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Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program
No full textIn this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test (CAT in the UK or CogAT in the USA) was administered as a pretest and a posttest to randomly selected experimental groups (N = 363, 186 seventh graders + 177 eighth graders) and control groups (N = 177, 79 seventh graders + 98 eighth graders). The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey
Open thinking, closed questioning: Two kinds of open and closed question
No full textIn this paper, I identify a confusion that follows from how open and closed questions are ordinarily understood. I draw a distinction between two kinds of open and closed question: ‘grammatical’ open and closed questions and ‘conceptual' open and closed questions. I claim that this distinction resolves a confusion identified in the first part of this paper and I reply to anticipated, possible objections to the distinction. The second part of the paper describes a practical questioning strategy called ‘the question X’ that I have developed, making use of the distinction from the first part of the paper. The question X shows how the best of both closed-ended questioning and open-ended questioning can be combined in classroom questioning to maintain the focus and specificity of closed questioning while also maintaining the richness and invitation to say more of open questioning. In addition, the strategy of the question X also encourages the formulation of standard form thinking and expression in those questioned
AUSTRALIAN LIVE ANIMAL EXPORT: A COMPARATIVE EXAMINATION OF VIABLE ALTERNATIVES
No full textThe Australian live animal export trade has long been under scrutiny due to repeated public outcries over the animal welfare abuses that are seemingly intrinsic to the trade. This article examines the regulatory regimes of Australia’s international competitors and asks whether Australian authorities should adopt their solutions to the problem of protecting the welfare of animals who are exported live to other nations. The article begins by providing an overview of the current Australian regulatory framework in Part II. Parts III and IV discuss the approaches taken by two of Australia’s international competitors in the animal export trade, New Zealand and Brazil. Part V examines the merits of a proposed international treaty governing animal welfare worldwide and asks whether such an umbrella treaty can create a more focused global standard for both live animal export and import nations. It concludes that Australia must follow the lead of Brazil and New Zealand by crafting a new regime that protects the welfare of export animals, while simultaneously sponsoring the creation of a multilateral animal welfare treaty
PROFESSIONAL SPORT, MARKET RESTRICTIONS AND THE NBL’S PLAYER POINTS SYSTEM: A RESPONSE
No full textThis article is a comment on the article by Jacob Holmes in this volume entitled ‘Professional Sport and Market Restrictions: Is the Player Points System in the Australian National Basketball League an Unfair Restraint of Trade?’. It explores some of the difficulties in applying the traditional tests from Nordenfelt v Maxim Nordenfelt Guns and Ammunition Co Ltd and Adamson v New South Wales Rugby League Ltd to sporting organisations and concludes that ultimately, the discussion of restraint of trade and its applicability to sporting organisations highlights the limits of legal experience, and suggests that only empirical data learnt through the hard lesson of experience will yield the knowledge we need
A Horse Called Lacey
No full textThis is a poem about a Standard Bred horse, the lead mare of her herd. She was rescued from the slaughterhouse by her current owner. She is also a gatherer of orphan animals, and has become the guardian of both a stray pot-bellied pig (called Hamlet) and a ferret
Editorial
No full textI am pleased to present the third edition of the journal for 2015, a bumper year for the publication.
Volume 14 Numbers 1 and 2 were special editions, focussing respectively on the Arts and Drama in Education, and Education for Social Justice.
This edition features five articles on general educational topics, but there are some common threads connecting them which are pertinent to the themes of the journal; including teachers’ work, curriculum development, working with pre-service teachers, and reflecting on practice. It is particularly pleasing to feature papers from international contributors, with countries represented including Finland, China and the United States as well as Australia
Anti-racism pedagogy in pre-service teacher education: The role of intersectional privilege studies
No full textA key aim for teacher education must be to bridge the divide between the backgrounds of pre-service teachers and the increasingly diverse racial, ethnic, cultural, gender and socio-economic backgrounds of the students they will one day teach. This paper discusses an anti-racism framework for teacher education that is underpinned by social justice principles and that aims to fulfil the dual goals of critical consciousness raising among pre-service teachers about issues of ‘race’, class and gender, and the development of socially just teachers in education settings. This paper reports on our experience, over eight years, of teaching a large pre-service teacher education course that advocates for social justice, anti-racism and intercultural awareness. We highlight pedagogical approaches and curriculum designs that have been productive. We make a case for foregrounding the interconnections between patterns of subordination and privilege across ethnic, cultural, social and gender divides and conclude by considering the benefits of adopting an intersectional approach to privilege studies.
Key words: Anti-racism; intercultural awareness; pre-service teacher education; Intersectionality; privilege educatio
CYBERBULLYING AND PUBLIC POLICY: AN EVOLUTIONARY PERSPECTIVE
No full textThis article is a comment on Peta Spyrou’s article in this volume entitled ‘Civil Liability for Negligence: An Analysis of Cyberbullying Policies in South Australian Schools’. It considers three aspects of the problem: the first focuses on the implications of the fact that cyberbullying is not a new form of social activity but is rather a new form of bullying; the second explores some of the possible policy and social responses to the problem; and the third draws from the insights of evolutionary economics and underlines the importance of respecting the rights of children both to be protected from bullying as well as to develop their identities
Editorial
No full textWelcome to the second issue of the Journal of Philosophy in Schools. We are pleased to report that our first issue received a wonderful reception. As of the 5th May 2015 the issue had received over 44,500 total abstract views, giving an average of over 4000 views per article. Total article downloads were over 6000, giving the issue an average article download of over 550. We have 853 Facebook ‘likes’ for our page, and 372 followers on Twitter (@JournalP4C). We thank you for your support and hope to continue the conversation about philosophy in schools and with school-aged children. With this in mind, it is our pleasure to launch the second issue, the first for 2015, which includes four brand new articles and a book review. We have also decided to continue the tradition of including a seminal article from Critical & Creative Thinking with a new introductory note by its author
Editorial
No full textWelcome to the first edition of the Journal of Educational Enquiry for 2014, Volume 13 Number 1. While Number 2 will be based around a special theme, this number presents papers addressing several of the themes of interest to the journal – ‘communities of practice’, ‘becoming a teacher’, ‘academic communities and ‘teaching teachers collaboratively’