Maughn Gregory
Maughn Rollins Gregory [ORCiD https://orcid.org/0000-0003-4293-5798] is Professor of Educational Foundations at Montclair State University (USA), where he succeeded Matthew Lipman as Director of the Institute for the Advancement of Philosophy for Children in 2001. He holds a BA, MA, and PhD in philosophy, as well as a JD. He publishes and teaches in the areas of philosophy of education, philosophy for children, pragmatism, gender studies, and Socratic and contemplative pedagogies. He is co-editor of the Routledge International Handbook of Philosophy for Children (Routledge 2017) and the Routledge series Philosophy for Children Founders, which includes In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education (Routledge 2018) and Gareth B. Matthews, The Child’s Philosopher (Routledge 2021). He is currently serving on the Board of Directors of the John Dewey Society and as the inaugural Research Coordinator for the International Council of Philosophical Inquiry with Children. He also serves as Vice President for Personnel / Grievance Officer for the American Federation of Teachers, Local 1904. E-mail: [email protected].
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Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole.
Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship, showing where he broke new ground and identifying developments and debates in the fields he helped to initiate. They take up pressing challenges, including biased idealizations of childhood in children’s literature; the tensions between teaching philosophy to, and doing philosophy with young people; the merits of theorizing childhood without theorizing children; and how professional philosophy at once desires and resists a return to childhood.
This second volume in the Philosophy for Children Founders series is an important resource for philosophers, educators, and anyone interested in children’s philosophical thinking, developmental psychology, what it means to philosophize with children, the nature of childhood, and how children’s literature goes philosophical. It will guide and inspire those who share Matthews’ conviction that the impulse to philosophize begins in early childhood.
Contributors (in addition to Gareth B. Matthews): Stephanie Burdick-Shepherd, Cristina Cammarano, Claire Cassidy, Stanley Cavell, Maughn Rollins Gregory, Jennifer Glaser, Walter Omar Kohan, Megan Jane Laverty, Jana Mohr Lone, Karin Murris, Peter Shea, Susan M. Turner, Susannah Sheffer.
Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole.
Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship, showing where he broke new ground and identifying developments and debates in the fields he helped to initiate. They take up pressing challenges, including biased idealizations of childhood in children’s literature; the tensions between teaching philosophy to, and doing philosophy with young people; the merits of theorizing childhood without theorizing children; and how professional philosophy at once desires and resists a return to childhood.
This second volume in the Philosophy for Children Founders series is an important resource for philosophers, educators, and anyone interested in children’s philosophical thinking, developmental psychology, what it means to philosophize with children, the nature of childhood, and how children’s literature goes philosophical. It will guide and inspire those who share Matthews’ conviction that the impulse to philosophize begins in early childhood.
Contributors (in addition to Gareth B. Matthews): Stephanie Burdick-Shepherd, Cristina Cammarano, Claire Cassidy, Stanley Cavell, Maughn Rollins Gregory, Jennifer Glaser, Walter Omar Kohan, Megan Jane Laverty, Jana Mohr Lone, Karin Murris, Peter Shea, Susan M. Turner, Susannah Sheffer.