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Maughn Gregory [23]Maughn Rollins Gregory [13]
  1.  87
    Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Journal of Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don’t want children to question traditional values, from educational (...)
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  2.  76
    Introduction: John Dewey on Philosophy and Childhood.Maughn Gregory & David Granger - 2012 - Education and Culture 28 (2):1-25.
    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...)
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  3. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2017 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of (...)
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  4.  96
    A Framework for Facilitating Classroom Dialogue.Maughn Rollins Gregory - 2007 - Teaching Philosophy 30 (1):59-84.
    Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and (...)
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  5. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2016 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
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  6.  54
    The Procedurally Directive Approach to Teaching Controversial Issues.Maughn Rollins Gregory - 2014 - Educational Theory 64 (6):627-648.
    Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft-directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self-defeating. In this essay, (...)
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  7.  63
    (2 other versions)Ethics Education and the Practice of Wisdom.Maughn Gregory - 2009 - Teaching Ethics 9 (2):105-130.
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  8. Philosophy for Children and Children’s Philosophical Thinking.Maughn Gregory - 2021 - In Anna Pagès (ed.), A History of Western Philosophy of Education in the Contemporary Landscape. Bloomsbury. pp. 153-177.
    Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews Matthews dubbed this the “deficit (...)
     
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  9.  72
    Pragmatism and the unlearning of learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
  10.  47
    Pragmatist Value Inquiry.Maughn Rollins Gregory - 2006 - Contemporary Pragmatism 3 (1):105-126.
    This essay concerns relationships among value experience, value inquiry, and value theory. Five stages of value experience are distinguished, comprising a narrative of the attempt to enhance certain kinds of experience. A multi-level model of value inquiry is presented, beginning with improvement of immediate situations and moving to meta-level inquiry. Six pragmatist methods for conducing value inquiry are explained, which culminate in informed judgments of preference among qualitative experiences.
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  11.  7
    Justus Buchler and the Community of Query.Maughn Rollins Gregory - 2024 - Journal of Philosophy in Schools 11 (1):7.
    Before he originated the field of philosophy for children, Matthew Lipman spent nearly twenty years teaching at Columbia University and its affiliated colleges under the tutelage of the American philosopher Justus Buchler. In those years Lipman’s scholarship focused on Buchler’s naturalist metaphysics, which was informed by Buchler’s scholarship on the philosophy of Charles Peirce. In this essay I relate Lipman’s relationship with Buchler, summarise Buchler’s theory of human judgement, and indicate key parts of that theory that influenced Lipman’s own theory (...)
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  12.  42
    Practicing Democracy.Maughn Gregory - 2004 - International Journal of Applied Philosophy 18 (2):163-176.
    In pragmatist social theory communities faced with significant troubles or opportunities inquire after their advantage and reconstruct their habits and their environments. Three programs of philosophical practice—Socratic Dialogue, the Philosophy Café and Philosophy for Children—cultivate citizenly virtues necessary for this process. They facilitate dialogue and open-ended inquiry, give practice in cognitive and social skills, and institute shared authority. However, certain factors limit the programs’ effectiveness for citizenship education. They tend to construe social problems and opportunities in strictly discursive terms; they (...)
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  13.  29
    Introduction to the suite: The Child as Reader, Philosopher, and Social Critic: Evaluating the Vision of Gareth B. Matthews.Maughn Rollins Gregory & Megan Jane Laverty - 2023 - Journal of Philosophy of Education 57 (2):571-574.
    Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship in three fields he helped to initiate: philosophy in children’s literature, (...)
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  14.  23
    Response to commentators on Gareth B. Matthews, The Child’s Philosopher (2022).Maughn Rollins Gregory & Megan Jane Laverty - 2023 - Journal of Philosophy of Education 57 (2):602-610.
    In this article we respond to the reviews, which appear in this issue, by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in order to become more integrated with professional philosophical and educational theory and practice. We particularly value this opportunity to dialogue with scholars (...)
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  15. Are Philosophy and Children Good for Each Other?Maughn Gregory - 2002 - Thinking: The Journal of Philosophy for Children 16 (2):9-11.
  16. Towards a Feminist Philosophy of Education.Ann Sharp & Maughn Gregory - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):87-96.
    The writings of Simone Weil support a feminist philosophy of education that locates freedom in self-determined creative work within contexts of necessity. In particular, Weil’s discussion of Force, the Good, Work, Method and Time provide criteria for a feminist philosophy of education, in terms of educational ends and means. Philosophy for Children is relevant to each of these themes, in various ways.
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  17. Introduction: Philosophy, Education and the Care of the Self.Maughn Gregory & Megan Laverty - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):3-9.
  18.  51
    Introduction: Ethics Education as Philosophical Practice.Maughn Gregory - 2015 - Teaching Ethics 15 (1):19-34.
    John Dewey wrote of moral education as growth from impulsive behavior to a “reflective morality,” involving the pursuit of ends-in-view identified through practices of critical reflection and social interaction. The essays in this section explore a variety of such practices as a philosophical approach to K–12 ethics education. The essays draw on, and contribute to three educational movements that aim for particular kinds of reflective consciousness and agency. Socratic Pedagogy engages students in problematizing the status quo, inquiry to identify truth, (...)
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  19.  28
    Philosophy for Children as a Form of Spiritual Education.Olivier Michaud & Maughn Rollins Gregory - 2022 - Childhood and Philosophy 18:01-24.
    In the last two decades, some authors in the philosophy for children movement have theorized that the community of philosophical inquiry can be a form of spiritual practice, of the care of the self, or a wisdom practice (De Marzio, 2009; Gregory, 2009, 2013, 2014;Gregory & Laverty, 2009). Yet, it is unclear if philosophy for children is, by itself, a form of spiritual education, or if it requires some sorts of modification to be one. And, if it is or can (...)
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  20.  39
    The story circle as a practice of democratic, critical inquiry.Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea & Ariel Sykes - 2021 - Childhood and Philosophy 17:01-42.
    The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in (...)
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  21. A Behavioral Pedagogy For The Community Of Inquiry.Maughn Gregory - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):29-37.
    The concepts of inquiry, reasonableness, open-mindedness, critical thinking, creativity, caring, self-correction and democracy, as they relate to the community of philosophical inquiry practiced in Philosophy for Children, are analyzed in terms of behaviors, procedures and habits.
     
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  22.  31
    A Crash Course in Logic.Maughn Gregory - 1999 - Lanham, MD, USA: Upa.
    Crash Course in Logic is a booklet designed to introduce basic principles of logic and critical thinking to students so they can better express their ideas. Many high school and college students have trouble constructing theoretical arguments and writing clearly because they are not acquainted with the forms of reasoning that are presented in this booklet. Intended as a supplement to other instructional material for a variety of courses, this booklet will guide students through a mini-course on logic that includes (...)
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  23.  40
    Democracy and Care in the Community of Inquiry.Maughn Gregory - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):40-50.
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  24.  51
    Introduction to Special Issue on Education for Critical Thinking in the 21st Century.Maughn Gregory & Judith Minier - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):4-7.
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  25.  64
    Philosophy and Children’s Religious Experience.Maughn Gregory - 2008 - Proceedings of the Xxii World Congress of Philosophy 45:125-135.
    Philosophy serves to determine and clarifying the meaning of experience, and to make experience more meaningful, in both of the senses that Dewey distinguished: to broaden the range and amplify the value of qualities we experience, and to multiply their relevant ties to other experiences. Children’s experience is replete with philosophical meaning, and in facilitating children’s search for meaning, we are obliged to lead them in the directions that we ourselves have found most fruitful, though we should avoid the “adultist (...)
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  26. Philosophy for children : where are we now?Maughn Gregory - 2017 - In Saeed Naji & Rosnani Hashim (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives. New York: Routledge. pp. 207-221.
  27.  50
    The Perils of Rationality: Nietzsche, Peirce and education.Maughn Gregory - 2001 - Educational Philosophy and Theory 33 (1):23-34.
  28. The Status of Rational Norms:: a Pragmatist Perspective.Maughn Gregory - 2001 - Analytic Teaching and Philosophical Praxis 21 (1):53-64.
    Cultural conservatives urge curricula for critical thinking and character education as means of shoring up rational and moral truths. Cultural critics challenge not only the objectivity of the standard curricula but the very norms of objectivity used to justify it. A pragmatist account of rational and other norms leaves most of those norms intact but makes their status provisional.
     
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  29.  66
    Gareth B. Matthews, The Child's Philosopher.Maughn Gregory & Megan Laverty (eds.) - 2021 - London, New York: Routledge.
    Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those (...)
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  30.  51
    Review of Martha Nussbaum, Not for Profit: Why Democracy Needs the Humanities: Princeton University Press, 2010. [REVIEW]Maughn Rollins Gregory - 2011 - Studies in Philosophy and Education 30 (4):419-427.