A Roadmap to Education
A Roadmap to Education

Author: Dorothy Prokes

Publisher: University Press of America

Published: 2009-03-16

Total Pages: 164

ISBN-13: 0761843825

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A Road Map to Education: The CRE-ACT Way takes an approach to education with an arts based curriculum. This involves not only visual art and music but also dance and drama. Creative drama is used in the classroom as an experiential learning element.

Experiencing Philosophy
Experiencing Philosophy

Author: Anthony F. Falikowski

Publisher: Pearson

Published: 2003

Total Pages: 486

ISBN-13:

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This useful and richly informative book will inspire and motivate readers to appreciate the importance and relevance of philosophy in their everyday lives. A user-friendly format provides detailed content coverage and critical reasoning skills development. Its "applied focus" pays attention to the personal and practical relevance of philosophy by focusing on its experiential, therapeutic, and social applications--complemented by a built-in study guide and substantial excerpts from classical original sourceworks. Six chapters cover: what philosophy is, philosophies of life, logic and philosophical method, epistemology and metaphysics, ethics, and political philosophy. For individuals new to, and interested in, the study of philosphy.

Childhood, Philosophy and Open Society
Childhood, Philosophy and Open Society

Author: Chi-Ming Lam

Publisher: Springer Science & Business Media

Published: 2013-02-26

Total Pages: 195

ISBN-13: 9814451061

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​The purpose of this book is to develop a theory and practice of education from Karl Popper’s non-justificationist philosophy for promoting an open society. Specifically, the book is designed to develop an educational programme for fostering critical thinking in children, particularly when they are involved in group discussion.The study conducted an experiment to assess the effectiveness of Matthew Lipman’s Philosophy for Children (P4C) programme in promoting Hong Long (Chinese) children’s critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.

Philosophical Inquiry with Children
Philosophical Inquiry with Children

Author: Gilbert Burgh

Publisher: Routledge

Published: 2018-12-07

Total Pages: 286

ISBN-13: 0429777132

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Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.

Philosophy for Children in Confucian Societies
Philosophy for Children in Confucian Societies

Author: Chi-Ming Lam

Publisher: Routledge

Published: 2019-11-20

Total Pages: 182

ISBN-13: 0429647832

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This book contributes to the theory and practice of Philosophy for Children (P4C), with a special emphasis on theoretical and practical issues confronting researchers and practitioners working in contexts that are strongly influenced by Confucian values and norms. It includes writings by prominent P4C scholars from four Confucian societies, viz., Mainland China, Hong Kong, Taiwan, and Japan. These writings showcase the diversity of the P4C model, providing a platform for researchers and practitioners to tell their stories in their own Confucian cultural contexts. The research stories in the first part of the book are concerned with assessing the impact of traditional Confucian norms, promoting critical thinking, reconstructing the notion of community of inquiry, creating moral winds, integrating philosophy into the school curriculum, and localizing teaching methods and materials. Four issues are discussed in the second part of the book: the tension between Confucianism and powerful thinking; cultural challenges for practitioners; the transformation of harmony; and the conception of family. Taken as a whole, the book provides fresh insights into whether and how P4C’s Westerninfluenced theories and practices are compromised when they are applied in non-Western, or rather Confucian, contexts. A must-read for anyone interested in the theory and practice of P4C and Confucianism in general.