L’INTERVENANT DOIT ÊTRE UN PROBLÈME POUR LES ENFANTS !

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dc.coverageSTUDIA UBB PHILOSOPHIA, LXIV, No. 3, 2019 (p. 9 – 24)en-US
dc.creatorCORTIAL, Cédric
dc.date2019-12-30
dc.date.accessioned2026-02-21T10:39:19Z
dc.descriptionThe Intervenient Must be a Problem for the Children! This article attempts to find a theoretically and philosophically consistant foundation for the role of the facilitator of philosophy with children and draws conclusions about the type of activity that this facilitator must do. This requires a thetic implication on what makes us philosophize. We defend then that it is by the concept of problem that the philosophy appears, and that thus the facilitator must act by being an instantiation of this very concept.en-US
dc.formatapplication/pdf
dc.identifierhttps://studia.reviste.ubbcluj.ro/index.php/subbphilosophia/article/view/2807
dc.identifier10.24193/subbphil.2019.3.01
dc.identifier.urihttps://hdl.handle.net/20.500.14637/1038
dc.languageeng
dc.publisherBabeș-Bolyai University / Cluj University Pressen-US
dc.relationhttps://studia.reviste.ubbcluj.ro/index.php/subbphilosophia/article/view/2807/2703
dc.rightsCopyright (c) 2019 Studia Universitatis Babeș-Bolyai Philosophiaen-US
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0en-US
dc.sourceStudia Universitatis Babeș-Bolyai Philosophia; Volume 64, No. 3, December 2019; 9 - 24en-US
dc.source2065-9407
dc.source10.24193/subbphil.2019.3
dc.subjectFacilitator, method, problem, to philosophize, pragmatismen-US
dc.titleL’INTERVENANT DOIT ÊTRE UN PROBLÈME POUR LES ENFANTS !en-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
dc.typetexten-US

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