<?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>S1984-59872011000100003</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2011.00003</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Questions and the community of philosophical inquiry]]></article-title>
<article-title xml:lang="es"><![CDATA[Preguntas y la comunidad de investigación filosófica]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perguntas e a comunidade de investigação filosófica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Northwest]]></surname>
<given-names><![CDATA[Jana Mohr Lone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Washington Center for Philosophy for Children Department of Philosophy]]></institution>
<addr-line><![CDATA[Seattle Washington]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2011</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>75</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872011000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872011000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872011000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Matthew Lipman wrote that "questioning is the leading edge of inquiry." This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students' responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty - the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called "creative questioning," it's essential that we trust their judgment and support their cultivation of the inclination to question.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Matthew Lipman escribi&#243; que el "preguntar es el filo m&#225;s cortante de la investigaci&#243;n." Esto refleja la primac&#237;a de la pregunta en una comunidad de investigaci&#243;n filos&#243;fica. El coraz&#243;n del potencial transformativo de filosof&#237;a para ni&#241;os es el compromiso del estudiante con un di&#225;logo fundado en las preguntas que m&#225;s llaman la atenci&#243;n del grupo y con el intento colaborativo de construir significado y cultivar una comprensi&#243;n profunda. La responsabilidad de los estudiantes de elegir la pregunta para comenzar su discusi&#243;n realza la naturaleza democr&#225;tica de la comunidad y destaca la mayor importancia, dentro de la investigaci&#243;n, de las cuestiones que dejan perplejos a los estudiantes. Hay una relaci&#243;n significativa entre hacer que los ni&#241;os elijan la pregunta para la discusi&#243;n y el papel de la modestia epistemol&#243;gica - el reconocimiento que todos los miembros del grupo, incluyendo el facilitador, son falibles y sostienen puntos de vista que al final pueden ser err&#243;neos - en una comunidad de investigaci&#243;n filos&#243;fica. Para animar a los ni&#241;os a comprometerse con lo que Lipman llam&#243; "preguntar creativo," es esencial que confiamos en su juicio y apoyemos su cultivo a la inclinaci&#243;n a preguntar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Matthew Lipman escreveu que "perguntar &#233; o fio mais cortante da investiga&#231;&#227;o". Isto reflete a primazia da pergunta na comunidade de investiga&#231;&#227;o filos&#243;fica. O ponto central do potencial transformador da filosofia &#233; o engajamento do estudante em um di&#225;logo estabelecido pelas perguntas que mais apareceram no grupo e a tentativa colaborativa de construir sentidos e cultivar entendimento profundo. A responsabilidade dada aos alunos de escolherem a quest&#227;o para come&#231;arem suas discuss&#245;es destaca a natureza democr&#225;tica da comunidade e sinaliza a exist&#234;ncia, na investiga&#231;&#227;o, de quest&#245;es que deixam os estudantes perplexos. Existe uma rela&#231;&#227;o significativa entre ter a quest&#227;o escolhida pela crian&#231;a para discuss&#227;o e o papel da mod&#233;stia epistemol&#243;gica - e o reconhecimento de que todos os membros do grupo, incluindo o facilitador, s&#227;o fal&#237;veis e sustentam pontos de vista que podem ser err&#244;neos no final - na comunidade de investiga&#231;&#227;o filos&#243;fica. Para encorajarmos as crian&#231;as a se engajarem no que Lipmam chamou de "questionamento criativo", &#233; essencial que possamos confiar em seus julgamentos e sustentar o cultivo das suas inclina&#231;&#245;es para fazerem perguntas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[questioning and inquiry]]></kwd>
<kwd lng="en"><![CDATA[community of philosophical inquiry]]></kwd>
<kwd lng="en"><![CDATA[choice of question(s)]]></kwd>
<kwd lng="en"><![CDATA[epistemological modesty]]></kwd>
<kwd lng="en"><![CDATA[authentic conversation]]></kwd>
<kwd lng="es"><![CDATA[preguntar e investigar]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[elección de pregunta(s)]]></kwd>
<kwd lng="es"><![CDATA[modestia epistemológica]]></kwd>
<kwd lng="es"><![CDATA[conversación auténtica]]></kwd>
<kwd lng="pt"><![CDATA[questionar e investigar]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[escolha de questão (ões)]]></kwd>
<kwd lng="pt"><![CDATA[modéstia epistemológica]]></kwd>
<kwd lng="pt"><![CDATA[conversação autêntica]]></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[Lipman]]></surname>
<given-names><![CDATA[Matthew]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Philosophy for Children:Some Assumptions and Implications]]></article-title>
<source><![CDATA[Ethics in Progress]]></source>
<year></year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
