About this topic
Summary Philosophy for Children (P4C) is an educational movement that started in America in the 1970s with the aim of teaching school aged children to think critically and creatively, and to work together in caring and collaborative ways. The pedagogical focus involved using age appropriate stories to encourage student-led dialogue and inquiry into philosophical questions. Supporters of P4C believe that philosophy need not be confined to the domain of the academy, but rather children from ages 3 and upwards are capable of deep thinking on topics such as ‘what is Art?’. ‘Philosophy for Children: Aesthetics’ is devoted to research published on the theory and practice of teaching philosophy in schools using creative and artistic methods, using art resources (particularly as stimuli for Community of Inquiry dialogues), as well as supporting young people to engage with artworks in a philosophical manner. The term ‘P4C’ was coined by Matthew Lipman who wanted to encourage citizens to be reasonable and democratic, and, along with Ann Margaret Sharp at the Institute for the Advancement of Philosophy for Children, figured the best way to do so was to teach philosophical thinking skills from an early age. Publications in the areas of arts education and aesthetic education is still relatively young, and therefore the application of arts education and aesthetics to philosophy for children and philosophy in schools is also a growing area.  
Key works Matthew Lipman’s seminal text designed to support children’s inquiry into topics within philosophical aesthetics is ‘Suki’ Lipman 1978.  There are some excellent chapters devoted to philosophy in schools and aesthetics in the edited book 'The Routledge International Handbook of Philosophy for Children'  Gregory et al 2017.
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  1. Educating Character Through the Arts.Laura D'Olimpio, Panos Paris & Aidan P. Thompson (eds.) - 2022 - Routledge.
    This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts' relationship to human flourishing and the development of the virtues. Focusing on the moral value of art and considering questions of whether there can be educational value in imaginative and non-narrative art, the nine chapters herein critically examine whether poetry, music, literature, films, television series, videogames, and even (...)
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  2. What does philosophy do? Understanding the work that philosophy does: A review of the literature on the teaching and learning of philosophy in schools. [REVIEW]Lynne Bowyer, Claire Amos & Deborah Stevens - 2021 - Journal of Philosophy in Schools 8 (1):71-103.
    This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the second question—What does philosophy do?—by gathering together research that focuses on and discusses the impact of philosophy in the classroom. Two distinct claims emerge from the literature. The first claim is that philosophy improves academic and cognitive (...)
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  3. What is ‘philosophy’? Understandings of philosophy circulating in the literature on the teaching and learning of philosophy in schools.Lynne Bowyer, Claire Amos & Deborah Stevens - 2020 - Journal of Philosophy in Schools 7 (1):38.
    This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the first research question—What 'is' philosophy?—by gathering together the various understandings of the word ‘philosophy’ circulating in the literature. There are ten understandings of what philosophy 'is' that have arisen from the literature: philosophy as a foundational concept; (...)
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  4. Philosophy and the Arts in Central Europe 1500-1700.Joseph S. Freedman - 2019 - Routledge.
    Published in 1999. The articles in this collection focus on instruction - and writings arising from that instruction - in philosophy and the arts during the sixteenth and seventeenth centuries with emphasis on Central Europe. The introduction brings together and expands upon many of the topics discussed - and conclusions reached - in the remaining seven articles. Four of these articles are devoted to examining the significance of two ancient authors (Aristotle and Cicero) and of two more recent ones (Petrus (...)
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  5. The Routledge International Handbook of philosophy for children. Edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Pp 266. London: Routledge. 2017. £140.00 . ISBN 978-1-138-84767-5. [REVIEW]Claire Cassidy - 2018 - British Journal of Educational Studies 66 (1):127-129.
  6. Media and Moral Education: a philosophy of critical engagement.Laura D'olimpio - 2018 - London, UK: Routledge.
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. -/- D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, (...)
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  7. The Ethics of Narrative Art: philosophy in schools, compassion and learning from stories.Laura D’Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  8. From Harry to Philosophy Park: The development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...)
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  9. Philosophy in the (Gender and the Law) Classroom.Laura D'Olimpio - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):1-16.
    This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance two objectives in Gender and the (...)
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  10. Playing with Philosophy: Gestures, Performance, P4C and an Art of Living.Laura D’Olimpio & Christoph Teschers - 2017 - Educational Philosophy and Theory:1-10.
    It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that, through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures (Schmid 2000b) have on others. One of the most fundamental aspects of the embodied human life is human interaction that (...)
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  11. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2017 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
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  12. Philosophy for children meets the art of living: a holistic approach to an education for life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  13. Cultural DeCoding: A humanities program for gifted and talented high school students seeking university entrance.Laura D’Olimpio, Angela McCarthy & Annette Pedersen - 2016 - Journal of Philosophy in Schools 3 (1):84-103.
    This article details Cultural DeCoding, a humanities based high school extension program for gifted and talented Year 11 and 12 students in Western Australia. The brainchild of Dr Annette Pedersen and Dr Angela McCarthy, the program runs for four days across the summer holidays before the start of the school term. The program fills a gap that exists in the education of gifted and talented secondary students who are interested in the humanities. It is comprised of sessions run by academics (...)
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  14. Facilitation is No Mere Technical Skill: A Case Study of a Small Group of ‘Different’ Students.Lena Green - 2016 - Analytic Teaching and Philosophical Praxis 36 (1):63-75.
    It is generally recognized that any inquiry must be sensitive to context and that facilitation is never simply a matter of following a set of rules. In this paper I list and discuss the particular challenges of facilitating an inquiry with a small group of adolescent boys, all of whom had difficulty in learning despite being of at least average intelligence. I describe some adaptations to the classic P4C model of inquiry that I found helpful and refer briefly to the (...)
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  15. Thinking with Beauvoir on the Freedom of the Child.Lior Levy - 2016 - Hypatia 31 (1):140-155.
    Among philosophers, Simone de Beauvoir is unique in treating childhood as a philosophical phenomenon. In both The Ethics of Ambiguity and The Second Sex, she examines the relationship between childhood and human freedom and considers its role in the development of subjectivity. Despite this, few sustained analyses of her treatment of the phenomenon exist. I argue that Beauvoir's conception of childhood is not uniform, but changes from The Ethics of Ambiguity to The Second Sex. Whereas the former presents children as (...)
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  16. Children’s activism and guerrilla philosophy.Karen Shuker & Sondra Bacharach - 2016 - Journal of Philosophy in Schools 3 (2):70-81.
    This paper explores how engaging in and with philosophy in the streets has unique and special potential for children doing philosophy both inside and outside the classroom. We highlight techniques drawn from research into the political, social and activist potential of street art, and we illustrate how to apply these techniques in a P4C context in what we call guerrilla philosophy. We argue that guerrilla philosophy is a pedagogically powerful method to philosophically engage students whose ages range from 11-13. In (...)
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  17. The role of the art of living in early childhood education.Christoph Teschers - 2016 - Journal of Philosophy in Schools 3 (2):40-50.
    The notions of well-being and happiness are widely used today in a range of disciplines, areas of research, educational practice and daily life. However, these terms have to be considered critically, and careful reflection on their meaning is needed in each context where they are used. One reflection in the context of education has been conducted in relation to positive psychology as well as philosophical concepts and questions such as how to live a good life, the art of living and (...)
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  18. From Critical Thinking to Artful Communication: Inspirations from Dewey's Theory of Communication.Jessica Ching-Sze Wang - 2016 - Philosophy Study 6 (2).
    The idea of Philosophy for Children initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go (...)
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  19. Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction.Aislinn O'Donnell - 2015 - Journal of Philosophy of Education 49 (2):187-202.
    Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...)
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  20. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism.Darren Chetty - 2014 - Childhood and Philosophy 10 (19):11-31.
    Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory and the related field of Critical Whiteness Studies , I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, racism and diversity (...)
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  21. L’éducation à la démocratie par la culture des sentiments. Martha C. Nussbaum et la philosophie pour enfantsTraining for Democracy through Culture of Feelings. Martha C. Nussbaum and Philosophy for Children. [REVIEW]Jean-françois Goubet - 2014 - Childhood and Philosophy 10 (19):87-108.
    Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants . En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des « capabilités », ou capacités (...)
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  22. Socrates in Homeroom.James R. Davis - 2013 - Teaching Philosophy 36 (3):217-238.
    How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...)
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  23. Picturebooks, Pedagogy and Philosophy by Joanna Haynes and Karin Murris. London: Routledge, 2012. Pp. xiv, 269. Hb. £80.00, $125.00. [REVIEW]Evelyn Arizpe - 2012 - Journal of Philosophy of Education 46 (3):497-500.
    The core argument of Haynes and Murris’ book is that traditional approaches of Philosophy for Children (P4C) ignore the potential of contemporary picturebooks f.
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  24. Dewey's Notion of Imagination in Philosophy for Children.Jennifer B. Bleazby - 2012 - Education and Culture 28 (2):95-111.
    Kieran Egan states that imagination "is a concept that has come down to us with a history of suspicion and mistrust" (2007, p. 4). Like experience and the emotions, the imagination is frequently thought to be an obstacle to reason. While reason is conceived of as an abstract, objective and rule-governed method of delivering absolute truths, the imagination is considered "unconstrained, arbitrary, and fanciful," as well as "particular, subjective, and idiosyncratic" (Jo 2002, p. 39). This negative view of the imagination (...)
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  25. Teaching the Philosophy of Art in Elementary School.Thomas E. Wartenberg - 2012 - In Roberta Israeloff & Jana Mohr Lone (eds.), Philosophy and Education. Newcastle, UK: pp. 151-58.
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  26. Reconceptualizing the Aims in Philosophy for Children.Robert Karaba - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):50-54.
    Both Walter Kohan (2002) and Nancy Vansieleghem (2005) have questioned the aims of Philosophy for Children (P4C). It is the intention of this current paper to pursue the line of inquiry opened up by these authors, but from the standpoint of John Dewey’s pragmatism. Dewey’s philosophy shifts the focus from discovering the aim of P4C to aims in the particular contexts in which P4C operates. As such, aims in education (including P4C) are seen as: required for intelligent education, inseparable from (...)
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  27. Philosophy in Children's Literature.Peter R. Costello (ed.) - 2011 - Lexington Books.
    This book seeks to join the ongoing, interdisciplinary approach to children’s literature by means of sustained readings of individual texts by means of important works in the history of philosophy. Its inclusion of authors from both various departments—philosophy, literature, religion, and education—and various countries is an attempt to show how traditional boundaries between disciplines might become more permeable and how philosophy offers important insights to this interdisciplinary, critical conversation.
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  28. Matthew Lipman: testimonies and homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root (...)
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  29. Community of Enquiry and Ethics of Responsibility.Roberto Tibaldeo - 2009 - Philosophical Practice 4 (1):407-418.
    The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article highlights the possibility (...)
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  30. Teaching Philosophy with Children's Literature.Thomas E. Wartenberg - 2008 - Gifted Education Communicator 35 (3):22-25.
  31. 한국 유아를 위한 철학적 탐구공동체 활동의 실제.Hyun-Joo Lee & Dae-Ryun Chung - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:123-139.
    This paper is about activities of ‘community of inquiry’ on the basis of Lipman’s model applied at a kindergarten in Seoul, Korea. The activities of community of inquiry, basically, includes a series of activities, for example, reading textbooks, making up questions, discussing on themes, working out exercises and further responding. At the beginning of P4C lessons, young children had difficulties in reading texts with no pictures, and making up questions. Having philosophy lessons repeatedly, they were accustomed to the activities, felt (...)
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  32. J. Habermas and the Art of Dialogue: The Practicability of the Ideal Speech Situation.Barbara Weber - 2008 - Analytic Teaching and Philosophical Praxis 28 (1):1-8.
    Critical reasoning is a core element of the P4C program. Yet, the appearance of postmodernism, multiculturalism and ethnocentrism casts doubt on the Western concept of rationality and demands that its claim of universal purview be justified. In this context, the desideratum of this article is to provide a concept of rationality that has the potential to serve as the theoretical basis of reasoning in P4C. This is an important task, because if we cannot defend P4C against the postmodern criticism of (...)
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  33. How students understand art: a change in children through philosophy.Marina Santi - 2007 - Childhood and Philosophy 3 (5):19-33.
    This study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “community of inquiry”, according to the methodology of “Philosophy (...)
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  34. Gilles Deleuze: Enfants Et Devenir-Enfance.Walter Kohan - 2006 - Childhood and Philosophy 2 (3):11-27.
    This paper consists of some fragments from the writings of Gilles Deleuze that concern childhood. The goal here is not to illustrate a whole philosophical doctrine of childhood, but to present and make accessible to the readers some texts that may inspire them. Deleuze’s interest in childhood took many forms. He published a book for children with Jacqueline Duhême. Of course, this book was not written especially for children: it was composed of already-published texts from his earlier works. We also (...)
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  35. Gender in the Novel K. Haynes: Fashioning the Feminine in the Greek Novel . Pp. viii + 214. London and New York: Routledge, 2003. Paper, £15.99. ISBN: 0-415-26210-0 (0-415-26209-7 hbk). [REVIEW]Kathryn Chew - 2005 - The Classical Review 55 (01):90-.
  36. La Escritura Poética Como Camino Hacia El Filosofar. Anotaciones En Torno A La Traducción Y Adaptación Culturalpara El Mundo De Habla Hispana De La Novela Filosófica Suki, De Matthew Lipman.Diego Antonio Pineda - 2005 - Childhood and Philosophy 1 (1):49-87.
    Lo que me propongo presentar en este texto no son más que algunas observaciones y reflexiones, algunas de ellas incluso un poco marginales, a un trabajo mucho más amplio que vengo realizando desde hace más de seis años: la traducción y adaptación cultural para el mundo de habla hispana de la novela filosófica Suki, de Matthew Lipman, y de su correspondiente manual de apoyo para el profesor, que tiene por título Escribir: ¿cómo y por qué? Me ocuparé, en primer lugar, (...)
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  37. PERSPECTIVES: The Center for the Advancement of Philosophy in Schools.Sara Goering - 2002 - Questions 2:10-10.
    Goering writes on the perspectives of her students through contrasting philosophy to unrelated anthological texts which include language arts and history.
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  38. Qué es filosofía para niños?: ideas y propuestas para pensar la educación.Walter Kohan & Vera Waksman - 1997 - Buenos Aires, Argentina: Oficina de Publicaciones del CBC.
  39. Suki. [REVIEW]T. M. Reed - 1982 - Teaching Philosophy 5 (3):237-238.
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  40. Suki.Monroe C. Beardsley - 1979 - Journal of Aesthetics and Art Criticism 38 (1):106-107.
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  41. Suki.Matthew Lipman - 1978 - Institute for the Advancement of Philosophy for Children.
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  42. M. Lipman's "What Happens in Art". [REVIEW]Arnold Berleant - 1968 - Philosophy and Phenomenological Research 28 (3):449.
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