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Laurance J. Splitter [15]Laurance Joseph Splitter [1]
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  1.  35
    Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  2.  55
    Authenticity and Constructivism in Education.Laurance J. Splitter - 2009 - Studies in Philosophy and Education 28 (2):135-151.
    This paper examines the concept of authenticity and its relevance in education, from a philosophical perspective. Under the heading of educational authenticity, I critique Fred Newmann’s views on authentic pedagogy and intellectual work. I argue against the notion that authentic engagement is usefully analyzed in terms of a relationship between school work and: “real” work. I also seek to clarify the increasingly problematic concept of constructivism, arguing that there are two distinct constructivist theses, only one of which deserves serious attention. (...)
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  3. Species and Identity.Laurance J. Splitter - 1988 - Philosophy of Science 55 (3):323-348.
    The purpose of this paper is to test the contemporary concept of biological species against some of the problems caused by treating species as spatiotemporally extended entities governed by criteria of persistence, identity, etc. After outlining the general problem of symmetric division in natural objects, I set out some useful distinctions (section 1) and confirm that species are not natural kinds (section 2). Section 3 takes up the separate issue of species definition, focusing on the Biological Species Concept (BSC). Sections (...)
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  4.  3
    Enriching the Narratives We Tell About Ourselves and Our Identities: An Educational Response to Populism and Extremism.Laurance J. Splitter - forthcoming - Educational Philosophy and Theory:1-16.
    The normative ideals of democracy, trust and respect are under threat from the forces of populism and extremism. I argue for a recalibration of some basic ideas in the moral and social domains in w...
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  5.  57
    Concepts, Communities and the Tools of Good Thinking.Laurance J. Splitter - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):11-26.
  6.  22
    Dispositions in Education: Nonentities Worth Talking About.Laurance J. Splitter - 2010 - Educational Theory 60 (2):203-230.
    The concept of dispositions has commanded considerable attention in both philosophy and education. In this essay, Laurance Splitter draws on philosophy to take a fresh look at dispositions in education, specifically teacher education. Bypassing the pitfalls of both subjectivity and crude behaviorism, he proposes a conceptual framework in which dispositions figure as drivers or triggers of our intentional behavior, one that gives prominence to language in general and to dialogue in particular. Splitter draws on an emerging school of thought that (...)
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  7.  45
    Critical Thinking: What, Why, When and How.Laurance J. Splitter - 1991 - Educational Philosophy and Theory 23 (1):89–109.
  8.  23
    Agency, Thought, and Language: Analytic Philosophy Goes to School. [REVIEW]Laurance J. Splitter - 2011 - Studies in Philosophy and Education 30 (4):343-362.
    I take as my starting point recent concerns from within educational psychology about the need to treat the conceptual and philosophical underpinnings of empirical research in the field more seriously, specifically in the context of work on the self, mind and agency. Developing this theme, I find such conceptual support in the writings of P. F. Strawson and Donald Davidson, two giants of analytic philosophy in the second half of the Twentieth Century. Drawing particularly on Davidson’s later work, in which (...)
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  9.  31
    On the Theme of “Teaching for Higher Order Thinking Skills”.Laurance J. Splitter - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (4):52-65.
  10.  6
    Educational Reform Through Philosophy for Children.Laurance J. Splitter - 1987 - Thinking: The Journal of Philosophy for Children 7 (2):32-39.
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  11.  5
    Philosophy for Children.Laurance J. Splitter - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):47-53.
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  12.  12
    An “Analytic” Commentary on Gert Biesta’s Presentation: “Touching the Soul: Education, Philosophy and Children in an Age of Instrumentalism”.Laurance Joseph Splitter - 2017 - Childhood and Philosophy 13 (28).
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  13.  8
    The Dispositional Indgredients at the Heart of Questioning and Inquiry.Laurance J. Splitter - 2016 - Journal of Philosophy in Schools 3 (2).
    I offer a modified characterisation of the dispositional grounds of inquiry, in which both the state of knowledge of those involved and their desire for answers or solutions are supplemented by a more nuanced set of dispositions, central to which is the intended transition from a state of unsettlement to one of settlement with respect to those who ask and respond to the questions. I test this characterisation against the Question Quadrant, a familiar device used by philosophy in schools practitioners (...)
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  14.  13
    Identity and Morality: Cultivating Persons in the Asia-Pacific Region.Laurance J. Splitter - 2017 - Journal of Moral Education 46 (1):12-23.
    This article defends a view of personhood based on regarding oneself as ‘one among others’. This relational conception stands in contrast to Western and Eastern stereotypes of the free-standing individual who sees himself in competition with other individuals, and the collectivist individual who sees himself as part of a larger political, religious, cultural or ideological grouping, respectively. The article criticises the status often assigned to such collectives due to confusion over the concept of identity. It appeals instead to the ordinary (...)
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  15.  16
    McGinn and Essential Properties of Natural Kinds.Laurance J. Splitter - 1980 - Australasian Journal of Philosophy 58 (1):19 – 25.
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  16. Natural Kinds and Biological Species.Laurance J. Splitter - 1982
     
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