Members of Scientific Committee for ICPIC 2022
Associate professor Niigata University
Fukuko ABE is an Associate Professor at the Faculty of Humanities, Niigata University. She received PhD from Tohoku University. Her research is mainly in the history of philosophy, modern German philosophy (especially Hegel) and Philosophy for Children. She is interested in Philosophical Practice and promotes Philosophical Dialogue in collaboration with various local communities and schools.
Agratti, Laura Viviana
Universidad Nacional de La Plata (Argentina)
Associate professor The University of Nagano
Dr. Tomokazu Baba is Associate Professor at the University of Nagano. He received a Ph.D. from Hitotsubashi University (2008) and another one from the Sorbonne Paris IV (2013). His research discipline includes contemporary philosophy, ethics, history of ideas. He is also practionner of philosophical Inquiry with students and citizens.
Associate professor The University of Queensland
Gilbert Burgh is an Honorary Associate Professor in Philosophy in the School of Historical and Philosophical Inquiry, The University of Queensland, Australia, where he has taught Environmental Philosophy, Philosophy and Education, and Social and Political Philosophy. He was the founding president of the Queensland Association of Philosophy in Schools (QAPS) from 1994 to 1996, and president of the Federation of Australasian Philosophy in Schools Associations (FAPSA) from 2002 to 2003. He has published widely on democratic education, civics and citizenship education, dialogic pedagogy, the development of the community of inquiry in educational discourse, and the history and development of philosophy in schools in Australia. He has co-authored four books: Teaching democracy in an age of uncertainty: Place-responsive learning (2022) (with Simone Thornton); Values Education in Schools: A resource book for student inquiry (2008) (with Mark Freakley & Lyne Tilt MacSporran), Ethics and the Community of Inquiry: Education for deliberative democracy (2006) (with Terri Field & Mark Freakley); Engaging with Ethics: Ethical inquiry for teachers (2000) (with Mark Freakley); and co-editor (with Simone Thornton) of Philosophical Inquiry with Children: The development of an inquiring society in Australia (2019).
Professor University of Strathclyde, Glasgow
Dr. Claire Cassidy is a Reader in the School of Education at the University of Strathclyde, Scotland. She is the course leader for the Postgraduate Certificate in Philosophy with Children, and is responsible for the Philosophy with Children element of the EdD(PwC). Claire’s research interests revolve around three main areas: practical philosophy with children and young people, children’s rights and human rights education, and concepts of child and childhood. These elements often overlap in her work. Claire is on the editorial board for the journals Childhood & Philosophy, and Scottish Educational Review: an International Journal of Education Research. In addition to her research activity, Claire leads the Philosophy with Children and Communities Network, which is based in Scotland, though members of the Network live in other parts of the world. Much of her time is also spent delivering professional learning in PwC for teachers and other education practitioners.
Philosopher of Education, Marie-France Daniel worked for 25 years at Université de Montréal (Canada). She is now a researcher at Groupe de recherche sur l’éducation éthique et l’éthique en éducation. Her research projects are subsidized by the Social Sciences and Humanities Research Council of Canada. Her research concern philosophizing pupils from the ages 4 to 19 years old, issued from different countries (Australia, Quebec, France, Morocco, Mexico). Among other findings, her analysis of pupils’ discussions within a community of inquiry revealed a typology of exchanges (anecdotal, monological, non-critical dialogue, quasi-critical dialogue, critical dialogue), that manifest through the praxis of Philosophy for Children. Research also expanded on the Lipmanian concept of critical thinking to render the components and the recursive movement of “Dialogical Critical Thinking” process operational. Daniel’s work has led to the publication of many books and scientific papers, published in the United States, Europe and Quebec.
Associate professor Shizuoka University
Motoki Fujii is an associate professor at the Faculty of Education of Shizuoka University, specialize in pedagogy with an emphasis on educational philosophy, moral education, and disaster prevention education. Outside of the university, he is acting as a technical advisor of the Central Education Council of Ministry of Education, Culture, Sports, Science and Technology (MEXT), chairman of the Moral Education Promotion Committee in the Shizuoka Prefectural Board of Education, and as the member of the JTTA Sport Science and Medicine Committee.
Professor of Philosophy, Capilano University
Dr. Susan T. Gardner received a B.Phil. and an M.Litt. from Oxford University England and an Interdisciplinary PhD from Concordia University in Montreal Canada. Dr. Gardner is presently a Professor of Philosophy at Capilano University in North Vancouver, Canada. Her specialties include Critical Thinking, Bioethics, Gender Relations and Philosophy for Children (P4C). She has published extensively in the field of P4C (see https://capilanou.ca/programs–courses/search–select/explore-our-areas-of-study/faculty-profiles/susan-t-gardner/) and her Critical Thinking Text, entitled Thinking Your Way to Freedom, was published by Temple University Press January of 2009. Dr. Gardner is also director of the Vancouver Institute of Philosophy for Children (www.vip4c.ca) and was the prime mover in bringing Philosophy for Children camps called The Thinking Playground (TTP) to Vancouver in 2014 (www.thinkingplayground.org). She has published a “thinking book” for kids entitled Tinker Thinkers (2014) and co-authored a kids’ book (with Educational Director of TTP Arthur Wolf) entitled Meeting the Ignos, which is available in both English and Spanish (Friesen, 2018).
Meiji University, School of Arts and Letters
Takashi Ikeda is professor in Philosophy at the School of Arts and Letters in Meiji University Tokyo, Japan. His research interests range from phenomenology, analytic philosophy of action and mind, care ethics and feminist political philosophy. He has published two authored books (in Japanese): Being and Action: Martin Heidegger’s Being and Time Reexamined (Sobunsya 2011) and Understanding Martin Heidegger’s Being and Time (NHK books, 2021). Papers in English and German include: “Agency and Mortality: Heidegger’s Existential Analysis of Death and its Practical Philosophical Background” (2011 in Bulletin of Life and Death Studies), “Das Zuhause als übersehener Ort des Denkens: Eine feministische-phänomenologische Perspektive” (2014 in Polylog-Zeitschrift), and “Body and Needs: Perspectives on how the phenomenology of the female body may prove useful for feminist political activism” (2014 in Clinical Philosophy).
Graduate School of Human Development and Environment at Kobe University
Minae Inahara is currently an Associate Professor in the Graduate School of Human Development and Environment at Kobe University, a position she has held since April 2016. She completed her undergraduate degree and postgraduate degree in sociology and anthropology at the University of Newcastle (Australia) and received a Ph.D. degree（philosophy） from the University of Hull (United Kingdom) in 2007. She was an Uehiro Research Fellow at the University of Tokyo Center for Philosophy (UTCP) and an Assistant Professor affiliated to the Graduate School of Letters (Clinical Philosophy) at Osaka University. Her specialisms are in gender studies, feminist philosophy, phenomenology, philosophy of disability, philosophical practices and clinical philosophy. She has several books and peer-reviewed articles published on gender studies, disability issues and feminist phenomenology.
Professor University of Haifa, President of ICPIC
Dr. Arie Kizel is a professor of philosophy of education at the Faculty of Education at the University of Haifa. He is the founder and the head of The Israeli Academic Forum for Philosophy with Children. His research and academic writing area are: philosophy of education, philosophy for/with children, curriculum and textbooks, and study of social groups’ narratives. He was the head of the Israeli-German commission for textbooks research (2010-2015).
Associate professor the Education University of Hong Kong
Chi-Ming Lam is Associate Professor of the Department of International Education at the Education University of Hong Kong. His research interests include the philosophy of Karl Popper, critical thinking, Confucianism, and philosophy for children. His books include Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures (2013), Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region (co-edited with Jae Park, 2016), and Philosophy for Children in Confucian Societies: In Theory and Practice (edited, 2020).
Lone, Jana M.
Director the University of Washington, Center for Philosophy for Children
Dr. Jana Mohr Lone is director of the University of Washington Center for Philosophy for Children, an academic research center dedicated to research and practice in philosophy for children and philosophy of childhood, and Affiliate Associate Professor of Philosophy at the University of Washington in Seattle. A frequent speaker about philosophical inquiry with children, she has been teaching philosophy to students from preschool to graduate school for 25 years and working with educators, administrators, parents, and students in schools and universities around the United States and internationally. She is the author of the books Seen and Not Heard (2021) and The Philosophical Child (2012); co-author of the textbook Philosophy in Education: Questioning and Dialogue in Schools (2016); and co-editor of Philosophy and Education: Introducing Philosophy to Young People (2012). Jana has published dozens of articles about children’s philosophical thinking and has been writing the blog Wondering Aloud: Philosophy with Young People since 2008. She co-founded the US organization PLATO (Philosophy Learning and Teaching Organization) and is a member of its board of directors, is the founding editor-in-chief of the journal Questions: Philosophy for Young People, and has received the University of Washington’s Timeless Award for distinguished alumni.
Associate professor National Institute of Technology, Tokyo College
Tomoyuki Murase is an associate professor of general education at National Institute of Technology, Tokyo College, Japan. He has a Ph.D. from Chiba University. His research interests are in epistemology, metaphysics, and philosophical education. For many years he has been teaching “Philosophy for/with children” to school teenagers. He has published several books as a co-author, including Philosophy with Children(Mainichi Shimbun Publishing, 2015 in Japanese), Philosophy Training(Iwanami Shoten, 2016 in Japanese).
Emeritus professor Gyeong Sang National University
Seoul National University of Education Seoul National University Ph.D. Emeritus Professor of Gyeong Sang National University Ex= president of Korean Association of Ethics Education Acting president of Korean Academy of Teaching Philosophy in School Ex vice president of ICPIC Founder and Ex= president of PCYNAP(Philosophy with Children and Youth Network in Asia and Pacific)
Adjunct lecturer Rikkyo University
Shogo Shimizu teaches at Rikkyo University, Japan Women’s University, and Toho University. After earning his PhD in philosophy from the University of Warwick, he researched at Nihon University and the University of Tokyo. He has been interested in the question, ‘Why am I me?’ or ‘Why am I this particular person?’, which he has been approaching by considering the metaphysics and perception of space. Having had this question since his childhood and so believing that people have uncontaminated philosophical questions independently of institutional education, he practices the Philosophy-for-Children-style dialogue with children and adults, which he calls philosophie brut. He is the author of The Magnificent Night (Pneuma-sha, 2020), and is also the co-author of From Existentialism to Metaphysics: The Philosophy of Stephen Priest (Peter Lang, 2021), Philosophy for Children in Confucian Societies (Routledge, 2019) and Diagnosing Bergson’s Matter and Mind (Shoshishinsui, 2017).
Laurance Splitter studied philosophy and mathematics at Monash University and the University of Oxford, where he attended as an Australian Rhodes scholar in the 1970s. He pioneered the introduction of philosophy for children in Australian schools during the 1980s, and played an instrumental role in establishing state and federal associations, as well as ICPIC in 1985. He held academic positions in several countries before retiring in 2015. He has participated in many dialogues with children and adolescents, and facilitated training sessions for teachers and educators in many countries around the world. He has published widely in both academic and more teacher-oriented journals and is co-author, with Ann Margaret Sharp, of Teaching for Better Thinking: The Classroom Community of Inquiry. His latest book is Identity and the Imperative of Reasonableness: Dialogue, Education, and Being ‘One among Others’, which will be published by Springer in late 2022.
Roger Sutcliffe read philosophy and modern languages at Oxford, graduating in 1975. After teaching for 5 years in a junior school, he took an Open University degree in educational management and maths, which he then taught at a secondary school for 10 years. In the early 90’s he left teaching for private study, and trained in Philosophy for Children with Matthew Lipman in New Jersey, and Creative Thinking with Edward de Bono in Malta. After another spell teaching (English) at a secondary school, he became a freelance trainer in philosophical inquiry and thinking skills, especially critical thinking, with teachers at all levels. He was a founding member of SAPERE, and has served as both Chair and President. In 2003 he was elected President of ICPIC, the International Council for Philosophical Inquiry with Children, and served two terms. He is Director of DialogueWorks (www.dialogueworks.co.uk) and originator of the Philosophical Teaching-and-Learning framework, and the Thinking Moves A – Z scheme. He has been evaluator of two Geographical Association projects, and designed the International GCSE, ‘Global Perspectives’. He has published articles in numerous journals, and was co-author with Steve Williams of The Philosophy Club and Newswise, and co-author with Barry Hymer of Pocketbook P4C.
Simone Thornton teaches philosophy of education, environmental philosophy, and social and political philosophy. Her publications bring these areas together with a focus on the development of ecologically rational forms of education. She is co-editor of Philosophical Inquiry with Children: The development of an inquiring society in Australia (2019), co-author of Teaching Democracy in an Age of Uncertainty: Place-responsive learning (2022) (both with Gilbert Burgh), and author of Education in a Time of Ecological Crisis (2022).
Iguana Books, Toronto, Canada, recently published* Why We are in Need of Tails* (illustrated by Blair Thornley) and *Why We are in Need of Tales*, discovering philosophical treasures in picture books Part I (illustrated with children’s drawings). Part II of* Why We Are in Need of Tales* is in the process of being published.. For the past three years (before Covid-19), I was philosopher-in-residence at El Toyon Elementary (an underserved school) in San Diego and before that at La Jolla Country Day School (a private school). I conducted philosophy with teen programs. I taught at the University of California, San Diego for ten years in the Teacher Education Program (now the Education Studies Department), Human Development Program, and Communication Department, as well as at UCSD Extension. For eight years (from 2005 – 2013) I was the Field Representative for the Professional Union of Non-Senate Faculty (200 faculty) and Librarians (40 Librarians) at UCSD. In 1998 received my doctorate from the University of Illinois. My dissertation: Philosophical Counseling and Teaching: “Holding the Tension” in a Dualistic World, is published by ProQuest. In Holland, I conducted a Philosophy for Children program at two International Schools in the early 90’s. Ran Lahav and I co-edited “Essays on Philosophical Counseling,”published in 1995. I have publications in Dutch, British, and American, Russian and South Korean Journals. From 1996-97, I was President of the American Society for Philosophy, Counseling and Psychotherapy (now the NPCA, National Philosophical Counseling Association). My husband and I conducted a bi-weekly Socratic Dialogue group from 2002 to 2007 with inmates at the Metropolitan Correctional Center (MCC) while he was employed as Prison Chaplain. In 2005, I was invited by Princess Irene of the Netherlands to discuss my work on Dialogue.
Professor and Chair Department of Philosophy St. Joseph’s College
Specializing in philosophy for children and the history of philosophy, Wendy C. Turgeon is presently the chair of the Department of Philosophy at St. Joseph’s College, where she has been teaching courses since 1991. One of the leading proponents of the freshman honors program, Dr. Turgeon coordinates the program in addition to teaching one of its core courses. She has also incorporated global education into many of the philosophy classes at the College and is a passionate advocate for study abroad. Dr. Turgeon was also instrumental in creating the College’s minor in women’s studies. Dr. Turgeon has presented papers and workshops at conferences around the world and has published articles in magazines such as Philosophy Now and the International Journal for the Humanities. Her publications focus on the philosophy of childhood and bringing philosophy into pre-college education, with chapters in such books as Philosophy in Schools: An Introduction for Philosophers and Teachers (Routledge, 2014), Conflicts in Childhood (ID-Net Press, 2015) and Philosophy and Education (Cambridge Scholars Publishing, 2012). She is a member of the American Philosophical Association, North American Association for the Community of Inquiry, International Council for Philosophical Inquiry with Children and the Philosophical Learning and Teaching Organization (PLATO).
Eriko Yamabe, Ph.D. is a philosopher of education whose principal interests are in the ethics of teaching, teacher education, reflection on teachers’ philosophies of education, and restorative justice. Her core research question is: How can we achieve a more just form of education by changing the practices of teacher education? She received her Ph.D. in Educational Theories from the University of Tokyo in 2016 and is currently teaching as an associate professor at Tsuru University in Japan. She has been practicing philosophical dialogue with undergraduate students, pre-service teachers, and in-service teachers, and has translated, co-edited, and co-authored many books for Japanese teachers on reflection.