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8Classroom Discussions in Education, edited by P Karen Murphy (2018), Routledge, New York and LondonJournal of Philosophy in Schools 10 (1). 2023.We hear a lot about bubbles and echo chambers these days. People talk only to others who have similar ideas to themselves. Supporters of political parties, believers in conspiracy theories (such as QAnon), members of many other groups continually talk to fellow believers, and seldom seriously consider what outsiders say. However, we need to acknowledge that we ourselves also exist within bubbles. While perhaps not in the same league as the examples above, philosophy for/with children (P4/wC) adv…Read more
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14Seen and Not Heard: Why Children’s Voices Matter, by Jana Mohr Lone (2021). Rowman & LittlefieldJournal of Philosophy in Schools 9 (2): 119-123. 2022.Evoking the old saying that ‘children should be seen and not heard’, Jana Mohr Lone’s new book presents a powerful case for not merely hearing—but more, for 'listening' 'to' - children. Lone is the Executive Director of PLATO—the Philosophy Learning and Teaching Organization affiliated with the University of Washington, Seattle (one of the leading forces for philosophy in schools in the USA)—and has been involved in bringing philosophical discussion into schools for over 25 years. She brings all…Read more
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Teaching science and morality via P4CIn Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives, Routledge. 2017.
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From picture books to science in the classroomIn Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia, Routledge. 2019.
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39Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E WartenbergJournal of Philosophy in Schools 7 (2). 2020.Using picture books as a means of initiating philosophical discussions with younger children is an idea that has occurred to a number of people involved in P4C/Philosophy in Schools in various parts of the world. Some went on to develop support materials to encourage teachers to go beyond reading picture books to/with their classes to drawing the students into a community of philosophical inquiry. Early examples include Karin Murris, Chris de Haan and colleagues, and myself in Australia, and Tom…Read more
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24Direction in a community of ethical inquiryJournal of Philosophy in Schools 7 (2). 2020.In response to Hand’s paper, I undertake three tasks. Firstly, I believe that his characterisation of the theory and practice of Community of Inquiry facilitation does not take account of approaches to indoctrination and the idea of philosophical self-effacement that can lessen his worries. Secondly, I will argue that Hand makes some sharp cuts—particularly between justified, controversial and unjustified moral standards—that do not stand up to scrutiny, and that he unnecessarily narrows the sco…Read more
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12'Double trouble': Numerous puzzlesJournal of Philosophy in Schools 5 (2): 79-94. 2018.Philip Cam’s Double Trouble can be found in his 1998 collection Twister, Quibbler, Puzzler, Cheat. This story is an especial favourite of mine, which I have used successfully with classes from mid-primary to senior secondary.This paper consists of two parts: the story in full; and an exploration of the philosophical background to many of the ideas contained in the story, including some references to discussions of the ideas in the philosophical tradition to support facilitators who use the story…Read more
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34Philosophy and ChildhoodJournal of Philosophy in Schools 1 (1): 147-156. 2014.The following paper was written in 1999, as the opening speech at the Hobart FAPCA National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication in Critical and Creative Thi…Read more
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24Book review: 40 lessons to get children thinking: Philosophical thought adventures across the curriculum (review)Journal of Philosophy in Schools 3 (2): 82-85. 2016.Peter Worley’s latest book provides a wealth of interesting and engaging lessons based around the pedagogy of philosophical discussions in the classroom. The book’s subtitle references the curriculum, and indeed the book contains ‘thought adventures’ to deepen and enliven learning in many of the subjects taught in schools. While the curriculum in question is pretty clearly the National Curriculum in England, none of the lessons are so closely tied to the details of that curriculum that they coul…Read more
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10Improving Scientific Reasoning through Philosophy for ChildrenThinking: The Journal of Philosophy for Children 13 (2): 11-16. 1997.
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Discourse Ethics and Philosophy for ChildrenEthik Und Sozialwissenschaften 4 (12): 458-460. 2001.A reply to the lead article by Matthew Lipman: "Philosophy for Children: Some Assumptions and Implications", which discxusses the relation between Jürgen Habermas' discourse ethics and Philosophy for Children.
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9Provides the means for an in-depth collaborative inquiry into scientific concepts, the nature of science, the ethical implications of science and the links between science and students' everyday lives. The first section discusses the theoretical basis for the approach used, citing relevant research, while the second presents a wide range of 15 purpose written stories to read and discuss with a class.
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1Books into IdeasACER. 1993.Books into Ideas uses a Philosophy for Children approach to encourage thinking in young learners. It clearly explains how facilitators can set up a Community of INquiry within the classroom and teach questioning techniques at all levels of thinking. There are detailed notes on how to use 15 picture books.
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19What is a Community of Inquiry?Inquiry: Critical Thinking Across the Disciplines 17 (1): 4-28. 1997.In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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12Philosophy in Schools (review)Thinking: The Journal of Philosophy for Children 20 (1-2): 91-93. 2012.
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55Philosophical Inquiry and Critical Thinking in Primary and Secondary Science EducationIn Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching, Springer. pp. 1531-1564. 2014.If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific thinking builds…Read more
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7Places for ThinkingAustralian Council for Educational. 1999.Accompanying a series of visually and verbally challenging books for children, this manual provides teachers and parents with discussion plans, exercises and activities to guide children in an investigation of the philosophical ideas emerging from the storybooks.
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11Philosophy in Schools (review)Thinking: The Journal of Philosophy for Children 19 (2-3): 97-99. 2009.
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Discussing Discussions, A Review of "Using Discussion in Classrooms"Analytic Teaching and Philosophical Praxis 17 (1): 63-66. 1996.
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112In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's ro…Read more
Areas of Specialization
Philosophy for Children |
Philosophy in Schools |