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  1. Democracy and Education : An Introduction to the Philosophy of Education.John Dewey - 1916 - Macmillan.
    Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.
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  • Ethics and Education.Richard Stanley Peters - 1966 - London: Allen & Unwin.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  • Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  • Growing Up with Philosophy.Matthew Lipman & Ann Margaret Sharp (eds.) - 1978 - Temple University Press.
  • The School and Society.John Dewey - 1930 - Feffer & Simons.
    First published in 1899, The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s (...)
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  • The School and Society ;.John Dewey - 1902 - Dover Publications.
    These two short, influential books, which grew out of Dewey’s hands-on experience in administering the laboratory school at the University of Chicago, represent the earliest authoritative statement of his revolutionary emphasis on education as an experimental, child-centered process. In The School and Society, he declares that we must “make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated with the spirit of art, history, and science.” (...)
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  • Democratic Education: Revised Edition.Amy Gutmann - 1999 - Princeton University Press.
    Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.
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  • 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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  • Values Education in Schools: A Resource Book for Student Inquiry.Mark Freakley, Gilbert Burgh & Lyne Tilt MacSporran - 2008 - Camberwell, Vic, Australia: ACER.
    Values Education in Schools is a new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.
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  • Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9–29.
  • Communities of Inquiry: Politics, Power and Group Dynamics.Gilbert Burgh & Mor Yorshansky - 2011 - Educational Philosophy and Theory 43 (5):436-452.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...)
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  • Education for Democracy: The Representation/Participation Dualism.James C. Walker - 1992 - Educational Theory 42 (3):315-330.
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  • Democratic Education: Aligning Curriculum, Pedagogy, Assessment and School Governance.Gilbert Burgh - 2003 - In Philip Cam (ed.), Philosophy, democracy and education. Seoul, South Korea: 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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  • Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy.Jürgen Habermas (ed.) - 1996 - Polity.
    In Between Facts and Norms, Jürgen Habermas works out the legal and political implications of his Theory of Communicative Action (1981), bringing to fruition the project announced with his publication of The Structural Transformation of the Public Sphere in 1962. This new work is a major contribution to recent debates on the rule of law and the possibilities of democracy in postindustrial societies, but it is much more. The introduction by William Rehg succinctly captures the special nature of the work, (...)
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  • Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy.Frank I. Michelman & Jurgen Habermas - 1996 - Journal of Philosophy 93 (6):307.
  • 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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  • Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
  • Multiculturalism and "The Politics of Recognition.".Charles Taylor & Amy Gutmann - 1994 - Ethics 104 (2):384-386.
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  • Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
  • Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  • Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
  • Émile, or on Education.J.-J. Rousseau - 1979
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  • 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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  • Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism.Jennifer Bleazby - 2006 - Analytic Teaching and Philosophical Praxis 26 (1):30-52.
  • Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9-29.
  • The Community of Inquiry.Ann Margaret Sharp - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):31-37.
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  • Growing Up with Philosophy.William F. Losito, Matthew Lipman & Ann Margaret Sharp - 1980 - British Journal of Educational Studies 28 (2):148.
  • Democratic Education.Amy Gutmann - 1989 - Ethics 99 (2):439-441.
     
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  • Democratic Education.Amy Gutmann - 1989 - Philosophy and Public Affairs 18 (1):68-80.
     
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  • Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).