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  1. Developing Communities of Inquiry in the UK: Retrospect and Prospect.Patrick J. M. Costello - 2010 - Analytic Teaching and Philosophical Praxis 30 (2).
    My aim in this article is to offer a critical evaluation of the development of communities of inquiry in the UK, with particular reference to the teaching of philosophy in schools. The paper is divided into four sections. In the first, I examine some key aspects from an historical perspective. The second section focuses on the question: ‘should children be taught to think philosophically?’ Having discussed the teaching of philosophical thinking in the UK, I outline a typical example of a (...)
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  • (1 other version)Benefits of Collaborative Philosophical Inquiry in Schools.Alan Tapper Stephan Millett - 2012 - Educational Philosophy and Theory 44 (5):546-567.
    In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...)
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  • (1 other version)Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.
    In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...)
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  • The Philosophical Classroom:balancing educational purposes.R. Välitalo - 2018 - Dissertation, University of Oulu
    The practice of teaching links long-standing philosophical questions about the building blocks of a good life to daily judgments in the classroom; in the journey to becoming a person who teaches, we must seek different ways of understanding what “good” means in the context of different social practices and communities. This doctoral thesis examines the educational innovation known as Philosophy for Children as a platform for teachers and students to address such questions within a community of philosophical inquiry. Advocates of (...)
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