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Megan Laverty [18]Megan J. Laverty [11]Megan Jane Laverty [5]
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Megan Laverty
Teachers College, Columbia University
  1.  52
    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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  2.  6
    J.M. Coetzee, Eros and Education.Megan Jane Laverty - 2019 - Journal of Philosophy of Education 53 (3):574-588.
  3.  28
    Learning Our Concepts.Megan J. Laverty - 2009 - Philosophy of Education 43 (Supplement s1):27-40.
    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order from second-order conceptual clarification. This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just (...)
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  4.  11
    Thinking My Way Back to You: John Dewey on the Communication and Formation of Concepts.Megan J. Laverty - 2016 - Educational Philosophy and Theory 48 (10):1029-1045.
    Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey explains that nothing is more important in education than the formation of concepts. Concepts introduce permanency into an (...)
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  5.  22
    Listening: An Exploration of Philosophical Traditions.Sophie Haroutunian-Gordon & Megan J. Laverty - 2011 - Educational Theory 61 (2):117-124.
  6.  21
    Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1).
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
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  7.  12
    Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
  8.  4
    Making Space for Irony: A Review of Peter Roberts’ Happiness, Hope, and Despair—Rethinking the Role of Education. [REVIEW]Megan Jane Laverty - 2020 - Studies in Philosophy and Education 39 (5):559-563.
  9.  40
    As Luck Would Have It: Thomas Hardy’s Bildungsroman on Leading a Human Life.Megan Jane Laverty - 2014 - Studies in Philosophy and Education 33 (6):635-646.
    In this essay, I demonstrate the value of the Bildungsroman for philosophy of education on the grounds that these narratives raise and explore educational questions. I focus on a short story in the Bildungsroman tradition, Thomas Hardy’s “A Mere Interlude”. This story describes the maturation of its heroine by narrating a series of events that transform her understanding of what it means to lead a human life. I connect her conceptual shift with two paradigms for leading a human life. One (...)
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  10.  83
    Teaching and Pedagogy.David T. Hansen & Megan J. Laverty - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 223.
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  11.  11
    The World of Instruction: Undertaking the Impossible.Megan J. Laverty - 2014 - Ethics and Education 9 (1):42-53.
    Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary education is that it redirects attention away from performance assessments and learning outcomes to (...)
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  12.  43
    Can You Hear Me Now? Jean-Jacques Rousseau on Listening Education.Megan J. Laverty - 2011 - Educational Theory 61 (2):155-169.
    In this essay Megan J. Laverty argues that Jean-Jacques Rousseau's conception of humane communication and his proposal for teaching it have implications for our understanding of the role of listening in education. She develops this argument through a close reading of Rousseau's most substantial work on education, Emile: Or, On Education. Laverty elucidates Rousseau's philosophy of communication, beginning with his taxonomy of the three voices—articulate, melodic, and accentuated—illustrating the ways in which they both enhance and obfuscate understanding. Next, Laverty provides (...)
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  13.  14
    Philosophical Dialogue and Ethics: Redefining the Virtues.Megan Laverty - 2004 - International Journal of Applied Philosophy 18 (2):189-201.
    If philosophical dialogue is broadly defined by concepts that are central to our lives and essentially contested, then philosophical dialogue is ethically valuable because it engages participants in the kind of communal and reasonable deliberation necessary for ethical life. Discourse Ethics acknowledges the instrumental value of philosophical dialogue for the making of ethical judgments. I defend the intrinsically ethical value of philosophical dialogue on the grounds that it potentially orients us towards that which transcends human subjectivity in an effort to (...)
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  14.  21
    Putting Ethics at the Center.Megan Laverty - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):73-76.
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  15.  62
    Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future: Paradigm Publishers, Boulder, CO, 2006.Megan J. Laverty - 2009 - Studies in Philosophy and Education 28 (6):569-576.
  16.  12
    Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize: A Review of G. Felicitas Munzel’s Kant’s Conception of Pedagogy: Toward Education for Freedom.Megan Laverty - 2019 - Studies in Philosophy and Education 38 (3):335-338.
  17.  16
    Megan Laverty.Megan Laverty & John Patrick Cleary - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):23-27.
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  18.  13
    Philosophy. [REVIEW]Megan Laverty - 2003 - Inquiry: Critical Thinking Across the Disciplines 21 (3):47-49.
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  19.  8
    Reconstruction of Social Studies.William Gaudelli & Megan J. Laverty - 2018 - Education and Culture 34 (1):19.
    The reconstruction of philosophy, of education, and of social ideals and methods thus go hand in hand.In society today, we are inundated with reports on climate change, nuclear accidents, sectarian violence, terrorism, school shootings, police brutality, shrill mainstream politics, dire poverty, civil wars, and migration crises. As we observe their proliferation and escalation, it can feel as if we lack not only solutions to these social ills, but, even more fundamentally, ways to communicate about and make sense of their conditions (...)
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  20.  18
    Introduction: Philosophy for Children and/as Philosophical Practice.Megan Laverty - 2004 - International Journal of Applied Philosophy 18 (2):141-151.
  21.  27
    Simone Weil.Megan Laverty - 2004 - In Julian Baggini & Jeremy Stangroom (eds.), Great Thinkers A-Z. Continuum. pp. 244-246.
  22.  6
    Philosophy for Children and The Consolation of Philosophy.Megan Laverty - 2002 - Thinking: The Journal of Philosophy for Children 16 (2):14-17.
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  23.  6
    The Mill on the Floss.Megan Laverty - 1994 - Thinking: The Journal of Philosophy for Children 12 (1):47-49.
  24.  6
    The Role of Confession in Community of Inquiry.Megan Laverty - 2003 - Thinking: The Journal of Philosophy for Children 16 (3):30-35.
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  25.  10
    Simone Weil.Megan Laverty - 2006 - The Philosophers' Magazine 35:80-81.
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  26.  10
    “There Is No Substitute for a Sense of Reality”: Humanizing the Humanities.Megan J. Laverty - 2015 - Educational Theory 65 (6):635-654.
    Do the humanities have a future? In the face of an increased emphasis on the so-called practical applicability of education, some educators worry that the presence of humanistic study in schools and universities is gravely threatened. In the short-term, scholars have rallied to defend the humanities by demonstrating how they do, in fact, advance our practical interests. Martha Nussbaum, for example, argues that the humanities uniquely support democratic citizenship by cultivating critical thinking and narrative imagination — two skills needed for (...)
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  27.  6
    Kate Gordon Moore.Megan Laverty - 2006 - Thinking: The Journal of Philosophy for Children 18 (1):4-14.
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  28.  6
    What Is A Global Experience?William Gaudelli & Megan J. Laverty - 2015 - Education and Culture 31 (2):13-26.
    The perceived importance of a global experience in higher education is hard to underestimate. University presidents are known to boast of their “percentage,” or the proportion of undergraduates who study abroad. At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness. The expectation is that a global experience will stand out as an enduring memorial of an encounter with others. (...)
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  29.  2
    Introduction.Maughn Gregory & Megan Laverty - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):3-9.
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  30. Narrative and Ethics Education.Megan Laverty - 1997 - Ethics Education 3 (4).
     
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  31. Philosophy as Consolation.Megan Laverty - 1998 - Ethics Education 4 (4).
     
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  32. Philosophy of Education: Overcoming the Theory-Practice Divide.Megan Laverty - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (1):31-44.
    I argue that philosophy has a dual role in teacher education: first, it prompts teachers to take individual responsibility for and become more reflective about the values expressed by their teaching practices so as to enable them to teach with greater authenticity; second, it provides teachers with a disciplinary technique that is useful in the facilitation of student reflection and dialogue so as to enable students to think and live more authentically. In this paper, I focus on the former and (...)
     
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