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  1. A Handy Account of Philosophy in Schools.Clinton Golding - 2014 - Journal of Philosophy in Schools 1 (1):68-88.
    Philosophy in Schools is a complex educational practice, unfamiliar to most teachers and philosophers, subtly different to similar forms of education, and so easy to misunderstand and mishandle. Because of this, a common worry for practitioners is whether they are doing it properly. Given this slipperiness of Philosophy in Schools, one of my main concerns has been to give an account that would be useful; that could guide practitioners to teach well. I presented my first account in a 2006 article (...)
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  • The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2015 - Studies in Philosophy and Education 34 (2):205-216.
    Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry reconceived as (...)
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  • The Philosophical Classroom:Balancing Educational Purposes.R. Välitalo - 2018 - Dissertation, University of Oulu
    The practice of teaching links long-standing philosophical questions about the building blocks of a good life to daily judgments in the classroom; in the journey to becoming a person who teaches, we must seek different ways of understanding what “good” means in the context of different social practices and communities. This doctoral thesis examines the educational innovation known as Philosophy for Children as a platform for teachers and students to address such questions within a community of philosophical inquiry. Advocates of (...)
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