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Eine humorvolle Geschichte ab 3 Jahren über eine der Lieblingsbeschäftigungen von Kindern: Versteckspielen

"Wollen wir Verstecken spielen?", wird der kleine Junge vom großen Elefanten aufgefordert. "Aber ich warne dich", fügt der Elefant hinzu, "ich bin WIRKLICH gut darin!" Auf jeder Seite ist der Elefant an einem anderen Ort versteckt, aber der Junge kann ihn einfach nicht finden - oder tut er nur so? Als der Elefant das Spiel beendet, taucht plötzlich die Schildkröte auf - und die ist WIRKLICH gut im Fangen spielen!

Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a new branch of philosophy, the philosophy of education . The book stresses that relativist ethical theories are no...

Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship - what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought.

The author presents a series of formidable arguments regarding the more controversial social and...

In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analysing a...