Early in this century, most empirically oriented psychologists believed that all motivation was based in the physiology of a set of non-nervous system tissue needs. The theories of that era reflected this belief and used it in an attempt to explain an increasing number of phenomena. It was not until the 1950s that it became irrefutably clear that much of human motivation is based not in these drives, but rather in a set of innate psychological needs. Their physiological basis is (...) less understood; and as concepts, these needs lend themselves more easily to psycho logical than to physiological theorizing. The convergence of evidence from a variety of scholarly efforts suggests that there are three such needs: self-determination, competence, and interpersonal relatedness. This book is primarily about self-determination and competence (with particular emphasis on the former), and about the processes and structures that relate to these needs. The need for interpersonal relat edness, while no less important, remains to be explored, and the findings from those explorations will need to be integrated with the present theory to develop a broad, organismic theory of human motivation. Thus far, we have articulated self-determination theory, which is offered as a working theory-a theory in the making. To stimulate the research that will allow it to evolve further, we have stated self-determination theory in the form of minitheories that relate to more circumscribed domains, and we have developed paradigms for testing predictions from the various minitheories. (shrink)

Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, present.

In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children’s emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of course to subscribe to the basic assumptions of Philosophy for Children, we seem to become tied, as it were, to the whole package, without reservation. (...) Following ideas of Hannah Arendt, I draw attention to the instrumentalised nature of Philosophy for Children and the loss of originality that this instrumentalisation means. This does not mean that I wish to abandon Philosophy for Children. The point is rather that I want to examine whether or not another kind of philosophy for children is possible. (shrink)

Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written by (...) a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students' thinking. The book includes: • guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable • troubleshooting advice for the teacher-turned-facilitator • a companion website containing useful links, downloadable resources and material to display on your interactive whiteboard. Edited and collated by the UK's leading P4C organisation, this book introduces a rationale for using and adapting P4C in the secondary curriculum. (shrink)

This book explains how P4C can facilitate young people's exploration of key ethical concerns of our time, such as sustainability, justice and intercultural and ...

In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children's emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of course to subscribe to the basic assumptions of Philosophy for Children, we seem to become tied, as it were, to the whole package, without reservation. (...) Following ideas of Hannah Arendt, I draw attention to the instrumentalised nature of Philosophy for Children and the loss of originality that this instrumentalisation means. This does not mean that I wish to abandon Philosophy for Children. The point is rather that I want to examine whether or not another kind of philosophy for children is possible. (shrink)

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)