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 (...) PFC seek to promote radical change in our understanding of growth, teaching and the relationships formed in educational contexts. In addressing these issues, this thesis contributes to the ongoing conversation about the teacher’s role within the PFC movement. The thesis comprises four interrelated studies that examine the possibilities and limits of PFC ideas by considering them in the light of general educational theorising about pedagogical action. In addition to the PFC literature, the study’s main sources are 1) the Continental tradition of European educational discourse, especially in German-speaking regions, and 2) the writings of the contemporary educational thinker Gert Biesta. The former offers an opposing view to the idea of a symmetrical, communal emergent system that seems to inform second-generation understandings of philosophical dialogue in an educational context. Gert Biesta’s ideas, especially in relation to the purpose and aims of education, help in envisioning CPI as a structuring element in teaching as a whole and all aspects of classroom life. The four studies focus on pedagogical action, the nature and role of authority in CPI and teacher agency. The thesis contends that teaching and, in particular, building a community of classroom inquiry, requires a vision of teaching as a reflective practice, informed by subject-specific and educational judgments as key dimensions of teacher reflection and wisdom. (shrink)

Filosofi med børn har siden 80’erne været kendt i Danmark som en stærkt dialogisk undervisningsform med fokus på elevernes evne til at reflektere sammen og argumentere selvstændigt. Feltets idealer kan dog være vanskelige at leve op til i praksis. Denne caseanalyse undersøger en rapport, hvor de dialogiske idealer for Filosofi med børn beskrives sammen med praksiseksempler, og analysen viser, at den faktiske undervisning ikke lever op til idealerne. Casen illustrerer dermed nogle af udfordringerne ved at bryde med en klassisk lærercentreret (...) undervisningsform, samt nødvendigheden af didaktiske værktøjer og strategier for at lykkes med den dialogiske tilgang i Filosofi med børn. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. Keywords: Democratic education, Philosophy for/with Children, Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum, Curriculum development, 21st Century citizenry, critical thinkin. (shrink)