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  1. Eco-Rational Education An Educational Response to Environmental Crisis.Simone Thornton - 2024 - New York: Routledge.
    Eco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. -/- The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental (...)
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  • Inoculation against Wonder: Finding an antidote in Camus, pragmatism and the community of inquiry.Gilbert Burgh & Simone Thornton - 2016 - Educational Philosophy and Theory 48 (9):884-898.
    In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...)
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  • Engagement as dialogue: Camus, pragmatism and constructivist pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  • The narrow-sense and wide-sense community of inquiry: What it means for teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, that (...)
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  • Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​.Simone Gralton Thornton - 2019 - Dissertation, The University of Queensland
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  • Collaborative philosophical inquiry as peace pedagogy.Somayeh Khatibi Moghadam - 2019 - Dissertation, The University of Queensland
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  • Deep reflective thinking through collaborative philosophical inquiry.Elizabeth Jean Fynes-Clinton - 2018 - Dissertation, The University of Queensland
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  • Lucid Education: Resisting resistance to inquiry.Gilbert Burgh & Simone Thornton - 2016 - Oxford Review of Education 42 (2):165–177.
    Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...)
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