Download e-book for iPad: Children as Philosophers: Learning through Enquiry and by Joanna Haynes

By Joanna Haynes

ISBN-10: 0203210913

ISBN-13: 9780203210918

ISBN-10: 0203290143

ISBN-13: 9780203290149

ISBN-10: 0415272467

ISBN-13: 9780415272469

ISBN-10: 0750709464

ISBN-13: 9780750709460

"Children as Philosophers" discusses the attention-grabbing and topical premise of the improvement of a philosophical academic starting place for kid's pondering at an early age. It argues for the fitting of a kid to study rules and show their ideals in discussion with others. This broadens a kid's pondering, talking and listening abilities around the complete curriculum. The booklet deals a constitution for ethical enquiry in the PSHE/Citizenship curriculum. It discusses the pleasures and demanding situations for adults in dealing with open-ended school room dialogue and dealing with kid's claims to wisdom within the philosophical enviornment. the writer illustrates, as a result of case reviews, the content material of a social and ethical curriculum, the position of the trainer and the improvement of disciplined enquiry as a vital part in education. The publication addresses the global flow referred to as "Philosophy for Children", constructed within the united states and Australia yet positioned right into a united kingdom context.

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Extra resources for Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom

Sample text

We can consider the concept of theory as ‘a vehicle for thinking otherwise’ (Ball, 1994). The challenge to think otherwise serves to enrich the search for knowledge and understanding. We need to make room in the classroom, for ‘otherwiseness’. But such a move exists in a curious tension, since it cannot be written into the official curriculum. While the need for teachers to secure learners’ interest and motivation in the classroom is taken as self-evident, what is mentioned less often in debate about curriculum or pedagogy is provision for everybody’s intellectual excitement and for teaching that departs from predictability and routine.

He argued that reason is not enough to deal with many of the things we are likely to face in the future. He suggested that we require nothing short of a ‘psychic earthquake’. Perhaps this in itself is an example of apocalyptic thinking. We cannot possibly know what we will need to know. What kind of thinking are we teaching? 41 The German philosopher Martin Heidegger argued that ‘we can learn thinking only if we radically unlearn what thinking has been traditionally’. In his Discourse on Thinking (in Heidegger and Krell, 1993) Heidegger suggests that there are two main kinds of thinking: calculative and meditative.

This is part of the exciting struggle to think ‘otherwise’. Changing our minds Critical thinking skills, such as making distinctions and connections and recognising inconsistencies in an argument, are not necessarily sufficient to enable children to be critical in the full sense of the word. So what is required for a child to question or challenge the ideas of another person, particularly an adult in a position of authority? As Magee says in the quotation above, the purpose of education is ‘not just to parrot the views of a teacher’.

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Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom by Joanna Haynes

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