Matthew Lipman and Ann Margaret Sharp

Roberto Franzini Tibaldeo (PhD in Science of Culture, Modena 2005, and PhD in Philosophy, Torino 2011) is Professor adjunto (Associate professor) of philosophy of the post-graduate programme in philosophy (PPGF) at the Pontifícia Universidade Católica do Paraná (Curitiba, Brazil). From 2015 to 2018 he served as F.R.S.-FNRS Chargé de recherche (Postdoctoral researcher) at the Université catholique de Louvain (Louvain-la-Neuve, Belgium), and from 2010 to 2015 he was Assegnista di ricerca (Research fellow) in Political Philosophy at the Scuola Universitaria Superiore Sant’Anna (Pisa, Italy). Research interests: continental philosophy (esp. Hans Jonas), ethics and politics of responsibility, philosophy for children/communities (p4c), interculturality, landscape studies.

• Chapter 1.- Intellectual-biographical sketch.- (A) Matthew Lipman’s early years (1923-1972).- (B) Ann Margaret Sharp’s early years (1942-1972).- (C) Lipman and Sharp’s providential meeting in 1973.- (D) Four decades of fruitful cooperation (1973-2010).- References. - Chapter 2 – The context of Lipman and Sharp’s educational revolution .- (A) The 1960s: political and social tensions in the US.- (B) The widespread need for educational renovation.- (C) Philosophy’s contribution to education.- References.- Chapter 3 – Lipman and Sharp’s philosophical-educational vision .- (A) “Inside-out philosophy”.- (B) The challenge of democracy and citizenship.- (C) Cognitive self-defence and community-based philosophical enquiry.- (D) Education for reasonableness, reflectivity, fallibilism and self-correction.- (E) The multidimensionality of thinking: critical, creative and caring.- (F) Moral education, reduction of violence, appreciation of diversities.- References.- Chapter 4 – Philosophy for Children’s educational curriculum .- (A) The first novel: “Harry Stottlemeier’s Discovery” (1969).- (B) The demand for empirical evaluation.- (C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum.- (D) Training supervisors and teachers.- References.- Chapter 5 – Philosophy for Children’s global dissemination .- (A) Where: USA, Canada, Latin America, Africa, Europe, Asia.- (B) The reasons of P4C’s worldwide success.- The effectiveness of philosophy’s contribution to education.-  The efficacy of P4C’s community-based proposal.- P4C’s methodological awareness and adaptability.- P4C’s ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification.- (C) Critical and comparative remarks.- Criticisms of the P4C curriculum.- A comparison between P4C and other philosophical-educational practices.- References.- Conclusions: An open-ended educational proposal .