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  1. Recent Interviews With Philosophy For Children Scholars And Practitioners.Saeed Naji - 2013 - Childhood and Philosophy 9 (17):153-170.
    In these two long-distance interviews, Iranian Saeed Naji, founder of the Philosophy for Children movement in Iran, questions two veteran practitioners of philosophy for children/community of philosophical inquiry . He raises issues related to P4C/CPI as representative of a larger educational paradigm, which he calls “reflective education,” and weighs its prospects for replacing what he calls the “traditional paradigm” worldwide. He also queries the two scholars on issues such as criteria for appropriate texts/stimuli for practicing philosophy with children; issues around (...)
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  • Socratic Method and Critical Philosophy.Leonard Nelson (ed.) - 1949 - New York: Dover Publications.
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  • On Dialogue.David Bohm - 2004 - Routledge.
    Never before has there been a greater need for deeper listening and more open communication to cope with the complex problems facing our organizations, businesses and societies. Renowned scientist David Bohm believed there was a better way for humanity to discover meaning and to achieve harmony. He identified creative dialogue, a sharing of assumptions and understanding, as a means by which the individual, and society as a whole, can learn more about themselves and others, and achieve a renewed sense of (...)
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  • Philosophy for Children: Towards Pedagogical Transformation.R. Scholl, K. Nichols & G. Burgh - 2009 - In Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA). Bathurst, Australia: Australian Teacher Education Association. pp. 1-15.
    Philosophical inquiry has the capacity to push boundaries in teaching and learning interactions with students and improve teacher’s pedagogical experiences. This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the effect of (...)
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  • Philosophical Discussion in Moral Education: The Community of Ethical Inquiry.Tim Sprod - 2001 - London, UK: Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and (...)
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  • Transforming Pedagogy Through Philosophical Inquiry.Rosetta Patricia Scholl - unknown
    This study explored the impact of implementing Philosophy, in the tradition of 'Philosophy for Children', on pedagogy. It employed an experimental design that included 59 primary teachers. The experimental group received an intervention of training in Philosophy and the comparison group received training in Thinking Tools, a subset of the Philosophy training. Lessons were coded on variables of pedagogy, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between group analysis of variance on several (...)
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  • Socratic Method and Critical Philosophy.Vincent Tomas - 1950 - Philosophical Review 59 (3):400.
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  • Discussions in Science: Promoting Conceptual Understanding in the Middle School Years.Tim Sprod - 2011 - Camberwell VIC 3124, Australia: ACER.
    Provides the means for an in-depth collaborative inquiry into scientific concepts, the nature of science, the ethical implications of science and the links between science and students' everyday lives. The first section discusses the theoretical basis for the approach used, citing relevant research, while the second presents a wide range of 15 purpose written stories to read and discuss with a class.
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  • Ethics and the Community of Inquiry: Education for Deliberative Democracy.Gilbert Burgh, Terri Field & Mark Freakley - 2006 - South Melbourne: Cengage/Thomson.
    Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
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  • Books Into Ideas.Tim Sprod - 1993 - Camberwell VIC 3124, Australia: ACER.
    Books into Ideas uses a Philosophy for Children approach to encourage thinking in young learners. It clearly explains how facilitators can set up a Community of INquiry within the classroom and teach questioning techniques at all levels of thinking. There are detailed notes on how to use 15 picture books.
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  • The Socratic Classroom : Reflective Thinking Through Collaborative Inquiry.Sarah Davey Chesters - unknown
    This book was written to serve two functions. First it is an exploration of what I have called Socratic pedagogy, a collaborative inquiry-based approach to teaching and learning suitable not only to formal educational settings such as the school classroom but to all educational settings. The term is intended to capture a variety of philosophical approaches to classroom practice that could broadly be described Socratic in form. The term ‘philosophy in schools’ is ambiguous and could refer to teaching university style (...)
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  • The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  • 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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  • Philosophy for Children in Australia: Then, Now, and Where to From Here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of practicing philosophy with (...)
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  • The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  • What's So Special About This Story Anyway?Jen Glasser - 1991 - Analytic Teaching and Philosophical Praxis 12 (2).
    Over the past three years, Philosophy for Children in Australia has developed from a movement comprised of a collection of individuals who were inspired by strange curriculum initiative originating from the United States, to a series of state and regional association that now comes together under the umbrella of the Federal Association of Philosophy for Children. The Victorian Association was officially launced in November 1990, and the Federal Association in July 1991.
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  • On Dialogue.David Bohm - 1998 - Thinking: The Journal of Philosophy for Children 14 (1):2-7.
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  • The Young Philosophers.Mary Rose Liverani - 1992 - Thinking: The Journal of Philosophy for Children 10 (1):10-12.
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  • Collaborative Philosophical Enquiry for School Children.Steve Trickey & Keith Topping - 2007 - Thinking: The Journal of Philosophy for Children 18 (3):25-36.
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  • Socratic Method and Critical Philosophy.Leonard Nelson - 1978 - Revista Portuguesa de Filosofia 34 (2):312-312.
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  • The Ethical School.Felicity Haynes - 1998
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