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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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46Introduction 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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43Democracy and Care in the Community of InquiryInquiry: Critical Thinking Across the Disciplines 17 (1): 40-50. 1997.
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120Philosophy 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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59Philosophy 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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Montclair State UniversityProfessor
Montclair, New Jersey, United States of America
Areas of Specialization
Teaching Philosophy |
PhilPapers Editorships
Philosophy for Children |
Philosophy for Children, Misc |