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Jane Gatley
University of Birmingham
  1.  33
    Intrinsic Value and Educational Value.Jane Gatley - 2021 - Journal of Philosophy of Education 55 (4-5):675-687.
  2.  90
    The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
    In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned (...)
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  3.  5
    The Rationality of Holding Beliefs and the Propositional Content of the Curriculum.Jane Gatley - 2022 - Studies in Philosophy and Education 41 (1):117-119.
  4.  35
    A Utility Account of Liberal Education.Jane Gatley - 2020 - Philosophy of Education 2 (74):28-38.
    Western schooling has been dominated by some form of broad theoretical education since classical times; this sort of education has traditionally been termed a “liberal education.”1 Providing a coherent account of why a broad theoretical education is worthwhile is an important project given the pervasiveness of this model of education. One common account of the value of liberal education links a broad theoretical education with the intrinsic value of the knowledge transmitted. In this paper, I offer a different, utility-based account (...)
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  5.  31
    Youth Philosophy Conferences and the Development of Adolescent Social Skills.Jane Gatley, Elliott Woodhouse & Joshua Forstenzer - 2020 - Precollege Philosophy and Public Practice 1 (2):107-125.
    In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) sessions in primary schools. (...)
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  6.  20
    Philosophy for Children and the Extrinsic Value of Academic Philosophy.Jane Gatley - 2020 - Metaphilosophy 51 (4):548-563.
    External pressure on Higher Education Institutes in the United Kingdom has brought the question of the extrinsic value of academic philosophy into focus. One line of research into questions about the extrinsic value of philosophy comes from the Philosophy for Children (P4C) movement. There is a large body of literature about the benefits of P4C. This paper argues that the distinctive nature of the P4C pedagogy limits the claims made by the P4C literature about the extrinsic value of philosophy to (...)
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  7.  13
    Book Review: A Teacher's Guide to Philosophy of Education. [REVIEW]Jane Gatley - 2020 - Educational Review 1.
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  8.  28
    Book Review: The Routledge International Handbook of Philosophy for Children. [REVIEW]Jane Gatley - 2017 - Journal of Philosophy in Schools 4 (1):123-125.
    The Routledge international handbook of philosophy for children offers ‘a wide variety of critical perspectives on this diverse and controversial field, in order to generate new discussions and to identify emerging questions and themes’. As a collection of scholarly papers on Philosophy for Children, the volume is a thorough and detailed handbook which highlights the distance P4C has travelled since its inception 50 years ago. Several uses of this volume spring to mind. Somebody new to P4C would do well to (...)
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  9. Can the New Welsh Curriculum Achieve its Purposes?Jane Gatley - 2020 - Curriculum Journal 31 (2):201-214.
    The New Welsh Curriculum sets itself apart from its predecessors through the use of explicit aims; these are the Four Purposes of the New Welsh Curriculum. At the same time, it sets out six Areas of Learning and Experience which incorporate traditional school subjects and emphasise the importance of providing a broad and balanced education. In this paper, I ask whether these two strands, the Four Purposes and the six Areas of Learning and Experience, can be united into a single (...)
     
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