Values like peace and the absence of violence cannot be effectively taught. They must be practiced, embodied, and lived…We can agree that peace is fine and beautiful and that violence is nasty and ugly, but these characteristics are weak and unconvincing unless they are woven into the justificational fabric.
Matthew Lipman, P4C co-founder (2003, pp. 121, 114)
Abstract
This article explores how the philosophy for children (P4C) pedagogical model might be well positioned to support the educational strategies associated with the prevention of violent extremism, through early intervention in children’s concept development. Specifically, it considers how the stereotyping of concepts risks interfering with children’s reasoning by engendering relationally problematic views that skew what they might consider valuable, resulting in epistemic rigidity and reduced opportunities to practice responsible autonomy. In response to such risks, the article proposes promising avenues for P4C facilitation, with an aim to cultivate flexible thinking in children and thereby support their evolving competence as emerging agents.
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Fletcher, N.M. Destabilizing stereotyped concepts in childhood: Some opportunities and risks of philosophy for children as an aid to PVE. Prospects 48, 61–78 (2020). https://doi.org/10.1007/s11125-019-09446-0
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DOI: https://doi.org/10.1007/s11125-019-09446-0