28 found
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  1.  19
    Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1-9.
  2. Dennett on Intelligent Storage.Philip Cam - 1984 - Philosophy and Phenomenological Research 45 (December):247-62.
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  3. Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
  4. Insularity and the Persistence of Perceptual Illusion.Philip Cam - 1990 - Analysis 50 (4):231-5.
  5. Searle on Strong AI.Philip Cam - 1990 - Australasian Journal of Philosophy 68 (1):103-8.
  6.  3
    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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  7.  1
    The Cooperative Principle and Collaborative Inquiry.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (2).
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  8. 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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  9.  77
    "Rorty Revisited", or "Rorty Revised"?Philip Cam - 1978 - Philosophical Studies 33 (May):377-86.
  10. 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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  11.  53
    Phenomenology and Speech Dispositions.Philip Cam - 1985 - Philosophical Studies 47 (May):357-68.
  12.  41
    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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  13.  69
    Modularity, Rationality, and Higher Cognition.Philip Cam - 1988 - Philosophical Studies 53 (March):279-94.
  14. Thinking Stories Philosophical Inquiry for Children.Philip Cam & Ken Rinkel - 1993
     
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  15.  2
    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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  16. Philosophy and Freedom.Philip Cam - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):10-13.
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  17.  9
    Matthew Lipman.Philip Cam - 2010 - Diogène 232 (4):163.
  18.  25
    Propositions About Images.Philip Cam - 1987 - Philosophy and Phenomenological Research 48 (December):335-8.
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  19.  8
    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.
  20.  3
    Éduquer À la Démocratie.Philip Cam - 2008 - Diogène 224 (4):44.
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  21. A Philosophical Approach to Moral Education.Philip Cam - 2016 - Journal of Philosophy in Schools 3 (1).
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  22. 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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  23. Materialism and Mental Life.Philip Cam - 1982
     
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  24. 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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  25. 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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  26. 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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  27. Philosophy with Young Children: A Classroom Handbook.Philip Cam (ed.) - 2007 - Acsa.
  28. 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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