Wendy C. Turgeon teaches philosophy to undergraduates at St. Joseph’s College-New York and for years taught a course at Stony Brook University to graduate students in philosophy with children. She has published in the field of philosophy for/with children and presented at conferences for many years. Her other areas of interest are aesthetics, environmental ethics, and medieval philosophy.

• Part I: Doing philosophy with children and young peopleChapter 1: Brief overview of the book with guidelines on how to use it depending upon the audience (parents, teachers, philosophy club moderators, interested readers)Chapter 2: Introduction to philosophical inquiry with children and young people (and adults)Value of questions and the criteria for good thinkingHaving a philosophical dialogue: guidelines for the family, for the classroom, for the philosophy clubChapter 3: Why Fairy Tales for philosophy?Benefits of “doing philosophy” and problematizing fairy tales, including a short guiding review of current literature on this topicPart II: Fairy Tales and PhilosophyChapter 4: Introductory Chapter: where to find fairy tales Some Notes on the Sources [If you want this separate from the intro chapter]Chapter 5: The Frog King or Iron HeinrichChapter 6: RapunzelChapter 7: Fitcher’s BirdChapter 8: Little Red Riding HoodChapter 9: The White SnakeChapter 10: The Little MermaidChapter 11: The Seven RavensChapter 12: Cinderella Chapter 13: Beauty and the BeastChapter 14: Hansel and GretelChapter 15: Snow WhiteChapter 16; Puss ‘n BootsChapter 17: The Three BearsAppendix A: Sources for more information about philosophy and childrenAppendix B: Contemporary Reimagining of Classic Fairy Tales Appendix C: List of the themes in the Fairy Tales chaptersAbout the Author

In an age in which pessimism and divisiveness is the predominant model, optimism can once again find footing when youngsters and their educators experience the exhilaration of being open to wondrously new perspectives that emerge when engaging in genuine dialogue. By following this detailed guide through the philosophical adventures that lie mysteriously hidden in the safe space of fairy tales, we find ourselves, with Wendy, in the Neverland of thinking together toward a better world—a world many may have feared was lost forever.

Wendy C. Turgeon teaches philosophy to undergraduates at St. Joseph’s College-New York and for years taught a course at Stony Brook University to graduate students in philosophy with children. She has published in the field of philosophy for/with children and presented at conferences for many years. Her other areas of interest are aesthetics, environmental ethics, and medieval philosophy.

• Part I: Doing philosophy with children and young peopleChapter 1: Brief overview of the book with guidelines on how to use it depending upon the audience (parents, teachers, philosophy club moderators, interested readers)Chapter 2: Introduction to philosophical inquiry with children and young people (and adults)Value of questions and the criteria for good thinkingHaving a philosophical dialogue: guidelines for the family, for the classroom, for the philosophy clubChapter 3: Why Fairy Tales for philosophy?Benefits of “doing philosophy” and problematizing fairy tales, including a short guiding review of current literature on this topicPart II: Fairy Tales and PhilosophyChapter 4: Introductory Chapter: where to find fairy tales Some Notes on the Sources [If you want this separate from the intro chapter]Chapter 5: The Frog King or Iron HeinrichChapter 6: RapunzelChapter 7: Fitcher’s BirdChapter 8: Little Red Riding HoodChapter 9: The White SnakeChapter 10: The Little MermaidChapter 11: The Seven RavensChapter 12: Cinderella Chapter 13: Beauty and the BeastChapter 14: Hansel and GretelChapter 15: Snow WhiteChapter 16; Puss ‘n BootsChapter 17: The Three BearsAppendix A: Sources for more information about philosophy and childrenAppendix B: Contemporary Reimagining of Classic Fairy Tales Appendix C: List of the themes in the Fairy Tales chaptersAbout the Author

In an age in which pessimism and divisiveness is the predominant model, optimism can once again find footing when youngsters and their educators experience the exhilaration of being open to wondrously new perspectives that emerge when engaging in genuine dialogue. By following this detailed guide through the philosophical adventures that lie mysteriously hidden in the safe space of fairy tales, we find ourselves, with Wendy, in the Neverland of thinking together toward a better world—a world many may have feared was lost forever.

Wendy C. Turgeon teaches philosophy to undergraduates at St. Joseph’s College-New York and for years taught a course at Stony Brook University to graduate students in philosophy with children. She has published in the field of philosophy for/with children and presented at conferences for many years. Her other areas of interest are aesthetics, environmental ethics, and medieval philosophy.

• Part I: Doing philosophy with children and young peopleChapter 1: Brief overview of the book with guidelines on how to use it depending upon the audience (parents, teachers, philosophy club moderators, interested readers)Chapter 2: Introduction to philosophical inquiry with children and young people (and adults)Value of questions and the criteria for good thinkingHaving a philosophical dialogue: guidelines for the family, for the classroom, for the philosophy clubChapter 3: Why Fairy Tales for philosophy?Benefits of “doing philosophy” and problematizing fairy tales, including a short guiding review of current literature on this topicPart II: Fairy Tales and PhilosophyChapter 4: Introductory Chapter: where to find fairy tales Some Notes on the Sources [If you want this separate from the intro chapter]Chapter 5: The Frog King or Iron HeinrichChapter 6: RapunzelChapter 7: Fitcher’s BirdChapter 8: Little Red Riding HoodChapter 9: The White SnakeChapter 10: The Little MermaidChapter 11: The Seven RavensChapter 12: Cinderella Chapter 13: Beauty and the BeastChapter 14: Hansel and GretelChapter 15: Snow WhiteChapter 16; Puss ‘n BootsChapter 17: The Three BearsAppendix A: Sources for more information about philosophy and childrenAppendix B: Contemporary Reimagining of Classic Fairy Tales Appendix C: List of the themes in the Fairy Tales chaptersAbout the Author

In an age in which pessimism and divisiveness is the predominant model, optimism can once again find footing when youngsters and their educators experience the exhilaration of being open to wondrously new perspectives that emerge when engaging in genuine dialogue. By following this detailed guide through the philosophical adventures that lie mysteriously hidden in the safe space of fairy tales, we find ourselves, with Wendy, in the Neverland of thinking together toward a better world—a world many may have feared was lost forever.