Philosophy for making peace with children. An incentive for creativity
Banking pedagogy has always enjoyed a privileged position at schools. However, current societies demand alternative pedagogical models, which promote, on the one hand, greater participation of children, and on the other, dialogues to prompt reflection on topics alien to the contents of the classic s...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MÉXICO |
| Repositorio: | Convergencia Revista de Cienias Sociales |
| Idioma: | español |
| OAI Identifier: | oai:ojs.hemeroteca.uaemex.mx:article/4357 |
| Acceso en línea: | https://convergencia.uaemex.mx/article/view/4357 |
| Access Level: | acceso abierto |
| Palabra clave: | Filosofía, Filosofía para la Paz, Estudios para la paz y los conflictos Filosofía para hacer las paces, pedagogía liberadora, filosofía con niñas y niños, comunidad de indagación filosófica, creatividad. |
| Sumario: | Banking pedagogy has always enjoyed a privileged position at schools. However, current societies demand alternative pedagogical models, which promote, on the one hand, greater participation of children, and on the other, dialogues to prompt reflection on topics alien to the contents of the classic school curriculum. According to a descriptive methodology that is based on critical analysis, Freire’s liberation pedagogy is retaken in this text with the objective of proposing a philosophy for peace-making with children in order to stimulate their critical, ethical and creative thinking on questions related to peacebuilding and peaceful conflict transformation. So, Philosophy for making peace is understood as a liberation pedagogy that maintains most of the characteristics of the community of philosophical enquiry thought by Lipman and in which creativity has an essential role. |
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