Keith J. Topping, Steven Trickey, Paul Cleghorn

A Teacher's Guide to Philosophy for Children

• Gebundenes Buch

Produktbeschreibung

A Teacher's Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical, and spiritual questions, while also considering curricular necessities and the demands of national and local standards.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 190
• Erscheinungstermin: 2. Juli 2019
• Englisch
• Abmessung: 235mm x 157mm x 15mm
• Gewicht: 434g
• ISBN-13: 9781138393271
• ISBN-10: 1138393274
• Artikelnr.: 57049093

Autorenporträt

Keith J. Topping is Professor at the University of Dundee, UK. Steven Trickey is Scholar in Residence at American University, USA. Paul Cleghorn is an education consultant at Aude Education, UK.

Inhaltsangabe

1. Introducing Thinking Through Philosophy For Whom Is This Book Written?
Clarifying the Term 'Philosophy for Children' Teachers 'Making a
Difference' Through Philosophical Inquiry Philosophical Inquiry: Both
'Practical' and 'Evidence Based' A Psychological and Educational
Perspective on a Philosophical Process The Structure of This Book
References 2. Aims and Process of Philosophy for Children What is
Philosophy for Children? What Makes an Inquiry Philosophical? What Are the
Aims of Philosophy for Children? What Skills, Attitudes and Knowledge Do
Teachers Need to Facilitate Inquiries? Are Children Capable of
Philosophical Thinking? Developing Teachers' Facilitation Skills Does
Inquiry Need to Be Philosophical? Infusing Philosophical Inquiry into Other
Subjects Space for Philosophy for Children in a Crowded Curriculum What
This Chapter Has Been About References Chapter 3: From Theory into Practice
The Need for a Structure What is Philosophical Inquiry in Practical Terms?
What is a Community of Inquiry? The Rational and Moral Dimensions Skillful
Questioning Useful Strategies for Building the Inquiry Thinking
Development, Emotional Intelligence and Spiritual Intelligence The Seven
Steps to Philosophical Inquiry: Lesson Plan The Three Stages of Development
Making a Start What about Kindergarten? Sample Themes What Next? Route Map
for Introducing P4C Through TTP References 4. From Small to Large:
Different Contexts for Philosophical Inquiry Lunch Club/After-School Club A
Single Class Whole School Beacon School The School District Program
External Provision of P4C College and Community Summary References 5. How
Inquiry Promotes More Effective Learning How Philosophical Inquiry Improves
Learning How Teachers Can Support Students Construct Their Thinking and
Learning Transfer Across Subject Boundaries and Beyond Challenging Themes:
An Example Beyond the Curriculum Higher Order Thinking Communities Support
Learning Theoretical Perspectives Summary References 6. Educating Students
to Think: The Contribution of Philosophical Inquiry What Are Some of the
Issues Around Teaching Thinking? Why Promote Thinking and Problem Solving
in the Classroom? Critical Thinking Which Students Do We Teach to Think? An
Introduction to Logical Reasoning Skills Creative Thinking Intelligent
Students! The Challenge of Thinking References 7. Communication, Dialogue
and Social/Emotional Development Thought and Feeling Are Inseparable Can
Philosophical Inquiry Help Re-Educate Emotions? Parallels Between
Philosophical Inquiry and 'Cognitive Behavioral Therapy' Participation,
Communication and Social Wellbeing Communication in the Classroom Improving
Communication and Dialogue in the Classroom Summary References 8. Does P4C
Work? Evaluation Research Why Evaluate the Effectiveness of Thinking
Programs? Placing Philosophy for Children Within Thinking Skills
Interventions Early Evaluation Studies of Philosophy for Children
Systematic Reviews of Philosophy for Children Evaluation of the Thinking
Through Philosophy Program What Research Methods Are Best for Evaluating
Effects of Philosophy for Children? Sustainability Overall Conclusions
About the Effects of Philosophy for Children References 9. Evaluating
Philosophical Inquiry Participant Perceptions Observation Research Design
Measures Generalization and Maintenance Analysis of Data Evaluation Results
Feedback and Dissemination References 10. Truth, Democracy and Classroom
Communities of Inquiry Is Truth Problematic? Should Teachers Be Concerned?
Is There a Threat to Healthy Democracies? Conspiracy Theorists and What Is
Truth Historical Concerns Over Truth Concerns About Truth in Other
Countries What Can Be Done? Cognitive Biases Complicate 'Truth' Overcoming
Bias A Brief Note on Philosophical Ideas About Truth Concluding Comments on
Participation and Democracy References 11. Lessons Learned in Sustaining
and Embedding An Example What You Need to Do Habits and Dispositions
Cost-Effectiveness Cautionary Tales: Sustaining over Time Skills for the
World Skills for the Future Final Thoughts