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Maughn Gregory [27]Maughn Rollins Gregory [10]
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Maughn Rollins Gregory
Montclair State University
  1. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  2.  51
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2018 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of (...)
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  3.  72
    Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from educational (...)
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  4.  54
    Introduction: John Dewey on Philosophy and Childhood.Maughn Gregory & David Granger - 2012 - Education and Culture 28 (2):1-25.
    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...)
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  5.  48
    A Framework for Facilitating Classroom Dialogue.Maughn Rollins Gregory - 2007 - Teaching Philosophy 30 (1):59-84.
    Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and (...)
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  6.  12
    Constructivism, Standards, and the Classroom Community of Inquity.Maughn Rollins Gregory - 2002 - Educational Theory 52 (4):397-408.
  7.  27
    The Procedurally Directive Approach to Teaching Controversial Issues.Maughn Rollins Gregory - 2014 - Educational Theory 64 (6):627-648.
    Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft-directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self-defeating. In this essay, (...)
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  8.  12
    Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
  9.  33
    Ethics Education and the Practice of Wisdom.Maughn Gregory - 2009 - Teaching Ethics 9 (2):105-130.
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  10.  39
    Care as a Goal of Democratic Education.Maughn Gregory - 2000 - Journal of Moral Education 29 (4):445-461.
    In this article I present behavioural analyses of particular constructions of democracy and the ethic of care, in order to determine whether care is a democratic virtue. I analyse Carol Gilligan's concept of care as a complex of six virtues or behavioural dispositions: acquaintance, mindfulness, moral imagining, solidarity, tolerance and self-care. I then describe democracy in terms of two divergent but compatible sets of practices: social non-interference and social co-operation. These behavioural analyses lead me to conclude that certain behavioural habits (...)
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  11.  57
    Introduction: Thinking Through Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  12.  19
    Pragmatist Value Inquiry.Maughn Rollins Gregory - 2006 - Contemporary Pragmatism 3 (1):105-126.
    This essay concerns relationships among value experience, value inquiry, and value theory. Five stages of value experience are distinguished, comprising a narrative of the attempt to enhance certain kinds of experience. A multi-level model of value inquiry is presented, beginning with improvement of immediate situations and moving to meta-level inquiry. Six pragmatist methods for conducing value inquiry are explained, which culminate in informed judgments of preference among qualitative experiences.
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  13.  64
    Inquiry, Democracy and Childhood: An Interview with Matthew Lipman.Maughn Gregory - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):58-65.
  14.  33
    The Perils of Rationality: Nietzsche, Peirce and Education.Maughn Gregory - 2001 - Educational Philosophy and Theory 33 (1):23-34.
  15.  30
    Review of Martha Nussbaum, Not for Profit: Why Democracy Needs the Humanities: Princeton University Press, 2010. [REVIEW]Maughn Rollins Gregory - 2011 - Studies in Philosophy and Education 30 (4):419-427.
  16.  7
    Practicing Democracy: Social Intelligence and Philosophical Practice.Maughn Gregory - 2004 - International Journal of Applied Philosophy 18 (2):163-176.
    In pragmatist social theory communities faced with significant troubles or opportunities inquire after their advantage and reconstruct their habits and their environments. Three programs of philosophical practice—Socratic Dialogue, the Philosophy Café and Philosophy for Children—cultivate citizenly virtues necessary for this process. They facilitate dialogue and open-ended inquiry, give practice in cognitive and social skills, and institute shared authority. However, certain factors limit the programs’ effectiveness for citizenship education. They tend to construe social problems and opportunities in strictly discursive terms; they (...)
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  17.  31
    Democracy and Care in the Community of Inquiry.Maughn Gregory - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):40-50.
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  18.  30
    Philosophy and Children’s Religious Experience.Maughn Gregory - 2008 - Proceedings of the Xxii World Congress of Philosophy 45:125-135.
    Philosophy serves to determine and clarifying the meaning of experience, and to make experience more meaningful, in both of the senses that Dewey distinguished: to broaden the range and amplify the value of qualities we experience, and to multiply their relevant ties to other experiences. Children’s experience is replete with philosophical meaning, and in facilitating children’s search for meaning, we are obliged to lead them in the directions that we ourselves have found most fruitful, though we should avoid the “adultist (...)
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  19. A Behavioral Pedagogy For The Community Of Inquiry.Maughn Gregory - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):29-37.
    The concepts of inquiry, reasonableness, open-mindedness, critical thinking, creativity, caring, self-correction and democracy, as they relate to the community of philosophical inquiry practiced in Philosophy for Children, are analyzed in terms of behaviors, procedures and habits.
     
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  20.  20
    Practicing Democracy.Maughn Gregory - 2004 - International Journal of Applied Philosophy 18 (2):163-176.
    In pragmatist social theory communities faced with significant troubles or opportunities inquire after their advantage and reconstruct their habits and their environments. Three programs of philosophical practice—Socratic Dialogue, the Philosophy Café and Philosophy for Children—cultivate citizenly virtues necessary for this process. They facilitate dialogue and open-ended inquiry, give practice in cognitive and social skills, and institute shared authority. However, certain factors limit the programs’ effectiveness for citizenship education. They tend to construe social problems and opportunities in strictly discursive terms; they (...)
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  21.  14
    Are Philosophy and Children Good for Each Other?Maughn Gregory - 2002 - Thinking: The Journal of Philosophy for Children 16 (2):9-11.
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  22.  32
    Introduction: Ethics Education as Philosophical Practice.Maughn Gregory - 2015 - Teaching Ethics 15 (1):19-34.
    John Dewey wrote of moral education as growth from impulsive behavior to a “reflective morality,” involving the pursuit of ends-in-view identified through practices of critical reflection and social interaction. The essays in this section explore a variety of such practices as a philosophical approach to K–12 ethics education. The essays draw on, and contribute to three educational movements that aim for particular kinds of reflective consciousness and agency. Socratic Pedagogy engages students in problematizing the status quo, inquiry to identify truth, (...)
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  23.  31
    Ethics Education as Philosophical Practice in Advance.Maughn Gregory - 2009 - Teaching Ethics 9 (2):105-130.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  24.  33
    Introduction to Special Issue on Education for Critical Thinking in the 21st Century.Maughn Gregory & Judith Minier - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):4-7.
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  25.  17
    New Research on Programs for Classroom Discussion.Maughn Gregory - 2010 - Questions 10:1-3.
    Gregory explains nine educational approaches to discussing Philosophy with children. A general overview through analytical and critical reasoning explains the faults with Philosophy in an education setting and the authors feedback.
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  26.  17
    Towards a Feminist Philosophy of Education.Ann Sharp & Maughn Gregory - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):87-96.
    The writings of Simone Weil support a feminist philosophy of education that locates freedom in self-determined creative work within contexts of necessity. In particular, Weil’s discussion of Force, the Good, Work, Method and Time provide criteria for a feminist philosophy of education, in terms of educational ends and means. Philosophy for Children is relevant to each of these themes, in various ways.
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  27.  17
    Introduction.Maughn Gregory & David Kennedy - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  28.  17
    New Research on Programs for Classroom Discussion.Maughn Gregory - 2010 - Questions 10:1-3.
    Gregory explains nine educational approaches to discussing Philosophy with children. A general overview through analytical and critical reasoning explains the faults with Philosophy in an education setting and the authors feedback.
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  29.  25
    New Research on Programs for Classroom Discussion.Maughn Gregory - 2010 - Questions: Philosophy for Young People 10:1-3.
    Gregory reports on a study by researchers from Ohio State and Pennsylvania State Universities that evaluated nine programs of classroom discussion. The programs were evaluated on their evidence of discourse features that have been shown in research literature to characterize quality discussions. Two programs, Philosophy for Children and Collaborative Reasoning, were found to provide the richest opportunities for individual and collective reasoning, due to the way teachers in these programs model and scaffold argumentation and cultivate a culture of dialogic inquiry (...)
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  30.  13
    Editor’s Note.Maughn Gregory - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):8-8.
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  31. The Status of Rational Norms:: A Pragmatist Perspective.Maughn Gregory - 2001 - Analytic Teaching and Philosophical Praxis 21 (1):53-64.
    Cultural conservatives urge curricula for critical thinking and character education as means of shoring up rational and moral truths. Cultural critics challenge not only the objectivity of the standard curricula but the very norms of objectivity used to justify it. A pragmatist account of rational and other norms leaves most of those norms intact but makes their status provisional.
     
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  32.  11
    Introduction.Maughn Gregory - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):4-7.
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  33.  9
    Editor’s Note.Maughn Gregory - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):8-8.
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  34.  2
    Introduction.Maughn Gregory & Megan Laverty - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):3-9.
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  35.  12
    A Crash Course in Logic.Maughn Gregory - 1999 - Upa.
    Crash Course in Logic is a booklet designed to introduce basic principles of logic and critical thinking to students so they can better express their ideas. Many high school and college students have trouble constructing theoretical arguments and writing clearly because they are not acquainted with the forms of reasoning that are presented in this booklet. Intended as a supplement to other instructional material for a variety of courses, this booklet will guide students through a mini-course on logic that includes (...)
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