Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.
Introduction: Censorship and Controversy in the Classroom Part One: Provocative Picturebooks 1. Playing with Dangerous Picturebooks 2. Not So Innocent Picturebooks 3. From Philosophical Novels to Picturebooks 4. Picturebooks as Philosophical Texts 5. Emotions and Picturebooks 6. Literary and Philosophical Responses to Picturebooks Part Two: Being Child 7. Slippage Between Realms 8. Talking Dogs and Moving Bears: The Realm of Meaning 9. Philosophy, Adult and Child 10. Authenticity of Knowledge and Understanding Part Three: Philosophical Listening 11. Listening and Juggling in Philosophical Space 12. Listening and Not Listening in Schools 13. Towards a Critical Practice of Philosophical Listening. Appendix A: List of Picturebooks Discussed in the Book
Biography
Joanna Haynes is Associate Professor in Education Studies at the University of Plymouth, England.
Karin Murris is Associate Professor at the University of Cape Town, South Africa.
"Overall, this book made me reflect upon, yet again, the purpose of education and its aim to be a humanising endeavour. The book raises questions about the role and expectations of teachers and implies that P4C can give answers… It has reminded me that it is the relationships and interactions between teacher and learner that is the key part of the educative process."- Kate Duffy, Senior Lecturer in the Department of Education, University of Sunderland, Other Education - The Journal of Educational Alternatives, Volume 3 (2014), Issue 2 · pp. 98-101
"[Picturebooks, Pedagogy and Philosophy] provides no easy answers for the uses of picture books but instead is a comprehensive examination of how picture books contribute to our understanding of pedagogy and philosophy. This book demands a close reading as the authors have extracted a rich vein of knowledge from their wide and diverse reading, and integrates their experience and wisdom as illustrated by the well-woven fabric of critique and examples that are at the heart of this work." —ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS
