Philosophy in Schools

1. Auflage 2016
ISBN: 978-1-138-64110-5
Verlag: Taylor & Francis

Buch, Englisch, 130 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 449 g

Reihe: Educational Philosophy and Theory

In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children (IAPC), producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers promote respect, conceptual clarity, critical judgement, and active listening without imposing their own ideas.

Philosophy in Schools describes the successes and difficulties in implementing this community of inquiry model. The book covers topics including the formation of non-didactic courses in ethics, the difficulties of fitting a post-compulsory philosophy course into a standard curriculum framework, and the political assumptions of adopting this model in a low socio-economic school. The contributions also ask deeper questions about how a genuine community of inquiry model is incompatible with conventional models of schooling, with their positioning of the discipline of philosophy in the curriculum. This book was originally published as a special issue of Educational Philosophy and Theory.

Autoren/Hrsg.

Haynes, Felicity

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction 1. Philosophy for Children, Values Education and the Inquiring Society 2. Philosophy and Ethics in Western Australian Secondary Schools 3. That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school 4. Identifying a K-10 Developmental Framework for Teaching Philosophy 5. Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand 6. Philosophy, Art or Pedagogy? How should children experience education? 7. Kaupapa Maori, Philosophy and Schools 8. School and the Limits of Philosophy 9. Opening Teachers’ Minds to Philosophy: The crucial role of teacher education 10. What is Philosophy for Children? From an educational experiment to experimental education

Über Autor(innen)

Felicity Haynes is a retired Education researcher, who formerly taught at the University of Western Australia, Perth, Australia. Her research and teaching focuses on critical thinking, ethics, conceptual change, gender issues, and education. She founded the Association for Philosophy in Schools in 1987, and has been an active member of the Philosophy of Education Society of Australasia.