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Philip Cam [39]Philip Arthur Cam [1]
  1. Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1203-1211.
    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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  2.  49
    The Generic Argument for teaching philosophy.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (1):59-75.
    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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  3.  29
    Philosophy with young children: a classroom handbook.Philip Cam (ed.) - 2007 - Deakin, ACT: ACSA.
    Doing philosophy encourages us to explore beneath the surface of things. It challenges us to ask questions and go beyond easy, obvious answers. Doing philosophy with children is exciting. It is surprising, challenging, awe-inspiring and fun.
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  4.  20
    A philosophical approach to moral education.Philip Cam - 2016 - Journal of Philosophy in Schools 3 (1):5-15.
    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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  5.  34
    Educating for Democracy.Philip Cam - 2009 - Diogenes 56 (4):37-48.
    The author, a specialist in philosophy for children who is recognized worldwide, presents the conceptual and philosophical framework within which the idea of early education in philosophical discussion is situated. A theory of education and its place in social and cultural development is the precondition to any practice aimed at doing philosophy with children.
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  6. Insularity and the persistence of perceptual illusion.Philip Cam - 1990 - Analysis 50 (4):231-5.
  7.  54
    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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  8. 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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  9. Searle on strong AI.Philip Cam - 1990 - Australasian Journal of Philosophy 68 (1):103-8.
  10.  11
    Teaching ethics in schools: a new approach to moral education.Philip Cam - 2012 - Camberwell, Vic.: ACER Press.
    Teaching Ethics in Schools provides a fresh approach to moral education. Far from prescribing a rigid set of mandated values, codes of conduct, behaviour management plans, or religious instruction, Philip Cam skilfully presents ethical thinking and reasoning as a dynamic and essential aspect of school life. The first section of the book provides a clear introduction to the theoretical premise of reflection and collaborative enquiry. It draws on the history of philosophy in succinct terms, and relates this to contemporary school (...)
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  11. Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
  12.  9
    Thinking Stories 1: Philosophical Inquiry for Children.Philip Cam - 1993
    Collection of stories for children aged 8 to 12, designed to encourage children to raise questions about philosophical topics such as the nature of truth, to explore different points of view, and to initiate discussions about time, change and environment. A teacher resource/activity book is also available. The authors are members of the Philosophy for Children movement. The editor is a senior lecturer in the school of philosophy at the University of New South Wales. He is a former president of (...)
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  13.  97
    Modularity, rationality, and higher cognition.Philip Cam - 1988 - Philosophical Studies 53 (March):279-94.
  14.  55
    Matthew Lipman.Philip Cam - 2010 - Diogène 232 (4):163.
  15. P4C stories : different approaches and similar applications?Philip Cam - 2017 - In Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives. New York: Routledge.
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  16.  27
    Basic operations in reasoning and conceptual exploration.Philip Cam - 2016 - Journal of Philosophy in Schools 3 (2):7-18.
    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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  17. Dennett on intelligent storage.Philip Cam - 1984 - Philosophy and Phenomenological Research 45 (December):247-62.
  18.  32
    Fact, Value and Philosophy Education.Philip Cam - 2014 - Journal of Philosophy in Schools 1 (1):58-67.
    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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  19.  12
    Philosophy and Freedom.Philip Cam - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):10-13.
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  20.  75
    Phenomenology and speech dispositions.Philip Cam - 1985 - Philosophical Studies 47 (May):357-68.
  21.  8
    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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  22.  19
    Éduquer à la démocratie.Philip Cam - 2008 - Diogène 224 (4):44.
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  23.  7
    Éduquer à la démocratie.Philip Cam - 2009 - Diogène 4:44-59.
  24.  18
    Directive teaching in the community of moral inquiry.Philip Cam - 2020 - Journal of Philosophy in Schools 7 (2).
    Is there a place for directive teaching when it comes to moral education in the Community of Inquiry? Michael Hand think s that we should make room for it. While some common restrictions on the role of the teacher in the Community of Inquiry and the kinds of questions with which it deals appear to militate against it, he argues that they either have no force or are intellectually or educationally misguided. In evaluating what Hand has to say, I examine (...)
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  25. Editorial and tribute to Janette Poulton.Philip Cam & Tim Sprod - 2024 - Journal of Philosophy in Schools 11 (1):1.
    This special issue of the Journal of Philosophy in Schools is based on papers presented at the Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA) conference on Communities of Inquiry: Significance, Cultural Change and the Ongoing Relationship to P4C, and held at the University of Melbourne from 1 to 3 October 2022.
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  26.  14
    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.
  27. 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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  28.  10
    Internet Atlas on Youth : Volunteerism.Philip Cam, In-suk Cha & Mark Gustaaf Tamthai - 1998
    In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common concern with humanity, (...)
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  29.  56
    Propositions about images.Philip Cam - 1987 - Philosophy and Phenomenological Research 48 (December):335-8.
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  30.  3
    Philosophy, Culture and Education: Asian Societies in Transition.Philip Cam - 1999
  31. Philosophy, democracy and education.Philip Cam (ed.) - 2003
     
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  32.  12
    Philosophical Inquiry: Combining the Tools of Philosophy with Inquiry-based Teaching and Learning.Philip Cam - 2020 - Rowman & Littlefield Publishers.
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  33.  16
    Philosophy park: a beginner's guide to great philosophers and their ideas.Philip Cam - 2013 - Camberwell, Victoria, Australia: ACER Press.
    The author introduces readers in the upper primary years to influential ideas of some of the world's most famous philosophers both ancient and modern through conversations between a cast of colourful characters in a vibrant, modern-day park. Children first learn about each philosopher, and then read a story that unpacks a key philosophical debate, before reflecting, analysing and discussing the ideas in class.
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  34.  97
    "Rorty revisited", or "Rorty revised"?Philip Cam - 1978 - Philosophical Studies 33 (May):377-86.
  35.  4
    Science and Human Values in Asia Today.Philip Cam, Mark Tamthai & Akira Tachikawa - 2001
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  36.  40
    The cooperative principle and collaborative inquiry.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (2):5-16.
    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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  37. 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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  38. Writing for children and teachers : a philosophical journey.Philip Cam - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge.
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  39.  26
    Book Review: A Theory of Moral Education. [REVIEW]Philip Cam - 2019 - Journal of Philosophy in Schools 6 (1):116-120.
    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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