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Laurance J. Splitter [19]Laurance Joseph Splitter [2]
  1.  29
    Enriching the narratives we tell about ourselves and our identities: an educational response to populism and extremism.Laurance J. Splitter - 2022 - Educational Philosophy and Theory 54 (1):21-36.
    The normative ideals of democracy, trust and respect are under threat from the forces of populism and extremism. I argue for a recalibration of some basic ideas in the moral and social domains in which each person sees her/himself as one among others. I defend 0093The Principle of Personal Worth0094 which asserts that persons are more valuable than non-persons such as nations, religions, ethnicities, tribes, gangs, and cultures. The 0091collectivist0092 mentality denied by this principle is often held up against a (...)
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  2. Species and identity.Laurance J. Splitter - 1988 - Philosophy of Science 55 (3):323-348.
    The purpose of this paper is to test the contemporary concept of biological species against some of the problems caused by treating species as spatiotemporally extended entities governed by criteria of persistence, identity, etc. After outlining the general problem of symmetric division in natural objects, I set out some useful distinctions (section 1) and confirm that species are not natural kinds (section 2). Section 3 takes up the separate issue of species definition, focusing on the Biological Species Concept (BSC). Sections (...)
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  3.  91
    Authenticity and Constructivism in Education.Laurance J. Splitter - 2008 - Studies in Philosophy and Education 28 (2):135-151.
    This paper examines the concept of authenticity and its relevance in education, from a philosophical perspective. Under the heading of educational authenticity, I critique Fred Newmann’s views on authentic pedagogy and intellectual work. I argue against the notion that authentic engagement is usefully analyzed in terms of a relationship between school work and: “real” work. I also seek to clarify the increasingly problematic concept of constructivism, arguing that there are two distinct constructivist theses, only one of which deserves serious attention. (...)
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  4. Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  5.  29
    The dispositional indgredients at the heart of questioning and inquiry.Laurance J. Splitter - 2016 - Journal of Philosophy in Schools 3 (2):18-39.
    I offer a modified characterisation of the dispositional grounds of inquiry, in which both the state of knowledge of those involved and their desire for answers or solutions are supplemented by a more nuanced set of dispositions, central to which is the intended transition from a state of unsettlement to one of settlement with respect to those who ask and respond to the questions. I test this characterisation against the Question Quadrant, a familiar device used by philosophy in schools practitioners (...)
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  6.  29
    Concepts, Communities and the Tools of Good Thinking.Laurance J. Splitter - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):11-26.
  7.  72
    Critical thinking: What, why, when and how.Laurance J. Splitter - 1991 - Educational Philosophy and Theory 23 (1):89–109.
  8.  8
    Identity and Populism Begone! The Role of Philosophy in Healing a Shattered and Divided World.Laurance Joseph Splitter - 2019 - Childhood and Philosophy:01-21.
    Populism and tribalism are increasingly prevalent characteristics of so-called democratic societies. In this paper, I shall explore some of the reasons for this trend, including conceptual confusions about the nature of identity and the collectivist/individualist dichotomy; the decline of legitimate media outlets and their replacement by social media and their attendant narratives which have little regard for truth telling, consistency or moral norms; and the failure of voters to uphold their responsibilities as democratic citizens. I shall argue that while populism (...)
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  9. Philosophy for children in Confucian societies : the case of Japan.Satoshi Higuchi & Laurance J. Splitter - 2019 - In Chi-Ming Lam (ed.), Philosophy for Children in Confucian Societies: In Theory and Practice. New York: Routledge.
     
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  10.  28
    An “analytic” commentary on Gert biesta’s presentation: “Touching the soul: Education, philosophy and children in an age of instrumentalism”.Laurance Joseph Splitter - 2017 - Childhood and Philosophy 13 (28).
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  11.  31
    Educational Reform through Philosophy for Children.Laurance J. Splitter - 1987 - Thinking: The Journal of Philosophy for Children 7 (2):32-39.
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  12.  25
    Inquiry without standards: A reply to Hand.Laurance J. Splitter - 2020 - Journal of Philosophy in Schools 7 (2).
    In this ‘Reply’, I am critical of several aspects of Michael Hand’s paper ‘Moral education in the community of inquiry’. I do not agree that such terms as ‘standards’' 'and ‘directive' 'teaching’' 'are consistent with a proper understanding of 'inquiry 'generally, and 'philosophical inquiry', 'moral inquiry 'and 'community of inquiry', in particular. I also argue that the idea of 'openness', duly modified, remains central to all forms of inquiry, whether philosophical or otherwise. Finally, I cast doubt on Hand’s characterisation of (...)
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  13.  31
    McGinn and essential properties of natural kinds.Laurance J. Splitter - 1980 - Australasian Journal of Philosophy 58 (1):19 – 25.
  14. Motivation : A Philosophical and Psychological Synthesis.Laurance J. Splitter & Dennis M. McInerney - 2015 - In Frédéric Guay (ed.), Self-concept, motivation, and identity underpinning success with research and practice. Charlotte, NC: Information Age Publishing.
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  15. Memo to Harry Stottlemeier and friends : you are not wanted here" : reflections on the idea of a philosophy curriculum in Australia.Laurance J. Splitter - 2018 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge.
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  16. Natural Kinds and Biological Species.Laurance J. Splitter - 1982
     
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  17.  31
    On the theme of “Teaching for Higher Order Thinking Skills”.Laurance J. Splitter - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (4):52-65.
  18.  18
    Philosophy for Children.Laurance J. Splitter - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):47-53.
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  19. Philosophy for children comes to Australia.Laurance J. Splitter & Jennifer Glaser - 2018 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge.
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  20. The federation debate : creating an Australasian network.Laurance J. Splitter & May Leckey - 2018 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge.
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  21.  41
    Agency, Thought, and Language: Analytic Philosophy Goes to School. [REVIEW]Laurance J. Splitter - 2011 - Studies in Philosophy and Education 30 (4):343-362.
    I take as my starting point recent concerns from within educational psychology about the need to treat the conceptual and philosophical underpinnings of empirical research in the field more seriously, specifically in the context of work on the self, mind and agency. Developing this theme, I find such conceptual support in the writings of P. F. Strawson and Donald Davidson, two giants of analytic philosophy in the second half of the Twentieth Century. Drawing particularly on Davidson’s later work, in which (...)
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