<?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>S1984-59872020000100102</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.46431</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The paradox of philosophy for children and how to resolve it]]></article-title>
<article-title xml:lang="pt"><![CDATA[O paradoxo da filosofia para crianças e como resolvê-lo]]></article-title>
<article-title xml:lang="es"><![CDATA[La paradoja de la filosofía para los niños y cómo resolverla]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kasmirli]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Sheffield  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract There is a paradox implicit in the idea of philosophy for children (P4C). Good teaching starts from the concrete and particular, and it engages with each student&#8217;s individual interests, beliefs, and experiences. Preadolescents (and to some extent everyone) find this approach more natural than a more impersonal one and respond better to it. But doing philosophy involves focusing on the abstract and general and sometimes disengaging oneself from one&#8217;s personal interests and beliefs, in order to reason from the perspective of others. It involves critiquing one&#8217;s own attitudes, recognizing abstract relations, and applying general principles of reasoning. So, if, broadly speaking, good teaching focuses on the concrete and personal, and good philosophy on the abstract and general, how can there be good teaching of philosophy to children? I call this the paradox of philosophy for children, and in this paper, I explore how teachers should respond to it. Should they sacrifice good teaching practice, adopting a heavily teacher-centred approach in order to correct their students&#8217; natural biases? Should they lower their expectations of what philosophical skills children can acquire? Should they even attempt to teach philosophy to children? The paper will argue that there is a better option, which draws on children&#8217;s imaginative abilities. The core idea is that by encouraging children to identify imaginatively with other perspectives, we can use their natural focus on the concrete and particular to help them adopt more abstract, critical ways of thinking. In this way, their focus on the concrete and personal can be the very means to get them to think more abstractly and critically. The paper will go on to outline a general strategy for implementing this approach, the Scenario-Identification-Reflection (SIR) method, which will be illustrated with examples drawn from the author&#8217;s own classroom practice. The paper will also respond to several objections to the proposed strategy and offer some general reflections on the SIR method.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Existe um paradoxo na ideia de filosofia para crianças (P4C). O bom ensino começa do concreto e do particular e envolve os interesses, crenças e experiências individuais de cada aluno. Os pré-adolescentes (e até certo ponto todos) acham essa abordagem mais natural que outra mais impessoal e respondem melhor a ela. Mas fazer filosofia envolve focar no abstrato e no geral e, algumas vezes, se desapegar dos interesses e crenças pessoais de alguém para raciocinar a partir da perspectiva de outros. Envolve criticar as atitudes, ver relações abstratas e aplicar princípios gerais. Portanto, se, em termos gerais, o bom ensino se concentra no concreto e no pessoal, e a boa filosofia no abstrato e no geral, como pode haver um bom ensino de filosofia para as crianças? Eu chamo isso de paradoxo da filosofia para crianças e, neste artigo, exploro como os professores devem responder a ele. Deveriam sacrificar as boas práticas de ensino, adotando uma abordagem fortemente centrada no professor, a fim de corrigir os preconceitos naturais de seus alunos? Deveriam diminuir suas expectativas sobre quais habilidades filosóficas as crianças podem adquirir? Mais ainda: deveriam sequer tentar ensinar filosofia às crianças? O artigo argumentará que existe uma opção melhor, que se baseia nas habilidades imaginativas das crianças. A ideia central é que, incentivando as crianças a se identificarem imaginativamente com outras perspectivas, podemos usar seu foco natural no concreto e no particular para ajudá-las a adotar maneiras de pensar mais abstratas e críticas. Dessa maneira, seu foco no concreto e no pessoal pode ser o meio exato para fazê-las pensar de maneira mais abstrata e crítica. O artigo continuará delineando uma estratégia geral para implementar essa abordagem, o método Cenário-Identificação-Reflexão (SIR), que será ilustrado com exemplos extraídos da própria prática em sala de aula da autora. O artigo também responderá a algumas objeções à estratégia proposta e oferecerá algumas reflexões gerais sobre o método SIR.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Hay una paradoja en la idea de filosofía para niños (P4C). La buena enseñanza comienza desde lo concreto y lo particular, y se relaciona con los intereses, creencias y experiencias individuales de cada estudiante. Los preadolescentes (y en cierta medida todos) encuentran este enfoque más natural que uno más impersonal y responden mejor a él. Pero hacer filosofía implica enfocarse en lo abstracto y general y, a veces, desconectarse de los intereses y creencias personales para razonar desde la perspectiva de los demás. Implica criticar las actitudes de uno, ver relaciones abstractas y aplicar principios generales. Entonces, si, en términos generales, la buena enseñanza se enfoca en lo concreto y lo personal, y la buena filosofía en lo abstracto y general, ¿cómo puede haber una buena enseñanza de filosofía para niños? Llamo a esto la paradoja de la filosofía para niños, y en este artículo, exploro cómo los maestros deben responder a ella. ¿Deberían sacrificar las buenas prácticas de enseñanza, adoptando un enfoque fuertemente centrado en el maestro para corregir los prejuicios naturales de sus alumnos? ¿Deberían reducir sus expectativas sobre las habilidades filosóficas que los niños pueden adquirir? ¿Deberían incluso intentar enseñar filosofía a los niños? Este texto argumentará que existe una mejor opción, que se basa en las habilidades imaginativas de los niños. La idea central es que al alentar a los niños a identificarse imaginativamente con otras perspectivas, podemos usar su enfoque natural en lo concreto y particular para ayudarlos a adoptar formas de pensamiento más abstractas y críticas. De esta manera, su enfoque en lo concreto y personal puede ser el medio para lograr que piensen de manera más abstracta y crítica. El texto continuará describiendo una estrategia general para implementar este enfoque, el método Escenario-Identificación-Reflexión (SIR), que se ilustrará con ejemplos extraídos de la práctica en el aula de la autora. El texto también responderá a algunas objeciones a la estrategia propuesta y ofrecerá algunas reflexiones generales sobre el método SIR.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for children (p4c)]]></kwd>
<kwd lng="en"><![CDATA[student-centred learning]]></kwd>
<kwd lng="en"><![CDATA[imagination]]></kwd>
<kwd lng="en"><![CDATA[sir method]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças (p4c)]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem centrada no aluno]]></kwd>
<kwd lng="pt"><![CDATA[imaginação]]></kwd>
<kwd lng="pt"><![CDATA[método sir.]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños (p4c)]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje centrado en el alumno]]></kwd>
<kwd lng="es"><![CDATA[imaginación]]></kwd>
<kwd lng="es"><![CDATA[método sir.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Attard]]></surname>
<given-names><![CDATA[Angele]]></given-names>
</name>
<name>
<surname><![CDATA[Di Iorio]]></surname>
<given-names><![CDATA[Emma]]></given-names>
</name>
<name>
<surname><![CDATA[Geven]]></surname>
<given-names><![CDATA[Koen]]></given-names>
</name>
<name>
<surname><![CDATA[Santa]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<source><![CDATA[Student Centred Learning: Toolkit for Students, Staff and Higher Education Institutions]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Astington]]></surname>
<given-names><![CDATA[Janet W]]></given-names>
</name>
</person-group>
<source><![CDATA[The Child&#8217;s Discovery of the Mind]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bleazby]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dewey's Notion of Imagination in Philosophy for Children]]></article-title>
<source><![CDATA[Education and Culture]]></source>
<year>2012</year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>95-111</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chambliss]]></surname>
<given-names><![CDATA[Joseph James]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[John Dewey's Idea of Imagination in Philosophy and Education]]></article-title>
<source><![CDATA[The Journal of Aesthetic Education]]></source>
<year>1991</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>43-9</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Çubukçu]]></surname>
<given-names><![CDATA[Zühal]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers' Evaluation of Student-Centered Learning Environments]]></article-title>
<source><![CDATA[Education]]></source>
<year>2012</year>
<volume>133</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>49-66</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Lectures in the Philosophy of Education]]></source>
<year>1966</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Random House]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Reconstruction in Philosophy]]></source>
<year>2004</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Dover Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dietrich]]></surname>
<given-names><![CDATA[Eric]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[There is no progress in philosophy]]></article-title>
<source><![CDATA[Essays in Philosophy]]></source>
<year>2011</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>329-44</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dickens]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
</person-group>
<source><![CDATA[Hard Times for These Times]]></source>
<year>1854</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Bradbury and Evans]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eliot]]></surname>
<given-names><![CDATA[George]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Natural History of German Life]]></article-title>
<source><![CDATA[Westminster Review]]></source>
<year>1856</year>
<volume>66</volume>
<page-range>51-79</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Field]]></surname>
<given-names><![CDATA[Terri]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy for Children and the Feminist Critique of Reason]]></article-title>
<source><![CDATA[Critical and Creative Thinking]]></source>
<year>1995</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-12</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Field]]></surname>
<given-names><![CDATA[Terri]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feminist Epistemology and Philosophy for Children]]></article-title>
<source><![CDATA[Thinking: The Journal of Philosophy for Children]]></source>
<year>1997</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-22</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frankish]]></surname>
<given-names><![CDATA[Keith]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What Do You Really Believe? Take the Truth-Demon Test]]></article-title>
<source><![CDATA[Aeon]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gopnik]]></surname>
<given-names><![CDATA[Alison]]></given-names>
</name>
</person-group>
<source><![CDATA[The Philosophical Baby: What Children&#8217;s Minds Tell Us About Truth, Love, and the Meaning of Life]]></source>
<year>2009</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Farrar, Straus and Giroux]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kahneman]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking, Fast and Slow]]></source>
<year>2011</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Farrar, Straus and Giroux]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[Matthew]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking in Education]]></source>
<year>1991</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mansbridge]]></surname>
<given-names><![CDATA[Jane]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Democracy and Common Interests]]></article-title>
<source><![CDATA[Social Alternatives]]></source>
<year>1990</year>
<volume>8</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>20-4</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercier]]></surname>
<given-names><![CDATA[Hugo]]></given-names>
</name>
<name>
<surname><![CDATA[Sperber]]></surname>
<given-names><![CDATA[Dan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why Do Humans Reason? Arguments for an Argumentative Theory]]></article-title>
<source><![CDATA[Behavioral and Brain Sciences]]></source>
<year>2011</year>
<volume>34</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>57-74</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Milgram]]></surname>
<given-names><![CDATA[Stanley]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Behavioral Study of Obedience]]></article-title>
<source><![CDATA[Journal of Abnormal and Social Psychology]]></source>
<year>1963</year>
<volume>67</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>371-8</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mill]]></surname>
<given-names><![CDATA[John S]]></given-names>
</name>
</person-group>
<source><![CDATA[Autobiography]]></source>
<year>1873</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Longmans, Green, Reader, and Dyer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moulton]]></surname>
<given-names><![CDATA[Janice]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Paradigm of Philosophy: The Adversary Method]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Harding]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<name>
<surname><![CDATA[Hintikka]]></surname>
<given-names><![CDATA[Merrill B]]></given-names>
</name>
</person-group>
<source><![CDATA[Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology, Philosophy of Science]]></source>
<year>1983</year>
<page-range>149-64</page-range><publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[D. Reidel]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Piaget]]></surname>
<given-names><![CDATA[Jean]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s Philosophies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Murchison]]></surname>
<given-names><![CDATA[Carl]]></given-names>
</name>
</person-group>
<source><![CDATA[A Handbook of Child Psychology]]></source>
<year>1933</year>
<page-range>534-47</page-range><publisher-loc><![CDATA[Worcester, MA ]]></publisher-loc>
<publisher-name><![CDATA[Clark University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oswald]]></surname>
<given-names><![CDATA[Magrit E.]]></given-names>
</name>
<name>
<surname><![CDATA[Grosjean]]></surname>
<given-names><![CDATA[Stefan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Confirmation Bias]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pohl]]></surname>
<given-names><![CDATA[Rüdiger]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognitive Illusions: A Handbook on Fallacies and Biases in Thinking, Judgement and Memory]]></source>
<year>2004</year>
<page-range>79-96</page-range><publisher-loc><![CDATA[Hove ]]></publisher-loc>
<publisher-name><![CDATA[Psychology Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pohl]]></surname>
<given-names><![CDATA[Rüdiger F]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognitive Illusions: A Handbook on Fallacies and Biases in Thinking, Judgement and Memory]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Hove ]]></publisher-loc>
<publisher-name><![CDATA[Psychology Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sapere]]></surname>
</name>
</person-group>
<source><![CDATA[P4C Research]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schola Europaea]]></surname>
</name>
</person-group>
<source><![CDATA[Syllabuses]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sherwin]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophical Methodology and Feminist Methodology: Are They Compatible?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Overall]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<name>
<surname><![CDATA[Mullett]]></surname>
<given-names><![CDATA[Sheila]]></given-names>
</name>
<name>
<surname><![CDATA[Code]]></surname>
<given-names><![CDATA[Lorraine]]></given-names>
</name>
</person-group>
<source><![CDATA[Feminist Perspectives: Philosophical Essays on Method and Morals]]></source>
<year>1988</year>
<page-range>13-28</page-range><publisher-loc><![CDATA[Toronto ]]></publisher-loc>
<publisher-name><![CDATA[University of Toronto Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Splitter]]></surname>
<given-names><![CDATA[Laurance J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical Thinking: What, Why, When and How]]></article-title>
<source><![CDATA[Education al Philosophy and Theory]]></source>
<year>1991</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>89-109</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[Lev]]></given-names>
</name>
</person-group>
<source><![CDATA[Thought and Language]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[MIT Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wood]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[Jerome S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[Gail G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Tutoring in Problem Solving]]></article-title>
<source><![CDATA[Journal of Child Psychology and Psychiatry]]></source>
<year>1976</year>
<volume>17</volume>
<page-range>89-100</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
