Educational Philosophy and Theory 44 (5):546-567 (2012)

Authors
Stephan John Millett
Curtin University, Western Australia
Alan Tapper
Curtin University, Western Australia
Abstract
In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy
Keywords communities of inquiry  engagement  thinking skills  collaborative philosophical inquiry  philosophy for children  philosophy in schools
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Reprint years 2012
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DOI 10.1111/j.1469-5812.2010.00727.x
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References found in this work BETA

Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
Democracy and Education.John Dewey - 1916 - Dover Publications.
Logic: The Theory of Inquiry.John Dewey - 1938 - New York, NY, USA: Henry Holt.
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1964 - Philosophical Quarterly 14 (55):178.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.

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Trust as a Virtue in Education.Laura D’Olimpio - 2018 - Educational Philosophy and Theory 50 (2):193-202.

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