| Description |
1 online resource (xvi, 231 pages) : illustrations |
| Contents |
Preface; I. Encouraging Children to Be Thoughtful; 1. The Need for Educational Redesign; 2. Thinking and the School Curriculum; 3. Philosophy: The Lost Dimension in Education; 4. Some Educational Presuppositions of Philosophy for Children; II. Aims and Methods of Philosophy for Children; 5. The Philosophy for Children Curriculum; 6. Teaching Methodology: Value Considerations and Standards of Practice; 7. Guiding a Philosophical Discussion; III. Applying Thinking Skills to School Experience; 8. Encouraging Children to Be Logical |
|
9. Can Moral Education Be Divorced from Philosophical Inquiry?10. Philosophical Themes in Ethical Inquiry for Children; Appendix A. The Reform of Teacher Education; Appendix B. Experimental Research in Philosophy for Children; Bibliography |
| Summary |
This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however. This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual |
| Bibliography |
Includes bibliographical references (pages 225-231) |
| Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
|
Print version record |
|
digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
| Subject |
Philosophy -- Study and teaching (Elementary) -- United States
|
|
Curriculum planning.
|
|
Education -- Philosophy.
|
|
EDUCATION -- Philosophy & Social Aspects.
|
|
PHILOSOPHY -- General.
|
|
Education -- Philosophy
|
|
Curriculum planning
|
|
Philosophy -- Study and teaching (Elementary)
|
|
United States
|
| Form |
Electronic book
|
| Author |
Sharp, Ann Margaret, 1942-
|
|
Oscanyan, Frederick S
|
| LC no. |
80012157 |
| ISBN |
9781439905630 |
|
1439905630 |
|
9780203935743 |
|
0203935748 |
|
