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Teacher's Guide to Philosophy for Children [Kõva köide]

4.67/5 (3 hinnangut Goodreads-ist)
(American University, USA), (Aude Education, UK), (University of Dundee, UK)
  • Formaat: Hardback, 190 pages, kõrgus x laius: 229x152 mm, kaal: 510 g, 7 Tables, black and white; 6 Illustrations, black and white
  • Ilmumisaeg: 02-Jul-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138393274
  • ISBN-13: 9781138393271
Teised raamatud teemal:
Teacher's Guide to Philosophy for ChildrenSuurem pilt
  • Formaat: Hardback, 190 pages, kõrgus x laius: 229x152 mm, kaal: 510 g, 7 Tables, black and white; 6 Illustrations, black and white
  • Ilmumisaeg: 02-Jul-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138393274
  • ISBN-13: 9781138393271
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138393271.html
Märksõnad:

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.

Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students.

This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom.

Arvustused

"This book is aimed at teachers, leaders, and policy makers who are curious about introducing philosophy for children into schools. Anyone in this position could not do much better than to buy a copy of this book. It has been carefully put together by authors with expertise in philosophy for children, and practical experience of how schools and other educational settings work both in the United Kingdom and internationally."

-Jane Gatley, Educational Review

Dedication and Acknowledgements ix
1 Introducing Thinking Through Philosophy
1(14)
For Whom Is This Book Written?
4(1)
Clarifying the Term `Philosophy for Children'
4(2)
Teachers `Making a Difference' Through Philosophical Inquiry
6(2)
Philosophical Inquiry: Both `Practical' and `Evidence Based'
8(1)
A Psychological and Educational Perspective on a Philosophical Process
8(1)
The Structure of This Book
9(3)
References
12(3)
2 Aims and Process of Philosophy for Children
15(20)
What Makes an Inquiry Philosophical?
17(1)
What Are the Aims of Philosophy for Children?
18(3)
What Skills, Attitudes and Knowledge Do Teachers Need to Facilitate Inquiries?
21(3)
Are Children Capable of Philosophical Thinking?
24(2)
Developing Teachers' Facilitation Skills
26(1)
Does Inquiry Need to Be Philosophical?
27(1)
Infusing Philosophical Inquiry into Other Subjects
28(1)
Space for Philosophy for Children in a Crowded Curriculum
29(1)
What This
Chapter Has Been About
30(1)
References
30(5)
3 From Theory into Practice
35(24)
The Need for a Structure
35(2)
What is Philosophical Inquiry in Practical Terms?
37(1)
What Is a Community of Inquiry?
37(2)
The Rational and Moral Dimensions
39(1)
Skillful Questioning
40(1)
Useful Strategies for Building the Inquiry
40(2)
Thinking Development, Emotional Intelligence and Spiritual Intelligence
42(2)
The Seven Steps to Philosophical Inquiry: Lesson Plan
44(3)
The Three Stages of Development
47(1)
Making a Start
48(6)
What About Kindergarten?
54(2)
Sample Themes
56(1)
What Next?
56(1)
Route Map for Introducing P4C Through TTP
57(1)
References
57(2)
4 From Small to Large: Different Contexts for Philosophical Inquiry
59(10)
Lunch Club/After-School Club
59(1)
A Single Class
60(1)
Whole School
60(1)
Beacon School
61(1)
The School District Program
62(2)
External Provision of P4C
64(1)
College and Community
65(2)
Conclusion
67(1)
References
67(2)
5 How Inquiry Promotes More Effective Learning
69(16)
How Philosophical Inquiry Improves Learning
69(3)
How Teachers Can Support Students as They Construct Their Thinking and Learning
72(2)
Transfer Across Subject Boundaries and Beyond
74(1)
Challenging Themes: An Example Beyond the Curriculum
75(1)
Higher-Order Thinking
76(1)
Communities Support Learning
77(1)
Theoretical Perspectives
78(2)
Summary
80(1)
References
81(4)
6 Educating Students to Think: The Contribution of Philosophical Inquiry
85(16)
What Are Some of the Issues Around Teaching Thinking?
86(1)
Why Promote Thinking and Problem Solving in the Classroom?
87(1)
Critical Thinking
87(2)
Which Students Do We Teach to Think?
89(1)
An Introduction to Logical Reasoning Skills
90(2)
Creative Thinking
92(2)
Intelligent Students!
94(1)
The Challenge of Thinking
95(1)
References
96(5)
7 Communication, Dialogue and Social/Emotional Development
101(14)
Thought and Feeling Are Inseparable
102(2)
Can Philosophical Inquiry Help Re-Educate Emotions?
104(1)
Parallels Between Philosophical Inquiry and `Cognitive Behavioral Therapy'
105(1)
Participation, Communication and Social Well-being
106(1)
Communication in the Classroom
106(1)
Improving Communication and Dialogue in the Classroom
107(4)
Summary
111(1)
References
111(4)
8 Does P4C Work? Evaluation Research
115(18)
Why Evaluate the Effectiveness of Thinking Programs?
116(1)
Placing Philosophy for Children within Thinking Skills Interventions
116(2)
Early Evaluative Studies of Philosophy for Children
118(1)
Systematic Reviews of Philosophy for Children
119(1)
Evaluating the Thinking Through Philosophy Program
120(5)
What Research Methods Are Best for Evaluating Effects of Philosophy for Children?
125(1)
Sustainability
126(1)
Overall Conclusions About the Effects of Philosophy for Children
127(1)
References
128(5)
9 Evaluating Philosophical Inquiry
133(18)
Participant Perceptions
134(2)
Observation
136(6)
Research Design
142(2)
Measures
144(3)
Generalization and Maintenance
147(1)
Analysis of Data
147(1)
Evaluation Results Feedback and Dissemination
148(1)
References
149(2)
10 Truth, Democracy and Classroom Communities of Inquiry
151(14)
Is Truth Problematic? Should Teachers Be
Concerned?
152(1)
Is There a Threat to Healthy Democracies?
153(1)
Conspiracy Theorists and What Is Truth
154(2)
What Can Be Done?
156(1)
Cognitive Biases Complicate `Truth'
157(1)
Overcoming Bias
158(1)
Philosophical Ideas about Truth
159(1)
Concluding Comments on Participation and Democracy
160(1)
References
160(5)
11 Lessons Learned in Sustaining and Embedding
165(12)
What You Need to Do
165(2)
Habits and Dispositions
167(1)
Cost-Effectiveness
168(1)
Cautionary Tales: Sustaining over Time
168(4)
Skills for the World
172(1)
Skills for the Future
172(2)
Final Thoughts
174(1)
References
174(3)
Index 177
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.