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Studies in philosophy for children: Harry Stottlemeier's discovery

Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.)

Philadelphia: Temple University Press (1992)

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Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.details There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to (...) Download Export citation Bookmark 23 citations
(1 other version)Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.details 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 (...) Download Export citation Bookmark 37 citations
Educating for good judgment.Thomas S. Yos - unknowndetails What should be the primary aims of education? How might these aims be realized? These are foundational questions which Plato raised long ago in his Republic. The first of these questions is a normative, and profoundly philosophical, one which provides guidance to the whole endeavor of education. The second of these questions is a pedagogical one which informs educators as to how their work can be best conducted. In this work I endeavor to answer these interlocking educational questions. I follow (...) Download Export citation Bookmark
The Educational Role of Philosophy.Mat Lipman - 2014 - Journal of Philosophy in Schools 1 (1):4-14.details The history of the relationship between philosophy and education has been a long and troubled one. In part, this stemmed from the problematic nature of philosophy itself, but this difficulty was compounded by controversy as to the age at which training in philosophy should begin. Although Socrates seemed indifferent to whether he conversed philosophically with young or old, his pupil, Plato, was inclined to restrict philosophy to mature students, on the grounds that it made the younger ones unduly contentious. Since (...) Download Export citation Bookmark 2 citations
Developing Communities of Inquiry in the USA: Retrospect and Prospective.Richard Morehouse - 2010 - Analytic Teaching and Philosophical Praxis 30 (2).details This paper takes a board perspective on Community of Inquiry, following the orientation of earlier papers looking at progressive pedagogies. In those papers, I argued that Philosophy for Children should look for kindred spirits in order to both better understand its own position within pedagogic tradition and to “make friends” in order to positively influences the lives and learning of children. The whole language approaches to reading instruction was the major focus of those papers. Here I take a bolder perspective (...) Download Export citation Bookmark 4 citations
The Many Faces of Constructivist Discussion.Clinton Golding - 2011 - Educational Philosophy and Theory 43 (5):467-483.details Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed discussions where students are led to construct the ‘correct’ understanding of a pre-decided conclusion; at the other extreme are unstructured discussions where students are free to (...) Download Export citation Bookmark 7 citations

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