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Philosophy in Education: Questioning and Dialogue in Schools [Pehme köide]

4.40/5 (5 hinnangut Goodreads-ist)
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  • Formaat: Paperback / softback, 254 pages, kõrgus x laius x paksus: 255x175x15 mm, kaal: 535 g
  • Ilmumisaeg: 11-Feb-2016
  • Kirjastus: Rowman & Littlefield Publishers
  • ISBN-10: 1442234784
  • ISBN-13: 9781442234789
Teised raamatud teemal:
Philosophy in Education: Questioning and Dialogue in SchoolsSuurem pilt
  • Formaat: Paperback / softback, 254 pages, kõrgus x laius x paksus: 255x175x15 mm, kaal: 535 g
  • Ilmumisaeg: 11-Feb-2016
  • Kirjastus: Rowman & Littlefield Publishers
  • ISBN-10: 1442234784
  • ISBN-13: 9781442234789
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781442234789.html
Märksõnad:
Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.

Arvustused

Jane Mohr Lone and Michael Burroughs provide a compelling justification for teaching philosophy in K-12 schools, and a useful, well-grounded set of lesson plans for how to do it. Emphasizing the practice of philosophy, and specific activities like questioning, dialogue, and inquiry, Mohr Lone and Burroughs promote the aim of doing philosophy with students, and not just teaching about philosophy. Their lesson plans, and ingenious use of literature, start with where students interests and concerns are, across different ages. Their approach of promoting discussion within a community of philosophical inquiry is pragmatic and grounded in experience. Any teacher could use some of these lesson plans in their classroom. -- Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign Jana Mohr Lone and Michael Burroughs have given us a profoundly thoughtful book about the ways that children can participate in dialogue and critical reflection at a level that transcends the pro formá mandates of most standardized curricula. Beginning in the early elementary grades and continuing through the secondary years, they provide us and our teachers with a smorgasbord of practical and ingeniously inventive avenues into a realm of inquiry that opens up essential questions about justice, ethics, and equality. -- Jonathan Kozol, Author, "The Shame of the Nation"

PART I WHY INTRODUCE PHILOSOPHY TO YOUNG PEOPLE?
1(28)
1 Philosophy beyond the University
3(14)
2 Wonder, Questioning, and Reflection
17(12)
PART II MAKING SPACE FOR QUESTIONING AND DIALOGUE
29(38)
3 Learner-Centered Education and the Dialogical Model
31(10)
4 Philosophical Sensitivity
41(12)
5 The Community of Philosophical Inquiry
53(14)
PART III IN THE CLASSROOM
67(128)
6 Philosophy in Elementary School
69(34)
A Question Board
70(2)
Creating Our Own Philosophical Story
72(2)
The Three Questions by Jon Muth
74(1)
Stuart Little, "The Schoolroom" by E. B. White
75(1)
Big Questions and How We Answer Them
76(2)
Why? by Lindsay Camp and Tony Ross
78(1)
Keep the Question Going
79(1)
What's Your Reason?
80(1)
Good News, Bad News
81(2)
Horton Hears A Who by Dr. Seuss
83(1)
Harry Potter and the Sorcerer's Stone, "The Mirror of Erised," by J. K. Rowling
84(1)
Silent discussion: The Hole by Øyvind Torseter
84(2)
Let's Do Nothing by Tony Fucile
86(1)
The Big Orange Splot by Daniel Manus Pinkwater
87(1)
An Angel for Solomon Singer by Cynthia Rylant
88(1)
A Shelter in Our Car by Monica Gunning
89(1)
Four Feet, Two Sandals by Karen Lynn Williams and Khadra Mohammed
90(1)
Amazing Grace by Mary Hoffman
91(1)
Paperbag Princess by Robert Munsch
92(1)
The Other Side by Jacqueline Woodson
93(1)
Freedom Summer by Deborah Wiles
94(2)
Bird by Zetta Elliott
96(1)
The Conductor by Laetitia Devernay
97(1)
What is music? Silence and Sound
98(1)
The Art Lesson by Tomie de Paola
99(1)
What is art? An art activity
100(1)
The Coat by Julie Hunt and Ron Brooks
101(2)
7 Philosophy in Middle School
103(42)
Freedom
103(2)
Fair or Equal?
105(3)
Justice and Fairness in Schools
108(2)
Stereotyping
110(2)
Following the Leader
112(1)
On Friendship
113(3)
Human Nature and the Ring of Gyges
116(2)
Drawing a Good Life
118(1)
Shallow Pond and Charity
119(1)
Philosophical Inquiry and The Book Thief by Markus Zusak
120(5)
LEGOs of Theseus
125(5)
Social Media and Free Will
130(3)
Convince your Teacher/Principal
133(3)
Logic Charades
136(9)
8 Philosophy in High School
145(50)
Arguments and Philosophical Reasoning
145(6)
Drop the Ball
151(1)
What Do We Find Beautiful?
152(2)
Affirmative Action in University Admissions (1)
154(4)
Affirmative Action in University Admissions (2)
158(4)
I Lost My Cool
162(2)
Social Contract Theory: Creating a Cooperative Learning Environment
164(3)
Sample Student Constitution
167(2)
Applied Ethics---Genetic Enhancement
169(6)
Justice and Utopia
175(3)
The Case of Kitty Genovese: Moral Responsibility and the Bystander Effect
178(2)
The Words We Live By
180(2)
The Ethics of "Stop Snitching"
182(4)
Socratic Seminar
186(4)
In-Class Ethics Bowl
190(5)
PART IV IDENTITY, SOCIAL INEQUALITY, AND PHILOSOPHICAL PRACTICE
195(30)
9 Philosophical Recognition and Identity: Recognizing the Child
197(12)
10 Children's Philosophical Encounters: Taking Seriously the Role of Privilege in Classrooms
209(10)
11 Philosophy and Transforming K-12 Education
219(6)
Appendix 225(2)
Bibliography 227(6)
Index 233(10)
About the Authors 243
Jana Mohr Lone is the founder and director of the University of Washington Center for Philosophy for Children. Since 1995 she has taught philosophy in classrooms from preschool to college, as well as taught college students, K-12 teachers, parents and others about ways to bring philosophy into the lives of young people.  She is the author of The Philosophical Child, which explores ways that parents, grandparents, and other adults can stimulate philosophical conversations about children's questions, Philosophy and Education: Introducing Philosophy to Young People, (co-editor with Roberta Israeloff), which examines various issues involved in teaching philosophy to young people, and many articles about K-12 philosophy. She writes the blog Wondering Aloud: Philosophy with Young People. A frequent speaker about pre-college philosophy, Jana is the president of PLATO (Philosophy Learning and Teaching Organization), chair of the American Philosophical Association Committee on Pre-College Instruction in Philosophy, and the founding editor-in-chief of the journal Questions: Philosophy for Young People.

Michael D. Burroughs is Assistant Director of the Rock Ethics Institute and Senior Lecturer in Philosophy at the Pennsylvania State University. For over a decade, he has been working to provide greater access to pre-college philosophy in the United States. Michael has taught philosophy at numerous academic levels, including K-12 and college classes, as well as workshops for pre-college teachers and university professors. In 2008, Michael co-founded Philosophical Horizons, a pre-college philosophy program dedicated to introducing the history and practice of philosophy to children in Memphis city schools (K-12). Michael also served as Outreach Coordinator for the Philosophy Department at the University of North Carolina at Chapel Hill. During his tenure at UNC-Chapel Hill, he taught university courses on pre-college philosophy and collaborated with local educators and philosophy and education graduate students to begin numerous elementary, middle, and high school philosophy programs. Michael serves on the PLATO (Philosophy Learning and Teaching Organization) board of directors and has presented and written extensively on issues in pre-college philosophy, including chapters in Philosophy in Schools: An Introduction for Philosophers and Teachers (Routledge, 2013) and Ethics in Youth Sport: Policy and Pedagogical Applications (Routledge, 2013).