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  1.  5
    Directive Teaching in the Community of Moral Inquiry.Philip Cam - 2020 - Journal of Philosophy in Schools 7 (2).
    Is there a place for directive teaching when it comes to moral education in the Community of Inquiry? Michael Hand think s that we should make room for it. While some common restrictions on the role of the teacher in the Community of Inquiry and the kinds of questions with which it deals appear to militate against it, he argues that they either have no force or are intellectually or educationally misguided. In evaluating what Hand has to say, I examine (...)
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  2. Directing Moral Inquiry: A Rejoinder to Cam, Sowey, Lockrobin, Splitter, Sprod and Knight.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    In this rejoinder to the foregoing responses to my article ‘Moral education in the community of inquiry’, I address what I take to be the four most fundamental objections to my proposed expansion of the community of inquiry (CoI) method. My proposal is that we make room in the CoI for directive teaching of moral standards we know to be justified or unjustified, in addition to nondirective teaching of moral standards whose justificatory status is unknown. The four objections I consider (...)
     
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  3.  9
    Moral Education in the Community of Inquiry.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    Moral inquiry - inquiry with children and young people into the justification for subscribing to moral standards - is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and accept the justification (...)
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  4.  9
    The Role of Directive Moral Teaching: Reply to Michael Hand’s ‘Moral Education in the Community of Inquiry’.Sue Knight - 2020 - Journal of Philosophy in Schools 7 (2).
    In this commentary on Michael Hand’s paper ’Moral education in the community of inquiry’, I argue that Hand is right to call for the Community of Inquiry method to include directive moral teaching. I do so in the light of having worked with this broader conception, or something very like it, in the writing of the NSW Primary Ethics Curriculum. Using examples from this curriculum, I aim to show the necessity of a broader Col, and to argue for a process (...)
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  5.  4
    How to Disagree: Negotiate Difference in a Divided World, by Adam Ferner and Darren Chetty.Elizabeth O'Brien - 2020 - Journal of Philosophy in Schools 7 (2).
    In writing 'How to Disagree', Ferner and Chetty aim to bring to light those assumptions we make about the world, its structure and the lived reality of what we assume to be real, in order to see how these assumptions affect the ways we engage with each other. It is a fascinating endeavour and very well done through this thoughtful text. 'How to Disagree' is part of the 'Build and Become' series, a community of texts adopting a particular shared approach (...)
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  6.  4
    Against Directive Teaching in the Moral Community of Inquiry: A Response to Michael Hand.Michelle Sowey & Grace Lockrobin - 2020 - Journal of Philosophy in Schools 7 (2).
    While we consider directive teaching to be detrimental to the Community of Inquiry, we nonetheless find ourselves in qualified agreement with Hand as he challenges certain norms of practice that support the common presumption in favour of nondirective teaching in the moral CoI. We agree with Hand that it is possible for teachers to impart their own moral beliefs without indoctrinating students, yet we argue that the risk of indoctrination remains present in the many realistic scenarios in which teachers misjudge (...)
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  7.  4
    Inquiry Without Standards: A Reply to Hand.Laurance J. Splitter - 2020 - Journal of Philosophy in Schools 7 (2).
    In this ‘Reply’, I am critical of several aspects of Michael Hand’s paper ‘Moral education in the community of inquiry’. I do not agree that such terms as ‘standards’' 'and ‘directive' 'teaching’' 'are consistent with a proper understanding of 'inquiry 'generally, and 'philosophical inquiry', 'moral inquiry 'and 'community of inquiry', in particular. I also argue that the idea of 'openness', duly modified, remains central to all forms of inquiry, whether philosophical or otherwise. Finally, I cast doubt on Hand’s characterisation of (...)
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  8.  2
    Direction in a Community of Ethical Inquiry.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    In response to Hand’s paper, I undertake three tasks. Firstly, I believe that his characterisation of the theory and practice of Community of Inquiry facilitation does not take account of approaches to indoctrination and the idea of philosophical self-effacement that can lessen his worries. Secondly, I will argue that Hand makes some sharp cuts—particularly between justified, controversial and unjustified moral standards—that do not stand up to scrutiny, and that he unnecessarily narrows the scope of moral inquiry. Finally, I will explore (...)
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  9.  1
    Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E Wartenberg.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    Using picture books as a means of initiating philosophical discussions with younger children is an idea that has occurred to a number of people involved in P4C/Philosophy in Schools in various parts of the world. Some went on to develop support materials to encourage teachers to go beyond reading picture books to/with their classes to drawing the students into a community of philosophical inquiry. Early examples include Karin Murris, Chris de Haan and colleagues, and myself in Australia, and Tom Wartenberg (...)
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  10.  7
    What is ‘Philosophy’? Understandings of Philosophy Circulating in the Literature on the Teaching and Learning of Philosophy in Schools.Lynne Bowyer, Claire Amos & Deborah Stevens - 2020 - Journal of Philosophy in Schools 7 (1):38.
    This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the first research question—What 'is' philosophy?—by gathering together the various understandings of the word ‘philosophy’ circulating in the literature. There are ten understandings of what philosophy 'is' that have arisen from the literature: philosophy as a foundational concept; (...)
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  11.  9
    Book Review: In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education, by Maughn Rollins Gregory and Megan Jane Laverty (Eds). [REVIEW]Gilbert Burgh - 2020 - Journal of Philosophy in Schools 7 (1):132-138.
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who undeniably made a significant (...)
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  12.  43
    Does Philosophy Kill Culture?Susan T. Gardner - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
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  13.  5
    On the Significance of Doing Philosophy in the History Classroom: A Theoretical and Practical Engagement with Historical Consciousness.Nick Kopitschinski - 2020 - Journal of Philosophy in Schools 7 (1):86.
    This article offers an exploration of how the teaching and learning of philosophy and history may go forward together in the future. This comes at a time when both disciplines are undergoing considerable challenges in making themselves meaningful in school curriculums, albeit for different purposes. Whilst school philosophy has implicitly been considered a necessary feature of school curriculums by way of teachers addressing topics such as logic and ethics, the explicit teaching of philosophy itself has gone begging because the benefits (...)
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  14.  4
    The Difficulty of Thinking Listening to the Voices of Students in Early Childhood Education.Camilla Kronqvist, Birgit Schaffar & Marina Lundkvist - 2020 - Journal of Philosophy in Schools 7 (1):68.
    This paper addresses the question of how to conceptualise the kind of difficulties students in early childhood education encountered in articulating their thoughts and in listening to others in the initial stages of a CoI. With examples from their course diaries, we illustrate what sense it makes to consider the thinking the CoI promotes as centrally embodied, extended, embedded and enacted. We consider their difficulties, not as external obstacles to expressing their thought, but as difficulties that are internal to thinking (...)
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  15.  3
    The Short & Curly Guide to Life, by Matt Beard and Kyla Slaven.Andrew Rogers - 2020 - Journal of Philosophy in Schools 7 (1):139.
    I am the full-time father of two very curious boys aged 7 and 8 for whom I do the daily school run commute and drop off, before I do my other job of teaching high school philosophy. It is a constant challenge to keep my car companions occupied every day, so I’m indebted to the ‘ABC Short and Curly’ podcast. My boys are big fans of the show, and our daily car journeys have been enlivened with often heated discussions about (...)
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  16.  4
    Exploring a Framework for the Mentoring of Early Career Teachers in Catholic Schools in Western Australia.John Topliss - 2020 - Journal of Philosophy in Schools 7 (1):101.
    The basis for the paper ‘Exploring a Framework for the Mentoring of Early Career Teachers in Catholic Schools in Western Australia’ stems from the work undertaken in the author’s recently published PhD study and on personal experiences of teaching philosophy to students as a classroom teacher, gifted and talented coordinator and School leader for over 28 years. The mixed methods study identified and explored the mentoring experiences in the transition from graduate to Early Career Teacher in selected Catholic primary and (...)
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  17.  3
    Creating Moral Winds and Nurturing Moral Growth in a P4C Classroom Community in Taiwan.Jessica Ching-Sze Wang - 2020 - Journal of Philosophy in Schools 7 (1):16.
    In this paper I provide a theoretical framework for conceptualising the use of moral education in P4C by drawing on Ann Sharp’s work. I use this framework to present my own pedagogical action research in an elementary school in Taiwan. I use both quantitative and qualitative data to document students’ moral growth. The results indicate that moral education takes place in a morally stimulating environment, namely, a thinking and caring community of inquiry, with a morally-infused approach to doing P4C in (...)
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