1,720,985 research outputs found
(2000) Thinking, Inquiry and Community: Teacher Perspectives on Philosophy for Children: Part II
No full textThis report is the second part of a longer Report into the state of Philosophy for Children in Australia gathered from data collected in 1994-5. It gives a picture of the early spread of P4C in this country and how teachers approached their task. The first part of the Report appears in the previous issue of Critical and Creative Thinking
(1997) Some Reflections on Inquiry, Community and Philosophy
No full textNot all communities of inquiry are communities of philosophical inquiry. Still, there is something special and intrinsic about philosophy when it comes to the community of inquiry. Think of Matthew Lipman\u27s oft-repeated claim that philosophy is the discipline that teaches children to think in the disciplines. And remember that one of his (and Dewey\u27s) greatest insights was that children could be members of a community of inquiry. I should like to put these ideas together in the following way: irrespective of whether the inquiry engaged in by a community is philosophical, the community itself is philosophical. In short, every community of inquiry is a philosophical community of inquiry. What is special about philosophy is that it can show children what it means to inquire
(2012) Economic Crises and Education: Some Philosophical Reflections
No full textThe ongoing series of global financial crises offers some important philosophical lessons and insights for educators. The epistemological lesson is stark: we should beware of certainty and all claims to it. Were the disposition of generic skepticism in place at all levels of schooling, then the intellectual rigidity that has characterized economics as a “discipline” would be balanced by demands to consider possible alternatives. The ethical lessons to be learned include ensuring that ethics, as a form of rigorous but openended inquiry into key questions about the kind of world in which we want to live, be included in every classroom and curriculum. At the center of this inquiry are relationships, most notably those between and among individual persons, on the one hand, and those between persons and the groups to which they belong and on which they are often said to depend, on the other. Such relationships also have an aesthetic dimension, in terms of their place in building, not just an ethically better world, but a more wholesome, integrated and harmonious world
(2000) Concepts, Communities and the Tools of Good Thinking
No full textThere is a strong connection, both pedagogic and conceptual, between the discipline of philosophy and the practice of thinking – or more precisely, the normative practice of good thinking. An understanding of this connection lends weight to the argument that philosophy needs to be a regular part of the educational landscape, not just for a tiny minority of college students, but for the overwhelming majority of school students – younger the better. Philosophical inquiry has three dimensions: an appropriate classroom environment (patterns of interaction), appropriate tools and strategies (specific cognitive and meta-cognitive moves), and content which is intriguing and accessible (levels of conceptual depth)
(1986) On Thinking for Yourself.
No full textAddress to the Annual Speech Night of Sydney Boys High School, on Wednesday, December 4, 1985, by Laurance J. Splitter, Director of the Australian Institute of Philosophy for Children
(1995) Philosophy for Children Planning Workshop Report
No full textOn the weekend of October 6-8, 1995, the Centre of Philosophy for Children at ACER conducted a strategic planning workshop which brought together 25 philosophers, teachers, principals, psychologists and teacher educators from all Australian states and territories, plus New Zealand. Its purpose was to address a number of key questions relating to the future development of philosophy in Australian schools
(2003) Transforming how teachers teach and how students learn
No full textFor some time, I have been interested in taking the idea of the community of inquiry (COI) beyond the context of philosophy and philosophy for children, to other subject areas and learning areas. We sometimes speak in impressively general terms about transforming the classroom into a community of inquiry assuming, perhaps, that once the practice of collective inquiry is established in one domain (eg philosophy), it will inevitably spread to others by the community itself. Another, somewhat more provocative way of stating this claim is to say that not only can subjects other than philosophy be taught as modes or forms of inquiry but, like philosophy itself, they cannot legitimately be taught in any other way. In order to establish such claims, we need the following: a description of the salient features of a community of philosophical inquiry (CPI) which is amenable to generalization in order to understand and argue for the notion of reconstructing the curriculum around COL This paper is devoted to the first part of this project, with a conclusion that points the way to how we might proceed to the second, more general, and more challenging part
(1985) Philosophy for Children: An Important Curriculum Innovation
No full textYoung children possess attributes which deserve to be called philosophical. These may be separated into two broad clusters: a structural or methodological component and a substantive component. These components provide the basis of a curriculum and teaching methodology which addresses some key educational objectives. Philosophy for Children is a program which utilizes and expands upon the capacity for reflection and inquiry which all children possess by creating, in the classroom, a community of inquiry. This is achieved with the help of three resources: (a) a philosophical novel, (b) an accompanying manual for teachers, (c) a teacher who is both philosophically aware and able to transmit this awareness to others
(2009) Caring for the “Self as One Among Others”
No full textn this paper, I explore some underpinnings of the community of inquiry (CoI), viewed as the primary mode of classroom organization in Philosophy for Children but also as a pedagogic, personal and inter-personal framework for teaching and learning in any subject area. I will argue that the CoI provides a model of both personal and intellectual development which exemplifies how classroom teaching and learning may be seen both as forms of care and of self-care
(1987) Educational Reform through Philosophy for Children
No full textThinking should be incorporated into the curriculum and this crucial task should not be left until secondary school, nor placed in the sole care of the traditional school disciplines. Teaching thinking involves transforming the classroom into a community of inquiry. The key to inquiry at whatever level is structured, organized thinking. By bringing this structure to bear on classroom activity, the teacher can transform ordinary discussion into dialogue. At all levels, teachers and students together must find ways to integrate the dimensions of inquiry and discovery into their activities. Nevertheless, the classroom community of inquiry should be focused around the discipline of philosophy
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