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  1.  9
    Book Review: A Theory of Moral Education. [REVIEW]Philip Cam - 2019 - Journal of Philosophy in Schools 6 (1).
    In A Theory of Moral Education, Michael Hand homes in on a central problem of moral education and offers us a solution. Briefly put, the problem is this: There is often widespread disagreement about moral matters, even among those who have thought long and hard about them. So how is moral education possible without resorting to indoctrination? We are all aware of familiar strategies to avoid this problem, such as introducing various moral systems and conflicting beliefs without taking a stand (...)
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  2.  53
    Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1-9.
    How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I (...)
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  3.  21
    The Generic Argument for Teaching Philosophy.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (1).
    John Dewey wished to place development of the ability to think at the core of school education. The kind of thinking that Dewey had in mind was based on his conception of scientific inquiry. Matthew Lipman was likewise committed to an education centred on thinking, but he claimed that we should turn to philosophy rather than to science in order to secure this end. In his view, philosophy has a stronger claim to this mantle than does science, or any other (...)
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  4. Philosophy with Young Children: A Classroom Handbook.Philip Cam (ed.) - 2007 - Acsa.
  5.  9
    A Philosophical Approach to Moral Education.Philip Cam - 2016 - Journal of Philosophy in Schools 3 (1).
    Moral education needs to be distinguished from moral training and to find its way into the school curriculum. It should meet academic standards relating to knowledge and understanding of the moral domain in much the same way as do other areas of study. This paper briefly explores the aims, subject matter and methods of such an undertaking from a philosophical point of view. The approach helps to overcome the common dichotomy in which students are regarded as moral beings so far (...)
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  6. Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
  7. Pragmatism And The Community Of Inquiry.Philip Cam - 2011 - Childhood and Philosophy 7 (13):103-119.
    The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as looking at its Deweyan moral and social commitments. (...)
     
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  8.  10
    Basic Operations in Reasoning and Conceptual Exploration.Philip Cam - 2016 - Journal of Philosophy in Schools 3 (2).
    Conceptualisation and reasoning involve intellectual operations that can and should be taught. This paper identifies pairs of basic operations in reasoning and conceptualisation that are comparable to the basic operations of arithmetic and just as important. Examples are provided to illustrate how these operations may be introduced in the classroom.
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  9. Dennett on Intelligent Storage.Philip Cam - 1984 - Philosophy and Phenomenological Research 45 (December):247-62.
  10. Insularity and the Persistence of Perceptual Illusion.Philip Cam - 1990 - Analysis 50 (4):231-5.
  11.  22
    Matthew Lipman.Philip Cam - 2010 - Diogène 232 (4):163.
  12. Searle on Strong AI.Philip Cam - 1990 - Australasian Journal of Philosophy 68 (1):103-8.
  13.  9
    Fact, Value and Philosophy Education.Philip Cam - 2014 - Journal of Philosophy in Schools 1 (1).
    In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on the claim (...)
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  14.  49
    Consciousness and Content-Formation.Philip Cam - 1984 - Inquiry: An Interdisciplinary Journal of Philosophy 27 (December):381-98.
    How can materialists begin to do justice to the experiencing subject? Some materialists, whom I call ?structuralists?, believe that the brain sciences offer at least the distant prospect of a materialist psychology with an experiencing subject. Others, and notably those materialists who are functionalists, believe that this faith is misplaced, and offer us instead a functional psychology. I argue, briefly, that functionalism cannot deliver the goods, and go on to elaborate and defend the structuralist claim that consciousness or experience is (...)
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  15. Thinking Stories Philosophical Inquiry for Children.Philip Cam & Ken Rinkel - 1993
     
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  16.  92
    Modularity, Rationality, and Higher Cognition.Philip Cam - 1988 - Philosophical Studies 53 (March):279-94.
  17. The Two Adam Smiths.Philip Cam - 2008 - Think 7 (20):107-112.
    Philip Cam argues that we need to rise above Smith's fixation on self-interest in economic affairs.
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  18.  15
    The Cooperative Principle and Collaborative Inquiry.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (2).
    The norms associated with HP Grice’s cooperative principle focus on exchange of information and require considerable extension in order to capture the presiding features of discourse that attempts to inquire into a problem or an issue. These features are revealed by looking at the case of collaborative philosophical inquiry. Although it is a special case, the findings have widespread implications for education. When teachers venture beyond the kind of informative discourse that has traditionally monopolised verbal exchange in the classroom and (...)
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  19.  64
    Phenomenology and Speech Dispositions.Philip Cam - 1985 - Philosophical Studies 47 (May):357-68.
  20. On the Philosophical Narrative for Children.Philip Cam - 2015 - Childhood and Philosophy 11 (21):37-53.
    Given the obvious differences between telling a story and setting out a philosophical theory or a carefully reasoned argument, the philosophical narrative is, on the face of it, an unlikely genre. It is rendered even more problematic when we come to the philosophical narrative for children, with philosophy and children being, in the eyes of tradition, an equally dubious combination. The philosophical novels of Matthew Lipman and others constitute an existence proof that such a genre is possible, of course, but (...)
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  21.  87
    "Rorty Revisited", or "Rorty Revised"?Philip Cam - 1978 - Philosophical Studies 33 (May):377-86.
  22.  6
    Philosophy and Freedom.Philip Cam - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):10-13.
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  23.  13
    Notes Toward a Faculty Theory of Cognitive Consciousness.Philip Cam - 1989 - In Peter Slezak (ed.), Computers, Brains and Minds. Kluwer Academic Publishers. pp. 167--191.
  24.  39
    Propositions About Images.Philip Cam - 1987 - Philosophy and Phenomenological Research 48 (December):335-8.
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  25.  12
    Éduquer À la Démocratie.Philip Cam - 2008 - Diogène 224 (4):44.
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  26. Designing a Philosophy Curriculum for Primary Education.Philip Cam - 2018 - Proceedings of the XXIII World Congress of Philosophy 43:15-20.
    Over forty years ago, the American philosopher and educationalist began work on what was to become a series of philosophical novels for children. As time went on, he also constructed accompanying teacher resources together with colleagues. The most popular of these works were designed for primary education and constitute what came to be known as the IAPC Curriculum for the younger years. The influence of Lipman has been immense. He taught us that philosophy is not beyond the reach of primary (...)
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  27. Materialism and Mental Life.Philip Cam - 1982
     
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  28. Philosophy and Democracy in Asia.Philip Cam, In-suk Cha, Mark Gustaaf Tamthai, Asia-Pacific Philosophy Education Network for Democracy & Yunesuk O. Han guk Wiwonhoe - 1997
     
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  29. Philosophy, Culture and Education Asian Societies in Transition.Philip Cam, Yunesuk O. Han guk Wiwonhoe, Asia-Pacific Philosophy Education Network For Democracy & Append Conference - 1999
     
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  30. Philosophical Inquiry: Combining the Tools of Philosophy with Inquiry-Based Teaching and Learning.Philip Cam - 2020 - Rowman & Littlefield Publishers.
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  31. Science and Human Values in Asia Today.Philip Cam, Mark Tamthai, Akira Tachikawa, Yunesuk O. Han guk Wiwonhoe & Asia-Pacific Philosophy Education Network for Democracy - 2001
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