This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide insight (...) into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, (...) and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)

The Canadian province of Ontario introduced philosophy as a secondary school subject in 1995 (Pinto, McDonough, & Boyd, 2009). Since publicly-funded Catholic schools teach approximately 32% of all students in Ontario (Ontario Ministry of Education, 2022), the question arises regarding how teachers in those schools coordinate philosophy and Catholic teachings. This study employs a secondary analysis of interviews with six teachers from Ontario’s Catholic schools, and employs two of Avery Dulles’ (2002) conceptions of church (institution and mystical communion) to determine (...) how they consider the choices available within their own tradition that could answer this question. Rather than looking only at the shortcomings of treating magisterial teaching as philosophy, this paper argues that there are also conceptual problems that these courses must address in order to improve their ecclesiological adequacy, and illustrates how an apparent null curriculum privileges the institutional ecclesiology. (shrink)

Journal of Philosophy of Education, EarlyView.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Queer Defamiliarisation: Writing, Mattering, Making Strange by Helen PalmerTrevor Norris (bio)Helen Palmer, Queer Defamiliarisation: Writing, Mattering, Making Strange Edinburgh: Edinburgh University Press, 2020, 214 pp. ISBN 978-1-4744-3414-0Helen palmer is senior lecturer in English literature and creative writing at Kingston University in London and the author of Deleuze and Futurism: A Manifesto for Nonsense (2014). Her research examines queer theory, performance, literary modernism, gender, aesthetics, and feminist and Afrofuturist (...) fiction. Queer Defamiliarisation explores these ideas and also includes part of Palmer’s literary creative response to James Joyce. The project here is an inquiry into reading, thinking, writing, and pleasure and considers how language can change us when we experience the relationship between naming and the performance of identity as a material boundary: the places where our bodies, behavior, and language are subject to violence in gendered, sexualized, and racialized forms. Palmer also suggests how our own and others’ experiences of violence might be bound up with an aesthetics of linguistic and formal complexity, and she reimagines the difficulty of naming for violently excluded identities by reviewing a range of complex experimental and avant-garde literary works in which new identities can emerge. Showing us how we might understand the materiality of bodies, sense making, and desire in emancipa-tory ways, Palmer attunes us to a phenomenology of reading in which we [End Page 217] recognize how argument undergoes metamorphosis by always being a hybrid of theory, criticism, cultural history, appropriation, memoir, and experimental form. Palmer’s wide-ranging arguments speak about the porosity and mutual embeddedness of our selves, our language, our bodies and environments, and the queer processes of world creation that act on and emerge from these things. Placing her work with other texts that rethink gender, personhood and ecology through new materialisms is productive, therefore, and readers might find value in looking at Queer Defamiliarisation alongside Donna Haraway’s (2016) Staying with the Trouble, Timothy Morton’s (2019)Humankind, and Rebecca Tamás’s (2020) Strangers inasmuch as they think through the ethics and emergence of relatedness and examine what it means to play, be alongside, care for, and nurture other beings and their worlds. Palmer’s project stays with the kind of “serious and... lively” trouble that allows “unexpected collaborations and combinations, in hot compost piles” (Haraway 2016, 4).The fertile landscape is mapped out in three introductions whose themes are explored in four chapters. Palmer transforms the early-twentieth-century Russian formalist concept of defamiliarization as literary and aesthetic device, the “paradoxical process that... restores sensations to things through a [linguistic] distancing that is also a re-proximation, an approximation, a touching” (9), by reading early- to mid-twentieth-century literary and cultural theorists such as Shklovsky, Brecht, and Jakobson through the ideas of contemporary queer, feminist, and decolonial scholars such as Sara Ahmed, Rosi Braidotti, and Vicki Kirby. She questions how the estrangement of naming operates for those whose bodies are not normatively gendered, racialized, and sexualized in relation to dominant forms of representation and power and explores concerns with and for queer, trans, decolonial, and feminist aesthetics. Throughout, she encourages us to think of the strangeness of language in relation to an ethics and an erotics of radical sympathy with the stranger because it is in the “continuous movement and continual transformation” (13) of naming, and categories of naming, that an emancipatory ethics can be found. This is a timely intervention by Palmer given current anxieties around naming gender and sex, and her argument seeks to move beyond “unhelpful binaries” to acknowledge the “infinite variations and permutations of existence and experience” (14).Palmer productively combines Sara Ahmed’s concept of disorientation from Queer Phenomenology (2006) with the psycholinguistic registers of Jakobson’s “contiguity and displacement” to suggest that queer defamiliarization is a performance of language and naming that “cleaves through and between sameness and difference,” “knocking signifiers loose and ungrounding bodies,” leading to “perceptual shifts and corporeal responses” that can “materially en-gender newness” (Palmer 17). From the start of the section “Spectaxa” (152), Palmer foregrounds the materiality of her text in increasingly modernistic excess to illustrate what we have been reading and... (shrink)

This collection of original essays by prominent authors contributes to current debates about democracy in powerful and provocative ways. The occasion for bringing together this notable collection of essays is the opportunity to examine the crisis in democracy and the promise of new alternative models.

This paper considers the place of education within our “consumers’ society”, beginning with Hannah Arendt’s account of the rise of consumerism to a position of political dominance and the resulting eclipse of public life. Connections are then made between Arendt’s account of this rise and Jean Baudrillard’s account of the postmodern proliferation of signs and the transformation of the sign into a commodity. This radical “semiurgy” accelerates into a self-referential series of signs which entails the loss of reality – it (...) contributes to the disappearance of the human subjectivity behind the creation of images. I argue that Baudrillard does not respond adequately to the dynamic that he describes so well. By contrast, Arendt’s concept of natality, I suggest, prepares the ground for a response to the forces of commodification that colonize the educational environment and threaten its critical possibilities. As youth and schools receive more and more attention from advertisers, students are sold by educational institutions to commercial interests who seek unfettered access to this “captive audience”. Yet education is profoundly compromised when youths are viewed as consumers and not as a social investment, when education is viewed merely as an opportunity to secure a new market. (shrink)