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43Democracy and Care in the Community of InquiryInquiry: Critical Thinking Across the Disciplines 17 (1): 40-50. 1997.
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122Philosophy for Children and its Critics: A Mendham DialogueJournal of Philosophy of Education 45 (2): 199-219. 2011.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 wa…Read more
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60Philosophy and Children’s Religious ExperienceProceedings of the Xxii World Congress of Philosophy 45 125-135. 2008.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 w…Read more
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14The Status of Rational Norms:: a Pragmatist PerspectiveAnalytic Teaching and Philosophical Praxis 21 (1): 53-64. 2001.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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38New Research on Programs for Classroom DiscussionQuestions 10 1-3. 2010.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 mod…Read more
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1A Behavioral Pedagogy For The Community Of InquiryAnalytic Teaching and Philosophical Praxis 19 (1): 29-37. 1999.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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34Practicing DemocracyInternational Journal of Applied Philosophy 18 (2): 163-176. 2004.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 pr…Read more
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Montclair State UniversityProfessor
Montclair, New Jersey, United States of America
Areas of Specialization
Teaching Philosophy |
PhilPapers Editorships
Philosophy for Children |
Philosophy for Children, Misc |