Home » Philosophy in Schools
Product Image

Philosophy in Schools

€43.99
Quantity:
Delivery/Collection within 10-20 working days
Shipping & Delivery
Australasian Philosophy
Australian Certificate Of Education
Australian education
Australian Teacher Education
Australian Teacher Education Programmes
Category=JNAM
Category=JNU
Classroom Philosophy
community of inquiry
Crap Detection
critical thinking pedagogy
Curriculum Council Of Western Australia
curriculum studies
democratic classroom practice
democratic education
Develop Reasoning Skills
Education Department Regime
Educational Philosophy and Theory
educational research
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethics
ethics curriculum development
Good Life
inquiry
Institute of Advancement for Philosophy for Children
IQ Point
Kura Kaupapa
Low Socioeconomic Area
Lower Secondary Classrooms
Montclair State University
NAPLAN
National Digital Strategy
non-didactic philosophy education model
Online Reflective Journals
philosophy
School Curriculum Centre
School Curriculum Reform
schooling
socioeconomics
Te Kete Ipurangi
Te Kohanga Reo
teacher philosophical training
Uninterrupted Examination
values education
Western Australian
Zealand Curriculum

Product details

  • ISBN 9781138309739
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 12 Jan 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
Secure checkout Fast Shipping Easy returns
Description

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.

About
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.