Maughn Gregory
Biographic Data
| ID | 5398382 |
|---|---|
| NAME | Maughn Gregory |
| GIVEN NAMES | Maughn |
| FAMILY NAME | Gregory |
| SIGNATURE | GREGORY M |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0003-4293-5798 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
Philosophy for Children’s Educational Revolution. A dialogue
Noise reduction in the community of philosophical inquiry
In a community of philosophical inquiry (CPI), as the term is used in the Philosophy for Children (P4C) tradition, people with diverse experiences, beliefs, and values discuss a philosophical question of common interest and are prompted by a facilitator to challenge and build on one another’s ideas, share relevant experiences, consider emotional responses, imagine new possibilities, and self-correct their understanding, including their value comm…
Introduction to the suite
Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributor…
Frog and Toad at the Academy
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and enjoying them. He wrote 58 reviews of philosophical children’s stories and co-authored a series of …
Student Thought and Classroom Language
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely m…
Philosophy for Children and its Critics
As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism fr…
The Perils of Rationality
Philosophy for Children and its Critics
As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism fr…
The Perils of Rationality
The Perils of Rationality
Philosophy for Children and its Critics
As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism fr…
Student Thought and Classroom Language
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely m…
Frog and Toad at the Academy
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and enjoying them. He wrote 58 reviews of philosophical children’s stories and co-authored a series of …
Introduction to the suite
Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributor…
Noise reduction in the community of philosophical inquiry
In a community of philosophical inquiry (CPI), as the term is used in the Philosophy for Children (P4C) tradition, people with diverse experiences, beliefs, and values discuss a philosophical question of common interest and are prompted by a facilitator to challenge and build on one another’s ideas, share relevant experiences, consider emotional responses, imagine new possibilities, and self-correct their understanding, including their value comm…
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
Philosophy for Children’s Educational Revolution. A dialogue
Education and Critical Thinking Development (6 works) · Sociology (5 works) · Epistemology (4 works) · Philosophy of education (4 works) · Higher education (3 works) · Law (3 works) · Law (3 works) · Philosophical theory (3 works) · Philosophy (3 works) · Social science (3 works)