1. Tim Sprod (2014). Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1531-1564.
    If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. -/- The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific thinking builds on, or is quite different (...)
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  2. Tim Sprod (2001). Philosophical Discussion in Moral Education: The Community of Ethical Inquiry. 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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  3. Tim Sprod (1997). What is a Community of Inquiry? Inquiry 17 (1):4-28.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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