Philosophy in Schools - Educational Philosophy and Theory (Hardback)
  • Philosophy in Schools - Educational Philosophy and Theory (Hardback)
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Philosophy in Schools - Educational Philosophy and Theory (Hardback)

(editor)
£84.99
Hardback 118 Pages / Published: 03/03/2016
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In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children (IAPC), producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers promote respect, conceptual clarity, critical judgement, and active listening without imposing their own ideas.

Philosophy in Schools describes the successes and difficulties in implementing this community of inquiry model. The book covers topics including the formation of non-didactic courses in ethics, the difficulties of fitting a post-compulsory philosophy course into a standard curriculum framework, and the political assumptions of adopting this model in a low socio-economic school. The contributions also ask deeper questions about how a genuine community of inquiry model is incompatible with conventional models of schooling, with their positioning of the discipline of philosophy in the curriculum. This book was originally published as a special issue of Educational Philosophy and Theory.

Publisher: Taylor & Francis Ltd
ISBN: 9781138641105
Number of pages: 118
Weight: 385 g
Dimensions: 246 x 174 mm


MEDIA REVIEWS

"[T]he book provides interesting reflections about the role of philosophy in promoting freedom and in critically analyzing the rules established to ensure order. Philosophy can play an important role in the maintenance or in the subversion of social patterns and stratifications."- Independent Scholar and Member Italian Journal of Sociology of Education, February 2017

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