Claire Amos

This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the second question—What does philosophy do?—by gathering together research that focuses on and discusses the impact of philosophy in the classroom. Two distinct claims emerge from the literature. The first claim is that philosophy improves academic and cognitive abilities, where the idea of ‘cognition’ is captured by forms of reasoning that can be tested and measured. The evidence for improvement in academic and cognitive abilities takes the form of IQ scores, Cognitive Abilities Test and school academic assessments, including norm-referenced tests of reading, reasoning, and other curriculum-related assessments. The second claim is that engaging with the world philosophically promotes the art of living well together. It is argued that philosophical engagement is a collaborative endeavour, aimed at cultivating understanding through respectful interactions that are open to exploring, questioning and challenging aspects of the world. The outcome of engaging in philosophical conversations is personal and social transformation.

This study examined the challenges for supervisors and managers of managing sick leave within a New Zealand university. We used a qualitative research design, interviewing 20 university staff across the academic and service divisions who had managerial roles. We applied Habermas’ distinctions of technical instrumental, practical relational, and emancipatory critical transformative interests, and his twofold distinction of system and lifeworld to our analysis. The primary findings suggest that while the technical instrumental discourses were dominant within the university bureaucracy, managers drew upon practical relational and emancipatory critical transformative discourses to justify the considerable discretion they exercised in managing sick leave. Far from being incidental, these humanistic elements are as much a part of the bureaucracy as the rational elements and are fundamental to the system’s equilibrium.

This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the first research question—What 'is' philosophy?—by gathering together the various understandings of the word ‘philosophy’ circulating in the literature. There are ten understandings of what philosophy 'is' that have arisen from the literature: philosophy as a foundational concept; philosophy as thinking—a skill, a disposition, a practice; philosophy as method or process; philosophy as a tool or instrument; philosophy as a creative task; philosophy as inquiry; philosophy as search for truth; philosophy as non-dogmatic teaching and hence the emancipation of thought; philosophy as communal activity; philosophy as a way of life. These ten understandings have been consistent over time, from writing in the field in the 1970s through to the present day. Many commentators hold and work with multiple understandings of what philosophy 'is' in their writing.