholars Publishing.