Authors
Gilbert Burgh
University of Queensland
Abstract
This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom.
Keywords Philosophy for Children  Community of Inquiry  thinking tools  collaborative philosophical inquiry  pedagogy
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References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Democracy and Education.John Dewey - 1916 - Dover Publications.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Pedagogy of the Oppressed.Paulo Freire - 1970 - Bloomsbury Academic.
Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.

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Citations of this work BETA

Collaborative Philosophical Inquiry as Peace Pedagogy.Somayeh Khatibi Moghadam - 2019 - Dissertation, The University of Queensland

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