<?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>S1984-59872021000100214</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.59537</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[spinoza on children and childhood]]></article-title>
<article-title xml:lang="es"><![CDATA[spinoza sobre los niños y la infancia]]></article-title>
<article-title xml:lang="pt"><![CDATA[spinoza sobre as crianças e a infância]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayalon]]></surname>
<given-names><![CDATA[noa lahav]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of haifa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Israel</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Baruch Spinoza, the 17th century philosopher best known for his metaphysical rigor and the radical heterodoxy of his conception of God as Nature, did not say much about children or childhood. Nevertheless, his few mentions of children in his masterpiece, the Ethics, raise fascinating questions of autarky, rationality and mind-body relations as they are perceived in the contrast between children and adults. Generally, philosophical theories of childhood benefit greatly from a strong metaphysical foundation. Spinoza&#8217;s philosophy, which has recently been gaining considerable attention by contemporary neuroscientists and psychologists, can serve as stable and fertile ground for developing a strong philosophy of childhood. In this paper I address the Spinozistic conception of a flourishing, happy human and the way this understanding of human excellence reflects on his understanding of children and childhood. I argue that the use of Spinozistic concepts can be valuable in the analysis of children and childhood-especially essence, striving to persevere in being, and the nature of the imagination. Spinoza&#8217;s epistemology can explain the unique rationality of children, and provide a metaphysical basis for normative behavior. Moreover, it can help us as caregivers better understand and empathize with children, by explaining the similarities and differences between children and adults.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Baruch Spinoza, el filósofo del siglo XVII más reconocido por su rigor metafísico y la radical heterodoxia de su concepción de Dios como Naturaleza, no habló mucho de los niños ni de la infancia. No obstante, las escasas menciones que hace de los niños en su obra maestra, la Ética, hacen surgir preguntas fascinantes sobre autarquía, racionalidad y relaciones mente-cuerpo, tal como son percibidas en el contraste entre niños y adultos. En general, las teorías filosóficas sobre la infancia se benefician enormemente de una sólida base metafísica. La filosofía de Spinoza, que últimamente ha estado recibiendo considerablemente mayor atención por parte de neurocientíficos y psicólogos contemporáneos, puede servir de terreno estable y fértil para desarrollar una sólida filosofía de la infancia. En este artículo, abordo la concepción spinozista de un ser humano floreciente y feliz y el modo en que esta comprensión de la excelencia humana se refleja en su comprensión de los niños y la infancia. Sostengo que el uso de conceptos spinozistas puede ser valioso en el análisis de los niños y la infancia -especialmente la esencia, luchando por perseverar en el ser, y la naturaleza de la imaginación. La epistemología de Spinoza puede explicar la singular racionalidad de los niños y proporcionar una base metafísica para el comportamiento normativo. Además, puede ayudarnos, como cuidadores, a comprender mejor y empatizar mejor con los niños, al explicar las similitudes y diferencias entre los niños y los adultos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Baruch Spinoza, filósofo do século XVII, mais conhecido por seu rigor metafísico e a heterodoxia radical de sua concepção de Deus como Natureza, não diz muito sobre as crianças ou a infância. Contudo, suas poucas menções às crianças em sua obra-prima, Ética, levantam questões fascinantes de autarquia, racionalidade e relações mente-corpo percebidas no contraste entre crianças e adultos. Geralmente, as teorias filosóficas da infância se beneficiam muito de uma base metafísica forte. A filosofia de Spinoza, que recentemente tem recebido considerável atenção de neurocientistas e psicólogos contemporâneos, pode servir como um terreno estável e fértil para o desenvolvimento de uma forte filosofia da infância. Neste artigo, abordo a concepção spinozista de um ser humano próspero e feliz e a maneira como essa compreensão da excelência humana reflete em sua compreensão das crianças e da infância. Eu argumento que o uso de conceitos spinozistas pode ser valioso na análise de crianças e da infância - especialmente a essência, o esforço para perseverar no ser, e a natureza da imaginação. A epistemologia de Spinoza pode explicar a racionalidade única das crianças e fornecer uma base metafísica para o comportamento normativo. Além disso, pode nos ajudar, como cuidadores, a compreender melhor e ser empático com as crianças, ao explicar as semelhanças e diferenças entre crianças e adultos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[spinoza]]></kwd>
<kwd lng="en"><![CDATA[human essence]]></kwd>
<kwd lng="en"><![CDATA[ethics.]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[spinoza]]></kwd>
<kwd lng="es"><![CDATA[esencia humana]]></kwd>
<kwd lng="es"><![CDATA[ética.]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[spinoza]]></kwd>
<kwd lng="pt"><![CDATA[essência humana]]></kwd>
<kwd lng="pt"><![CDATA[ética.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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