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Laurance J. Splitter [14]Laurance Splitter [12]Laurance Joseph Splitter [1]
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  1.  52
    Identity, Citizenship and Moral Education.Laurance Splitter - 2011 - Educational Philosophy and Theory 43 (5):484-505.
    Questions of identity such as ‘Who am I?’ are often answered by appeals to one or more affiliations with a specific nation (citizenship), culture, ethnicity, religion, etc. Taking as given the idea that identity over time—including identification and re-identification—for objects of a particular kind requires that there be criteria of identity appropriate to things of that kind, I argue that citizenship, as a ‘collectivist’ concept, does not generate such criteria for individual citizens, but that the concept person—which specifies the kind (...)
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  2.  13
    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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  3.  45
    Authenticity and Constructivism in Education.Laurance J. Splitter - 2009 - Studies in Philosophy and Education 28 (2):135-151.
  4. 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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  5.  55
    Concepts, Communities and the Tools of Good Thinking.Laurance J. Splitter - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):11-26.
  6.  18
    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.  3
    Caring for the “Self as One Among Others”.Laurance Splitter - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):33-39.
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  8.  7
    Modeling the Development Process of Dialogical Critical Thinking in Pupils Aged 10 to 12 Years.Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza - unknown
    This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the (...)
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  9.  46
    John Passmore.Laurance Splitter - 1996 - Inquiry: Critical Thinking Across the Disciplines 15 (3):1-16.
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  10. Places for Thinking.Laurance Splitter, Francesca Partridge, Tim Sprod, Frank Dubuc & Australian Council for Educational Research - 1999
  11.  18
    Agency, Thought, and Language: Analytic Philosophy Goes to School. [REVIEW]Laurance J. Splitter - 2011 - Studies in Philosophy and Education 30 (4):343-362.
  12.  25
    On the Theme of “Teaching for Higher Order Thinking Skills”.Laurance J. Splitter - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (4):52-65.
  13.  4
    A Guided Tour of the Logic in Harry Stottlemeier's Discovery.Laurance Splitter - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    Logic forms the spine or backbone of the Harry syllabus, although it is by no means the only philosophical theme that arises there. The nature of thoughts and the mind, reality, dreaming and imagination, the purposes of education, differences of degree and of kind, causation, freedom and responsibility, the concept of a rule, empathy, duties and rights, and the concept of personhood are also topics which belong to the tradition of philosophical inquiry.
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  14.  2
    On Thinking for Yourself.Laurance Splitter - 1986 - Thinking: The Journal of Philosophy for Children 6 (3):23-24.
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  15.  40
    Critical Thinking: What, Why, When and How.Laurance J. Splitter - 1991 - Educational Philosophy and Theory 23 (1):89–109.
  16.  18
    Some Reflections on Inquiry, Community and Philosophy.Laurance Splitter - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):29-39.
  17.  11
    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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  18.  3
    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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  19.  3
    Philosophy for Children.Laurance J. Splitter - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):47-53.
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  20.  13
    Ghiselin and Mayr on Species.Laurance Splitter - 1988 - Biology and Philosophy 3 (4):462.
  21.  11
    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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  22.  3
    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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  23.  4
    Economic Crises and Education.Laurance Splitter - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):44-49.
    The ongoing series of global financial crises offers some important philosophical lessons and insights for educators. The epistemological lesson is stark: we should beware of certainty and all claims to it. Were the disposition of generic skepticism in place at all levels of schooling, then the intellectual rigidity that has characterized economics as a “discipline” would be balanced by demands to consider possible alternatives. The ethical lessons to be learned include ensuring that ethics, as a form of rigorous but openended (...)
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  24.  13
    McGinn and Essential Properties of Natural Kinds.Laurance J. Splitter - 1980 - Australasian Journal of Philosophy 58 (1):19 – 25.
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  25.  3
    John Passmore: On Teaching to Be Critical.Laurance Splitter - 1996 - Inquiry: Critical Thinking Across the Disciplines 15 (3):1-16.
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  26.  1
    Philosophy and Democracy in Asia and the Pacific.Laurance Splitter - 1997 - Thinking: The Journal of Philosophy for Children 13 (3):6-16.
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  27. Natural Kinds and Biological Species.Laurance J. Splitter - 1982
     
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