<?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>S1984-59872023000100303</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.71997</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Existential urgency: a provocation to thinking &#8220;different&#8221;]]></article-title>
<article-title xml:lang="pt"><![CDATA[Urgência existencial: uma provocação para pensar "diferente"]]></article-title>
<article-title xml:lang="es"><![CDATA[Urgencia existencial: una provocación a pensar "diferente"]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wolf]]></surname>
<given-names><![CDATA[Arthur C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[Barbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of British Columbia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of British Columbia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872023000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract: In this essay we expand the notion of thinking by emphasizing the provocation and urgency to think and by reconceptualizing thinking as an embodied practice. The aim is to expand Lipman and Sharp&#8217;s approach to philosophical inquiry with children and show how other ways of thinking can be included. We strive to unfold a way of &#8220;thinking&#8221; that is both different from rationality (critical thinking) as well as from creative and caring thinking. In the first part of the paper, we discuss the merits of Lipman and Sharp&#8217;s critical, creative and caring thinking within the Community of Philosophical Inquiry (CPI). We then expand Lipman/Sharp&#8217;s philosophical method through Ekkehart Marten&#8217;s Five-finger Model, which allows for different philosophical approaches. In the second half of the paper, we draw on Martin Heidegger&#8217;s What is called thinking? to develop his concept of the &#8220;call&#8221; to think together with its related notions of provocation and urgency. Building on this, we draw on Maurice Merleau-Ponty to show how this call is not an intellectual activity or mere exercise of the &#8220;mind&#8221; but rather affects our entire existence. As such, thinking becomes a response to an existential urgency that is an embodied practice. Using concepts like embodiment, affect, and sensibility, we try to widen our conception of thinking in a CPI. Finally, we hope this will allow facilitators to hear the unique voice of every child so that no one is left unheard.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste ensaio, expandimos a noção de pensamento enfatizando a provocação e a urgência de pensar e também reconceptualizando o pensamento como uma prática corporizada. O objetivo é expandir a abordagem de Lipman e Sharp à investigação filosófica com crianças e mostrar como outras formas de pensar podem ser incluídas. Esforçamo-nos para desdobrar uma forma de "pensar" que é tanto diferente da racionalidade (pensamento crítico), quanto do pensamento criativo e cuidadoso. Na primeira parte do artigo, discutimos os méritos do pensamento crítico, criativo e carinhoso de Lipman e Sharp, dentro da Comunidade de Investigação Filosófica (CIF). Em seguida, expandimos o método filosófico de Lipman/Sharp através do Modelo de Cinco Dedos de Ekkehart Marten, que permite diferentes abordagens filosóficas. Na segunda metade do trabalho, baseamo-nos no texto O que significa pensar?, de Martin Heidegger, para desenvolver seu conceito de "chamada" para pensar, juntamente com as noções de provocação e urgência. Com base nisso, recorremos a Maurice Merleau-Ponty para mostrar como este chamado não é uma atividade intelectual ou um mero exercício da "mente", mas afeta toda a nossa existência. Assim, o pensamento torna-se uma resposta a uma urgência existencial que é uma prática corporizada. Usando conceitos como encarnação, afeto e sensibilidade, tentamos ampliar nossa concepção de pensamento em uma CIF. Por fim, esperamos que isto permita aos facilitadores ouvir a voz única de cada criança para que ninguém fique sem ser ouvido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este ensayo ampliamos la noción de pensamiento haciendo hincapié en la provocación y la urgencia de pensar y reconceptualizando el pensamiento como una práctica encarnada. El objetivo es ampliar el enfoque de Lipman y Sharp sobre la indagación filosófica con niños y mostrar cómo se pueden incluir otras formas de pensar. Nos esforzamos por desplegar una forma de "pensar" que es a la vez diferente de la racionalidad (pensamiento crítico), y diferente del pensamiento creativo y cuidadoso. En la primera parte del artículo, examinamos los méritos del pensamiento crítico, creativo y cuidadoso de Lipman y Sharp dentro de la Comunidad de Investigación Filosófica (CIF). A continuación, ampliamos el método filosófico de Lipman/Sharp a través del Modelo de los Cinco Dedos de Ekkehart Marten, que permite diferentes acercamientos filosóficos. En la segunda mitad del artículo, nos basamos en la obra de Martin Heidegger ¿Qué significa pensar? para desarrollar su concepto de la "llamada" a pensar junto con las nociones relacionadas de provocación y urgencia. A partir de ahí, nos basamos en Maurice Merleau-Ponty para mostrar cómo esta llamada no es una actividad intelectual o un mero ejercicio de la "mente", sino que afecta a toda nuestra existencia. Como tal, el pensar se vuelve una respuesta a una urgencia existencial que es una práctica encarnada. Utilizando conceptos como encarnación, afecto y sensibilidad, intentamos ampliar nuestra concepción del pensamiento en una CIF. Finalmente, esperamos que esto permita a los facilitadores escuchar la voz única de cada niño para que nadie quede sin ser escuchado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Heidegger]]></kwd>
<kwd lng="en"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="en"><![CDATA[embodiment]]></kwd>
<kwd lng="en"><![CDATA[thinking]]></kwd>
<kwd lng="en"><![CDATA[sensibility]]></kwd>
<kwd lng="pt"><![CDATA[Heidegger]]></kwd>
<kwd lng="pt"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="pt"><![CDATA[encarnação]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
<kwd lng="pt"><![CDATA[sensibilidade]]></kwd>
<kwd lng="es"><![CDATA[Heidegger]]></kwd>
<kwd lng="es"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="es"><![CDATA[encarnadura]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
<kwd lng="es"><![CDATA[sensibilidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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