Taking Children's Questions Seriously
The Need for Creative Thought
Bibliographic Data
| ID | 13005385 |
|---|---|
| Authors | Liselott Mariett Olsson (Stockholm University, corresponding author) |
| Year | 2013 |
| Volume | 3 |
| Issue | 3 |
| Pages | 230-253 |
| Publication date | 2013-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/gsch.2013.3.3.230 |
| OpenAlex | W2077987708 |
| Language | EN |
| Citations received | 23 |
| References cited | 19 |
This article recounts and further explores some experimental scientific and didactic work trying to make use of the philosophy of Gilles Deleuze and Félix Guattari in early childhood didactics at the University of Stockholm, Sweden. Within the setting of problem- and practice-based cooperation, researchers and teachers have in different projects explored some of the concepts offered by Deleuze and Guattari and that seem capable of aligning themselves with young children's strategies for learning as well as offering new and vital scientific and didactic tools. A thread through the article is the importance of and conditions needed for being able to really listen to children and take their questions seriously. The article begins with an argumentation on the need here for ‘creative thought’ and a short description of how current attempts to tame learning block this thought and neglect children's questions. Thereafter the article builds on examples of scientific and didactic work at the University of Stockholm where three concepts are explored: ‘assemblages of desire’ – as a way of accessing children's collective drive for learning; ‘event’ – as a way of accessing children's production of knowledge; and ‘affect’ – as a way of valuing learning and knowledge in a way that differs from how it is being done within the formalised school system. The article is concluded with a discussion on children's affinity with a creative thought and how this can be used to enrich the formalised school system
Argumentation theory · Deleuze and Guattari · Epistemology · Neglect · Social science · Sociology · Sociology of scientific knowledge · Child Development and Digital Technology · Children's Rights and Participation · Literacy, Media, and Education · Philosophy · Psychology
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Vibrancy, repetition and movement
The art of displacement – curating a preschool context in a public transport system
Exploring abstract, physical, social and embodied space
Museum spaces and experiences for children – ambiguity and uncertainty in defining the space, the child and the experience
Young children’s museum geographies
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Didactical dilemmas when planning teaching for sustainable development in preschool
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Quebra-cabeça sonoro
Teaching in higher education
Learning from Ninjas
Aesthetic Post-Phenomenological Inquiry
Les mots et les choses
Semblance and Event
Beyond Quality in Early Childhood Education and Care
Movement and Experimentation in Young Children's Learning
Ethics and Politics in Early Childhood Education
Powers of Freedom
On Sense and Nonsense
In Early Childhood
The Interpretation of Cultures
Anti-Oedipus
A thousand plateaus
Parables for the Virtual
Multiple Literacies Theory
| Unique citing works | 23 |
|---|---|
| Citations per year | 2,3 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 23 |