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  1. The Cooperative Principle and Collaborative Inquiry.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (2).
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  2.  1
    Thinking Together with Philip Cam: Theories for Practitioners and Assessing Thinking.Clinton Golding - 2018 - Journal of Philosophy in Schools 5 (2).
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  3.  10
    A Conversation with Children About Children ….Walter Omar Kohan - 2018 - Journal of Philosophy in Schools 5 (2).
    In this paper, I present an experience of philosophical dialogue with small children in a public school in Bari, Italy in the context of the Philosophia Ludens for Children project. I present the experience, including the transcripts of six conversations with several groups of children, and then draw some inferences concerning the importance of the relationship between Universities and schools; the philosophical strength of both children’s commitment and philosophical ideas and their positive understanding of childhood.
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    Inquiry and Growth: The Dance of Teaching and Learning.Winifred Lamb - 2018 - Journal of Philosophy in Schools 5 (2).
    The notions of ‘growth’ and ‘inquiry’ are central in the Philosophy for Children movement. Phil Cam’s writings on these concepts clearly map their close connection and, in the process, raise further questions for teachers of philosophy on curriculum content and the management of inquiry itself. With reference to the senior secondary context, I show how Cam’s exposition points to the teacher’s significant role, not only in the management of inquiry, but also in his or her participation as a learner in (...)
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  5.  2
    Promoting Human Development by Doing Philosophy at the Heart of the Family.Helena Modzelewski - 2018 - Journal of Philosophy in Schools 5 (2).
    Human development requires the education of autonomous citizens, capable of critically approaching their opportunities. However, if this is left to the school alone, the children’s most important educational environment—the family—is neglected. The Community of Inquiry, developed by Matthew Lipman into an educational methodology, aims at educating students to be critical citizens by developing habits of mind through collaborative philosophical inquiry. The research reported here was targeted at introducing the COI into the family, particularly addressing the intersubjective relationships among participants. In (...)
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  6.  1
    Book Review: Ginnie & Pinney. [REVIEW]Janette Poulton - 2018 - Journal of Philosophy in Schools 5 (2).
    Ginnie & Pinney ‘Think Smart’ materials have been written for children aged three to eight, ‘to encourage deep thinking and lively discussion between each other, their parents and teachers’ and hence we understand why they have already captured the attention of Philosophy for Schools practitioners. Matthew Lipman enshrined our aim as helping ‘children become more thoughtful, more reflective, more considerate and more reasonable individuals’ Let us see why you too will find them a valuable addition to your Early Years resources.
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  7.  1
    Strengthening Dialogic Argument: What Teachers Can Learn From Authentic Examples of Student Dialogue.Michelle Sowey - 2018 - Journal of Philosophy in Schools 5 (2).
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  8. Double Trouble: Numerous Puzzles.Tim Sprod - 2018 - Journal of Philosophy in Schools 5 (2).
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  9.  3
    Book Review: Compassion and Education: Cultivating Compassionate Children, Schools and Communities. [REVIEW]Christoph Teschers - 2018 - Journal of Philosophy in Schools 5 (2).
    In his book Compassion and education, Andrew Peterson explores the concept of ‘compassion’ in three main areas: compassion as a virtue, compassion in relation to self and others, and compassion in relation to teaching and education. Peterson states that his ‘focus in this present book lies in particular on the cultivation of compassion within the education of young children in schools’. His work therefore contributes to the discussion of character education within the field of philosophy of education and makes an (...)
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  10.  55
    The Need for Philosophy in Promoting Democracy: A Case for Philosophy in the Curriculum.Gilbert Burgh - 2018 - Journal of Philosophy in Schools 5 (1):38-58.
    The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...)
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  11.  3
    The Generic Argument for Teaching Philosophy.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (1).
    John Dewey wished to place development of the ability to think at the core of school education. The kind of thinking that Dewey had in mind was based on his conception of scientific inquiry. Matthew Lipman was likewise committed to an education centred on thinking, but he claimed that we should turn to philosophy rather than to science in order to secure this end. In his view, philosophy has a stronger claim to this mantle than does science, or any other (...)
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  12.  47
    The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D'Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  13.  1
    On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1).
  14. Philosophy and the Good Life.Angela Hobbs - 2018 - Journal of Philosophy in Schools 5 (1).
    This paper considers the implications for education of a reworked ancient Greek ethics and politics of flourishing, where ‘flourishing’ comprises the objective actualisation of our intellectual, imaginative and affective potential. A brief outline of the main features of an ethics of flourishing and its potential attractions as an ethical framework is followed by a consideration of the ethical, aesthetic and political requirements of such a framework for the theory and practice of education, indicating the ways in which my approach differs (...)
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  15.  5
    Deep Thinking and High Ceilings: Using Philosophy to Challenge ‘More Able’ Pupils.Carrie Winstanley - 2018 - Journal of Philosophy in Schools 5 (1).
    At different times in their school career and across different subject areas, some pupils may require additional and/or more complex tasks from their teachers, since they find the work set to be insufficiently challenging. Recommendations for coping with these pupils’ needs are varied, but among other responses, it is common, in the field of ‘gifted and talented’ education, to advocate the use of critical thinking programmes. These can be very effective in providing the missing challenge through helping develop pupils’ facilities (...)
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  16.  2
    Plato, Metacognition and Philosophy in Schools.Peter Worley - 2018 - Journal of Philosophy in Schools 5 (1).
    In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not (...)
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