Clinton Golding
University of Otago
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 ‘What is Philosophy in Schools?’ which was based on 14 years’ experience as a Philosophy in Schools teacher and teacher educator. Now, by invitation of the editors, I have the privilege to present a re-worked, improved account. This builds on and synthesises my previous publications, but it also significantly refines anything I have previously written, and is the culmination of my work in Philosophy in Schools.
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DOI 10.21913/JPS.v1i1.994
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References found in this work BETA

Philosophy in the Classroom: 2d Ed.Matthew Lipman - 1977 - Temple University Press.
Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
Harry Stottlemeier's Discovery.Matthew Lipman & Institute for the Advancement of Philosophy for Children - 1974 - Institute for the Advancement of Philosophy for Children.

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