Matthew Lipman: testimonies and homages

We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder”...

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Main Authors: Kennedy, David, Kohan, Walter
Format: Article in Journal/Newspaper
Language:English
Published: 2010
Subjects:
Online Access:https://philpapers.org/rec/KENMLT
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spelling ftphilpapers:oai:philpapers.org/rec/KENMLT 2023-06-11T04:13:13+02:00 Matthew Lipman: testimonies and homages Kennedy, David Kohan, Walter 2010 https://philpapers.org/rec/KENMLT en eng https://philpapers.org/rec/KENMLT Philosophy info:eu-repo/semantics/article 2010 ftphilpapers 2023-05-30T19:23:28Z We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root in over 40 countries, from Iceland to Nigeria to Taiwan to Chile and everywhere in between. The movement itself is broader than the program, which has in fact experienced multiple transformations in multiple contexts over its half-century of life. In fact, as many of the testimonies below either state outright or imply, the movement is an emancipatory one and thus implicitly political, infused with all the long-suffering hope for our species inspired in us by the fact of natality, and by our own intuitive faith in the transformative power of reason—or as Lipman came to call it, “reasonableness.” For those seized by its educational possibilities, it presents a sudden influx of sunlight and fresh air into an institution long stultified by its own rigid habitus, and promises the reconstruction of schooling in the image of authentic democratic practice that recognizes and honors the unique capacities of children. As Philosophy in the Classroom—Lipman’s first and now classic statement of educational philosophy--puts it, the movement promises a re-orientation of the goal of education from information (or “learning”) to meaning, and inaugurates the dialogue with childhood and children that follows from that. Lipman was not just founder of this movement but creator, inventor, developer, convener, organizer, faithful soldier, ambassador, apologist, polemicist, propagandist, and, finally, undying optimist. Article in Journal/Newspaper Iceland PhilPapers
institution Open Polar
collection PhilPapers
op_collection_id ftphilpapers
language English
topic Philosophy
spellingShingle Philosophy
Kennedy, David
Kohan, Walter
Matthew Lipman: testimonies and homages
topic_facet Philosophy
description We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root in over 40 countries, from Iceland to Nigeria to Taiwan to Chile and everywhere in between. The movement itself is broader than the program, which has in fact experienced multiple transformations in multiple contexts over its half-century of life. In fact, as many of the testimonies below either state outright or imply, the movement is an emancipatory one and thus implicitly political, infused with all the long-suffering hope for our species inspired in us by the fact of natality, and by our own intuitive faith in the transformative power of reason—or as Lipman came to call it, “reasonableness.” For those seized by its educational possibilities, it presents a sudden influx of sunlight and fresh air into an institution long stultified by its own rigid habitus, and promises the reconstruction of schooling in the image of authentic democratic practice that recognizes and honors the unique capacities of children. As Philosophy in the Classroom—Lipman’s first and now classic statement of educational philosophy--puts it, the movement promises a re-orientation of the goal of education from information (or “learning”) to meaning, and inaugurates the dialogue with childhood and children that follows from that. Lipman was not just founder of this movement but creator, inventor, developer, convener, organizer, faithful soldier, ambassador, apologist, polemicist, propagandist, and, finally, undying optimist.
format Article in Journal/Newspaper
author Kennedy, David
Kohan, Walter
author_facet Kennedy, David
Kohan, Walter
author_sort Kennedy, David
title Matthew Lipman: testimonies and homages
title_short Matthew Lipman: testimonies and homages
title_full Matthew Lipman: testimonies and homages
title_fullStr Matthew Lipman: testimonies and homages
title_full_unstemmed Matthew Lipman: testimonies and homages
title_sort matthew lipman: testimonies and homages
publishDate 2010
url https://philpapers.org/rec/KENMLT
genre Iceland
genre_facet Iceland
op_relation https://philpapers.org/rec/KENMLT
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