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  1. Toward a self-correcting society: Deep reflective thinking as a theory of practice.Elizabeth Fynes-Clinton, Gilbert Burgh & Simone Thornton - 2024 - Journal of Philosophy in Schools 11 (1):63–82.
    This paper addresses the question of how to educate toward democracy, which has as its defining trait the ability to self-correct. We draw on a study that investigated Deep Reflective Thinking (DRT) as a classroom method for cultivating collective doubt, which is essential for developing students’ capacity for self-correction in a community of inquiry.
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  2. Place, empire, environmental education and the community of inquiry.Simone Thornton, Gilbert Burgh & Mary Graham - 2024 - Journal of Philosophy in Schools 11 (1):83–103.
    Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum though theory (curriculum (...)
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  3. Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2023 - Educational Philosophy and Theory 55 (10):1096–1108.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  4. Winning in philosophy: Female under-representation, competitiveness, and implications for inclusive high school philosophy competitions.Christina Easton - 2022 - Journal of Philosophy in Schools 9 (1):47-67.
    Women are currently under-represented in academic philosophy. This paper first considers ways in which the competitive atmosphere of philosophy might help explain this lack of diversity. For example, women are stereotyped as less competitive and as less capable of exhibiting what are considered ‘winning behaviours’ in philosophy, leading to a more stressful, less rewarding experience; lower assessments of merit by themselves and others; and potential under-performance. Second, this paper draws out the implications of this discussion for high school philosophy competitions. (...)
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  5. What about place? Education, identity and ecological justice.Mary Graham, Simone Thornton & Gilbert Burgh - 2022 - Educators Learning Through Communities of Philosophical Enquiry [Special Issue]. BERA Blog (21 September).
    Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.
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  6. The Bending World, a Bent World: Supernatural Power and Its Political Implications.Yao Lin - 2022 - In Helen De Cruz & Johan De Smedt (eds.), Avatar: The Last Airbender and Philosophy: Wisdom From Aang to Zuko. Wiley-Blackwell.
    In the world of Avatar: The Last Airbender (ATLA) and The Legend of Korra (LOK) —let’s call it the Bending World—some people (“benders”) are endowed with telekinetic superpowers to maneuver surrounding objects without physical interaction, by mentally steering (“bending”) one of the four classical “elements of nature” composing the objects: air, fire, water, and earth. Perhaps, in a world where the fundamental laws of nature are radically different from those of our world, the fundamental conditions and manifestations of politics should (...)
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  7. Teaching democracy in an age of uncertainty: Place-responsive learning.Gilbert Burgh & Simone Thornton - 2021 - Abingdon, UK: Routledge.
    The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...)
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  8. Place-based philosophical education: Reconstructing ‘place’, reconstructing ethics.Simone Thornton, Mary Graham & Gilbert Burgh - 2021 - Childhood and Philosophy 17:1-29.
    Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...)
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  9. 子どもの哲学と民主主義 選好の変化とコンセンサス形成を 可視化するワークの開発と実践̶.Kei Nishiyama - 2020 - 思考と対話 1 (2):26-37.
    This article examines the relationship between Philosophy for/with Children and democracy from both theoretical and empirical perspectives. The first half of the article draws on the theory of deliberative democracy to identify some democratic aspects of Philosophy for/with Children. The second half of the article empirically investigates the way in which we can practice Philosophy for/with Children as a practice of deliberative democracy. To this end, the article illustrates the classroom activity designed by the authors, the aim of which is (...)
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  10. Rethinking consensus in the community of philosophical inquiry: A research agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...)
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  11. The Need for Philosophy in Promoting Democracy: A case for philosophy in the curriculum.Gilbert Burgh - 2018 - Journal of Philosophy in Schools 5 (1):38-58.
    The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...)
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  12. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  13. The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
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  14. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2017 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of (...)
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  15. Can Philosophy with Children be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
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  16. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2016 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
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  17. From laboratory to praxis: communities of philosophical inquiry as a model of (and for) social activism.Arie Kizel - 2016 - Childhood and Philosophy 12 (25):497 – 517.
    This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...)
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  18. Philosophy with Children, the Poverty Line, and Socio-philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
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  19. To Colorize a Worldview Painted in Black and White : Philosophical dialogues to reduce the influence of extremism on youths online.Daniella Nilsson, Viktor Gardelli, Ylva Backman & Teodor Gardelli - 2015 - International Journal of Humanities and Social Science 5 (1):64-70.
    A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. (...)
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  20. Democratic pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...)
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  21. Citizenship as a Learning Process: Democratic education without foundationalism.Gilbert Burgh - 2010 - In Macer Darryl R. J. & Saad-Zoy Souria (eds.), Asian-Arab Philosophical Dialogues on Globalization, Democracy and Human Rights. pp. 59-69.
    Reprinted with permission and previously published in: Farhang: Quarterly Journal of the Institute for Humanities and Cultural Studies (Tehran, Iran), 22(69), pp. 117-138. -/- One of the aims of this paper is to explore the relationship between democracy and epistemology. This inevitably raises questions about the purpose and aims of education consistent with conceptions of democracy. These ultimately rest on the practical applicability and outcomes of competing visions of democracy without appeal to pre-political or prior goods, nor to certain knowledge (...)
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  22. La comunidad de investigación y la formación de ciudadanos: Consideraciones a partir del pensamiento de Matthew Lipman y Paulo Freire.Reyber Parra Contreras & Jesús Medina Fuenmayor - 2007 - Telos: Critical Theory of the Contemporary 1 (1):80-89.
  23. Ethics and the Community of Inquiry: Education for deliberative democracy.Gilbert Burgh, Terri Field & Mark Freakley - 2006 - South Melbourne: Cengage/Thomson.
    Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
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  24. Democratic education: Aligning curriculum, pedagogy, assessment and school governance.Gilbert Burgh - 2003 - In Philip Cam (ed.), Philosophy, democracy and education. pp. 101–120.
    Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...)
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  25. Philosophy in schools: Education for democracy or democratic education.Gilbert Burgh - 2003 - Critical and Creative Thinking: The Australasian Journal of Philosophy in Schools 11 (2):18–30.
    I argue that philosophical inquiry as underpinning educational practice can reduce the fragmentation in the school curriculum, and therefore, create an educational environment that is in accord with the Adelaide Declaration on the National Goals for Schooling in the Twenty-First Century, and in Queensland, the 2010 Initiative. It can also promote democratic practice itself as opposed to students merely practising the processes of democracy while at school in preparation to function effectively as future democratic citizens.
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  26. Matthew Lipman y Paulo Freire: Conceptos para la libertad.Stella Accorinti - 2002 - Utopía y Praxis Latinoamericana 7 (18):35-56.
    M. Lipman and P. Freire are two thinkers who support the practice of liberty. Liberty is liberty to learn to think, and to exist in communities of dialogue, questioning, and search. This is the project that leads human beings to understand themselves and recognize others. Without liberty there..
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  27. Introduction.Maughn Gregory - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):4-10.
  28. Translating democracy into practice: A case for demarchy.Gilbert Burgh - 1996 - Critical and Creative Thinking: The Australasian Journal Of Philosophy for Children 4 (1):14-20.
    In this paper I will focus on the role of the community of inquiry and its commitment to democracy. I suggest that if we are serious about this commitment we need to do more than merely utter the word democracy as if we have communicated a concept that is both precise and worthy of commendation. The word democracy is, in fact, laden with ambiguity. Claims for democracy have been used to support civil rights, freedom of speech and universal franchise. On (...)
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  29. Feminism and Philosophy for Children.Ann Margaret Sharp - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):24-28.
  30. Proceedings Aktueel Filosoferen, 15e Nederlands-Vlaams Annual Philosophy Conference.van Dooren en Hoff (ed.) - 1993
  31. Women, children and the evolution of Philosophy for children.Ann Margaret Sharp - 1992 - In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in philosophy for children: Harry Stottlemeier's discovery. Philadelphia: Temple University Press.
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