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28A Crash Course in LogicUpa. 1999.Crash Course in Logic is a booklet designed to introduce basic principles of logic and critical thinking to students so they can better express their ideas. Many high school and college students have trouble constructing theoretical arguments and writing clearly because they are not acquainted with the forms of reasoning that are presented in this booklet. Intended as a supplement to other instructional material for a variety of courses, this booklet will guide students through a mini-course on …Read more
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23Practicing 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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72Introduction: John Dewey on Philosophy and ChildhoodEducation and Culture 28 (2): 1-25. 2012.John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the gene…Read more
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32New Research on Programs for Classroom Discussion (review)Questions 10 1-3. 2010.Gregory reports on an evaluation study of nine different educational programs for small-group discussion, funded by the US Department of Education. The researchers evaluated Philosophy for Children very highly on each of the five discourse features: (1) Teachers' and students' use of authentic questions, uptake and questions that elicited high-level thinking (generalization, analysis and speculation); (2) Teachers' and students' use of questions that elicited extra-textual connections (affective…Read more
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47Introduction to Special Issue on Education for Critical Thinking in the 21st CenturyInquiry: Critical Thinking Across the Disciplines 18 (2): 4-7. 1998.
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44Democracy and Care in the Community of InquiryInquiry: Critical Thinking Across the Disciplines 17 (1): 40-50. 1997.
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128Philosophy 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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Montclair State UniversityProfessor
Montclair, New Jersey, United States of America
Areas of Specialization
Teaching Philosophy |
PhilPapers Editorships
Philosophy for Children |
Philosophy for Children, Misc |