<?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>S1984-59872024000100101</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.79414</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8220;Educating children for wisdom&#8221;: reflecting on the philosophy for children community of inquiry approach through plato&#8217;s allegory of the cave]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Educar a niños y niñas para la sabiduría&#8221;: reflexión sobre el enfoque de la comunidad de investigación de filosofía para niños mediante la alegoría de la caverna de platón]]></article-title>
<article-title xml:lang="pt"><![CDATA[&#8220;Educar crianças para a sabedoria&#8221;: reflexão sobre a abordagem de comunidade de investigação da filosofia para crianças a partir da alegoria da caverna de platão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[alvarez-abarejo]]></surname>
<given-names><![CDATA[cathlyne joy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of the philippines  ]]></institution>
<addr-line><![CDATA[diliman ]]></addr-line>
<country>filipinas</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a widespread belief in Philosophy for Children that Plato, the famed Greek thinker who introduced philosophizing to the world as a form of dialogue, was averse to teaching philosophy to young children. Decades of the implementation of P4C program&#8217;s inquiry pedagogy have shown conclusively that children are not, in fact, incapable of receiving philosophical training and education. But was Plato wrong? Or has he been largely misunderstood? Does his theory of education show the value of cultivating virtues in the young? This paper attempts to answer these questions by reading the Republic, specifically Plato&#8217;s theory of education and the allegory of the cave, as an education manual that can strengthen one&#8217;s understanding of the pedagogical approach of P4C and the importance of educating children in wisdom and other intellectual virtues. It demonstrates that the Platonic conception of education is consistent with P4C&#8217;s theoretical position of education being transformative, facilitative, and virtue-based. By unpacking the symbolisms and meanings of the cave metaphor, it also discusses effective facilitation, teacher capacity building, and sharing of responsibility in education. Ultimately, drawing from Plato&#8217;s theory of education can recalibrate and improve the way one sees the role of education in building caring communities that empower learners and educators for democracy, higher learning, and achievement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe una creencia generalizada en Filosofía para Niños de que Platón, el afamado pensador griego que introdujo el filosofar en el mundo como una forma de diálogo, era reacio a enseñar filosofía a los niños pequeños. Décadas de implementación de la pedagogía de la indagación del programa FpN han demostrado de forma concluyente que, de hecho, niños y niñas no son incapaces de recibir formación y educación filosóficas. Pero, ¿estaba Platón equivocado? ¿O se le ha mayormente malinterpretado? ¿Muestra su teoría de la educación el valor de cultivar virtudes en los jóvenes? Este artículo intenta responder a estas preguntas leyendo la República, concretamente la teoría de la educación de Platón y la alegoría de la caverna, como un manual de educación que puede fortalecer la comprensión del enfoque pedagógico de la FpN y la importancia de educar a los niños en la sabiduría y otras virtudes intelectuales. Demuestra que la concepción platónica de la educación es coherente con la postura teórica de la FpN según la cual la educación es transformadora, facilitadora y basada en virtudes. Al desentrañar los simbolismos y significados de la metáfora de la caverna, también se analiza la facilitación eficiente, el desarrollo de capacidades del profesorado y el compartir responsabilidades en educación. En última instancia, inspirarse en la teoría de la educación de Platón puede recalibrar y mejorar el modo en que se concibe el papel de la educación en la construcción de comunidades solidarias [caring] que capaciten a alumnos y educadores para la democracia, el aprendizaje superior y el logro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Existe uma crença difundida na Filosofia para Crianças (FpC) de que Platão, o famoso pensador grego que introduziu a filosofia no mundo em forma de diálogo, era contra ensinar filosofia para crianças pequenas. Décadas de implementação da pedagogia de investigação do programa de Filosofia para Crianças mostram conclusivamente que as crianças não são, na verdade, incapazes de receber treinamento e educação filosófica. Mas será que Platão estava errado? Ou será que ele foi amplamente incompreendido? Sua teoria da educação mostra o valor de cultivar virtudes nos jovens? Este artigo busca responder a essas questões através da leitura da República, especificamente a teoria da educação de Platão e a alegoria da caverna, como um manual de educação que pode fortalecer a compreensão da abordagem pedagógica da Filosofia para Crianças e a importância de educar crianças para a sabedoria e para outras virtudes intelectuais. Mostra-se que a concepção platônica de educação é coerente com a posição teórica da FpC de uma educação transformadora, facilitadora e baseada em virtudes. Ao destrinchar os simbolismos e significados da metáfora da caverna, também se discute a facilitação eficaz, a capacitação docente e a partilha de responsabilidades na educação. Por fim, partir da teoria da educação de Platão pode recalibrar e melhorar a forma como se vê o papel da educação na construção de comunidades solidárias que capacitem estudantes e educadores para a democracia, a aprendizagem superior e o sucesso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[community of inquiry]]></kwd>
<kwd lng="en"><![CDATA[wisdom]]></kwd>
<kwd lng="en"><![CDATA[plato]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[comunidad de indagación]]></kwd>
<kwd lng="es"><![CDATA[sabiduría]]></kwd>
<kwd lng="es"><![CDATA[platón]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação]]></kwd>
<kwd lng="pt"><![CDATA[sabedoria]]></kwd>
<kwd lng="pt"><![CDATA[platão]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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