Philosophy in the (Gender and the Law) Classroom


Authors
Laura D'Olimpio
University of Birmingham
Abstract
This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance two objectives in Gender and the Law at undergraduate level: ‘reflexive thinking’ and ‘standpoint thinking’. We conclude that the Communities of Inquiry had a significant influence on the development of ‘reflexive thinking’ but appeared to have limited influence on the development of ‘standpoint thinking’. Here we provide a practitioner reflection on an exploratory new approach to teaching in a tertiary setting, with a view to setting an agenda for more systematic research in the future.
Keywords gender  law  Philosophy for Children  P4C  Reflexive thinking  Community of Inquiry
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References found in this work BETA

Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
A Vindication of the Rights of Woman.Mary Wollstonecraft - 2007 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell.
Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.

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