<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872017000100153</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2017.26646</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The emergence of emergent philosophizing: preliminary notes]]></article-title>
<article-title xml:lang="pt"><![CDATA[A "emergência" de momentos filosóficos emergentes e a filosofia emergente (emphil): notas preliminares]]></article-title>
<article-title xml:lang="es"><![CDATA[La emergencia de momentos filosóficos emergentes y la filosofía emergente (emphil): notas preliminares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Theodoropoulou]]></surname>
<given-names><![CDATA[Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nikolidaki]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Aegean University  ]]></institution>
<addr-line><![CDATA[Mitilene ]]></addr-line>
<country>Grécia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Aegean University  ]]></institution>
<addr-line><![CDATA[Mitilene ]]></addr-line>
<country>Grécia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<fpage>153</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872017000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872017000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872017000100153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims at introducing the idea of Emergent Philosophizing (EmPhil) as a way of naming, describing, developing and further understanding the occurrence of philosophical insights among children in the classroom. The conceptualization of EmPhil is theoretically grounded in philosophies that explore the process of thinking as emergence, as a form of praxis, and as a way of life. Emergent philosophizing is an ongoing pedagogical concept that is still developing--both shaping and being reshaped by our experience in the classroom, dedicated as it is to a form of practice that allows children&#8217;s thinking (but also the teacher&#8217;s thinking) to unblock and unlock philosophical ideation. EmPhil is a form of wonder and epiphany, and it is up to adults to: a) recognize and welcome these emerging moments, and to recognize the philosophical or pre-philosophical ideas contained within them, through observation and dialogue, b) open up more space within organized activities for them to emerge; and c) maintain a responsive attitude toward&#8217;s children&#8217;s thinking, such that they are never lost, undervalued, or unnoticed). EmPhil opens a pedagogical space for children in which to view their own thoughts as important as needing to be acknowledged, questioned, discussed and not left aside. EmPhil celebrates the instant,, the fresh,, the unfinished,, and the ongoing process of thinking that keeps changing and developing in the dialogical setting that philosophy for/with children provides. As such, EmPhil forges a creative bond between pedagogy and philosophy that is not as yet fully explored.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse artigo pretende introduzir a ideia de Filosofia Emergente (EmPhil) como um modo de nomear, descrever, desenvolver e compreender o processo de ter momentos filos&#243;ficos que ocorrem instantaneamente e que v&#234;m diretamente das crian&#231;as em sala de aula. A conceptualiza&#231;&#227;o de EmPhil se baseia teoricamente em filosofias que exploram o processo de pensamento como emerg&#234;ncia, entendido como uma pr&#225;tica e um modo de vida. EmPhil &#233; um conceito pedag&#243;gico atual que ainda est&#225; se desenvolvendo - moldando nossa experi&#234;ncia na sala de aula e sendo, ao mesmo tempo, remodelado por ela, dedicando-se, assim, a uma pr&#225;tica que permite que o pensamento das crian&#231;as (e tamb&#233;m o do professor) se abra &#224;s ideias filos&#243;ficas. EmPhil &#233; uma forma de espanto e epifania, e depende dos adultos: a) reconhecer e acolher esses momentos emergentes, e reconhecer as ideias filos&#243;ficas e pr&#233;-filos&#243;ficas contidas neles atrav&#233;s da observa&#231;&#227;o e do di&#225;logo, b) abrir um espa&#231;o maior entre as atividades organizadas para permitir que esses momentos possam emergir; e c) manter uma atitude receptiva ao pensamento das crian&#231;as para evitar que se sintam perdidas, subestimadas ou que passem desapercebidas. EmPhil abre um espa&#231;o pedag&#243;gico para que as crian&#231;as vejam que seus pr&#243;prios pensamentos s&#227;o suficientemente importantes para ser reconhecidos, questionados e discutidos sem ser deixados de lado. EmPhil celebra o instante, o espont&#226;neo, o inconcluso e o processo de pensamento que se transforma e se desenvolve constantemente no &#226;mbito dial&#243;gico fornecido pela filosofia para/com crian&#231;as. Desta forma, EmPhil forja um la&#231;o criativo entre a filosofia e a pedagogia que ainda n&#227;o foi totalmente explorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo pretende introducir la idea de Filosof&#237;a Emergente (EmPhil) como un modo de nombrar, describir, desarrollar y comprender el proceso de tener momentos filos&#243;ficos que ocurren instant&#225;neamente y que vienen directamente de los ni&#241;os en el aula. La conceptualizaci&#243;n de EmPhil se basa te&#243;ricamente en filosof&#237;as que exploran el proceso de pensamiento como emergencia, entendido como una pr&#225;ctica y un modo de vida. EmPhil es un concepto pedag&#243;gico actual que a&#250;n se est&#225; desarrollando - moldeando nuestra experiencia en el aula y siendo, a su vez, remodelado por &#233;sta, dedic&#225;ndose as&#237; a una pr&#225;ctica que permite que el pensamiento de los ni&#241;os (y tambi&#233;n el del maestro) se abra a las ideas filos&#243;ficas. EmPhil es una forma de asombro y epifan&#237;a, y depende de los adultos: a) reconocer y acoger estos momentos emergentes, y reconocer las ideas filos&#243;ficas y pre-filos&#243;ficas contenidas en ellos a trav&#233;s de la observaci&#243;n y el di&#225;logo, b) abrir un mayor espacio entre las actividades organizadas para permitir que estos momentos emerjan; y c) mantener una actitud receptiva al pensamiento de los ni&#241;os para evitar que se sientan perdidos, subestimados o que pasan desapercibidos. EmPhil abre un espacio pedag&#243;gico para que los ni&#241;os vean que sus propios pensamientos son lo suficientemente importantes como para ser reconocidos, cuestionados y discutidos sin ser dejados de lado. EmPhil celebra el instante, lo espont&#225;neo, lo inconcluso y el proceso de pensamiento que se transforma y se desarrolla constantemente en el marco dial&#243;gico provisto por la filosof&#237;a para/con ni&#241;os. Como tal, EmPhil forja un lazo creativo entre la filosof&#237;a y la pedagog&#237;a que a&#250;n no ha sido totalmente explorado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emergence]]></kwd>
<kwd lng="en"><![CDATA[Philosophizing]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="en"><![CDATA[Philosophy With/For Children]]></kwd>
<kwd lng="pt"><![CDATA[Emergência]]></kwd>
<kwd lng="pt"><![CDATA[Filosofar]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia Com/Para Crianças]]></kwd>
<kwd lng="es"><![CDATA[Emergencia]]></kwd>
<kwd lng="es"><![CDATA[Filosofar]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[Filosofía Con/Para Niños]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MURRIS]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Listening, juggling and travelling in philosophical space.]]></article-title>
<source><![CDATA[Critical and Creative Thinking]]></source>
<year></year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>23-32</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
