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  1.  14
    Philosophy, Art or Pedagogy? How Should Children Experience Education?Christine Doddington - 2014 - Educational Philosophy and Theory 46 (11):1-12.
    There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant (...)
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  2.  32
    Entitled to Speak: Talk in the Classroom. [REVIEW]Christine Doddington - 2001 - Studies in Philosophy and Education 20 (3):267-274.
    For young children, learning begins in conversation contexts such as schools. The author of this paper contends that talk activities are fundamental to future knowledge and understanding. Implicit is critique of a current British model that values the practice of speaking through effective talk. This view is contrasted to one centered on expressive speech and authentic listening.
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  3.  16
    Child-Centred Education: Reviving the Creative Tradition.Christine Doddington - 2007 - Sage Publications.
    Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. Child Centred Education seeks to explore the role of Primary education within this debate. This book inspires teachers seeking to make their practice more genuinely educational. Authors Christine Doddington and Mary Hilton capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative, and become more creative. Based on wide (...)
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  4.  34
    Critical Thinking as a Source of Respect for Persons: A Critique.Christine Doddington - 2007 - Educational Philosophy and Theory 39 (4):449–459.
    Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may (...)
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  5.  17
    Individuals or Persons—What Ethics Should Help Constitute the School as Community?Christine Doddington - 2007 - Ethics and Education 2 (2):131-143.
    This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education initiatives (...)
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  6.  17
    John Dewey's Democracy and Education 100 Years On.Christine Doddington, Ruth Heilbronn & Rupert Higham - 2018 - Journal of Philosophy of Education 52 (2):284-286.