<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Philosophy of childhood is a field of inquiry in which the protagonists are adults, who are trying to understand children, and children, who are trying to be understood by adults. These two operating agents must find a common ground that renders their communication possible. This piece develops and illustrates the notion that no theorisation can exist if the authors of the theories do not know the subjects of their study, and thus that philosophers of childhood cannot contribute to knowledge about childhood unless they create occasions for the voices of children to be heard. Therefore, when activities are devised for the free expression of childhood, they cannot meaningfully be categorised as separate from philosophy of childhood. The latter cannot exist without the former. Philosophy of childhood and philosophy for children are interlaced in their work with children. Once the nature of childhood is understood through what children tell about themselves, instead of narrated through the interpretive frameworks of adults, the rights of the children can be effectively protected.</p></abstract>

Philosophy of childhood is a field of inquiry in which the protagonists are adults, who are trying to understand children, and children, who are trying to be understood by adults. These two operating agents must find a common ground that renders their communication possible. This piece develops and illustrates the notion that no theorisation can exist if the authors of the theories do not know the subjects of their study, and thus that philosophers of childhood cannot contribute to knowledge about childhood unless they create occasions for the voices of children to be heard. Therefore, when activities are devised for the free expression of childhood, they cannot meaningfully be categorised as separate from philosophy of childhood. The latter cannot exist without the former. Philosophy of childhood and philosophy for children are interlaced in their work with children. Once the nature of childhood is understood through what children tell about themselves, instead of narrated through the interpretive frameworks of adults, the rights of the children can be effectively protected.

Learning from childhood: children tell us who they are through online dialogical interaction

Viale Nuvoli 60, 10098 Rivoli (TO), Italy

International Journal for Transformative Research

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Philosophy of childhood is a field of inquiry in which the protagonists are adults, who are trying to understand children, and children, who are trying to be...

Learning from childhood: children tell us who they are through online dialogical interaction

Pubblicato online: 06 ago 2016

Pagine: 3 - 8

Ricevuto: 01 feb 2016

Accettato: 01 apr 2016

DOI: https://doi.org/10.1515/ijtr-2016-0001

Parole chiave
Philosophy of childhood, Collaborative learning, Child protection

© 2016 Susanna Saracco, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Learning from childhood: children tell us who they are through online dialogical interaction

Pubblicato online: 06 ago 2016

Pagine: 3 - 8

Ricevuto: 01 feb 2016

Accettato: 01 apr 2016

DOI: https://doi.org/10.1515/ijtr-2016-0001

Parole chiavePhilosophy of childhood, Collaborative learning, Child protection

© 2016 Susanna Saracco, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
Philosophy of childhood, Collaborative learning, Child protection