Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom
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The author illustrates, with the aid of case studies, the content of a social and moral curriculum, the role of the teacher and the development of disciplined inquiry as an essential component in schooling. The book addresses the worldwide movement known as 'Philosophy for Children', developed in the USA and Australia but put into a UK context.
Copyright year: 2001
Publication date: 12/14/2001
Size: 5.50" wide x 8.25" long x 0.50" tall
|Voices from the Classroom|
|Making Room for Children to Participate|
|Thinking about Thinking|
|A Distinctive Approach to Learning through Discussion|
|What Kind of Thinking are we Teaching?|
|Thinking, Democracy and Citizenship|
|Teaching Through Enquiry and Dialogue|
|Respecting Children's Ideas|
|Relaxing, Meditating and Being Silent|
|Feeling for the Philosophical|
|Working with Different Age-Groups|
|Holding and Extending Threads of Thinking|
|Planning and Monitoring Progress in Enquiry|
|The Benefits of Philosophical Enquiry and Dialogue|
|Developing Teaching Skills through Philosophy|
|Teaching Thinking Across the Whole Curriculum|
|What Difference can Philosophy in the Classroom make to Children's Learning?|
|Resources Useful Addresses and Contacts for Philosophy with Children|
|Resources for Philosophy with Children|