Results for 'Philosophy Study and teaching (Elementary'

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  1. An Experimental Application of a Philosophy of Science Teaching in an Elementary School.George Webster Haupt - 1935 - [New York, Ams Press.
  2.  3
    Teaching Philosophy in the Twenty-First Century.P. George Victor (ed.) - 1998 - D.K. Printworld.
    The Papers Study Various Aspects Of Teaching Philosophy: Its Methods, Models, Techniques And Associated Problems And Prospects. They Scrutinize Philosophy Curriculum In Universities And Use Of Computers For Teaching It. They Discuss Ways To Popularise Philosophy And Introduce It At The Elementary Level In Schools.
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  3.  26
    Philosophy for Children Through the Secondary Curriculum.Lizzy Lewis & Nick Chandley (eds.) - 2012 - Continuum.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is (...)
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  4. Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  5. 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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  6. Philosophy in the Classroom: 2d Ed.Matthew Lipman - 1977 - Temple University Press.
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  7.  24
    Philosophy and Education: Introducing Philosophy to Young People.Jana Mohr Lone & Roberta Israeloff (eds.) - 2012 - Cambridge Scholars Press.
    Are children natural philosophers? They are curious about the mysteries of the human experience and about questions such as the meaning and purpose of being alive and whether we can know anything at all. Pre-college philosophy takes as a starting point young people's inherent interest in large questions about the human condition. Philosophy and Education: Introducing Philosophy to Young People seeks to illuminate the ways in which philosophy can strengthen and deepen pre-college education.
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  8. Children, Philosophy, and Democracy.John Peter Portelli & Ronald F. Reed (eds.) - 1995 - Detselig Enterprises.
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  9.  48
    Children Philosophize Worldwide: Theoretical and Practical Concepts.Eva Marsal, Takara Dobashi & Barbara Weber (eds.) - 2009 - Frankfurt, Germany: Peter Lang GmbH.
    A primary goal of this book is to enhance intercultural academic exchange and to encourage further research and practical work in this field.
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  10.  38
    Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1):107-130.
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in (...)
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  11.  21
    Teaching Thinking: Philosophical Enquiry in the Classroom.Robert Fisher - 2008 - Continuum.
    Ahighly successful guide to encourage classroomdiscussion fordeveloping children's thinking, learning and literacy skills containsmaterial on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This sourcebook of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.
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  12.  71
    Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy (...)
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  13. Thinking Through Stories: Children, Philosophy, and Picture Books.Thomas E. Wartenberg - 2022 - New York, NY: Routledge.
    This book provides justification and instruction for exploring philosophy with children, especially by using picture books to initiate philosophical discussion. By demonstrating to pre-service teachers that picture books often embed philosophical issues into their narratives, and that this makes picture books a natural place to go to help young children investigate philosophical issues, the author offers a straightforward approach to engaging young students. In particular, this volume highlights how philosophical dialogue enhances children's sense of self, provides a safe space (...)
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  14.  78
    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 (...)
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  15. Philosophie - Eine Schule der Freiheit: Philosophieren Mit Kindern Weltweit Und in Deutschland.Lutz Möller & Simon Weber (eds.) - 2008 - Deutsche Unesco-Kommission.
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  16. Room to Learn: Elementary Classrooms Designed for Interactive Explorations.Pamela Evanshen - 2019 - Lewisville, NC: Gryphon House.
    The philosophical foundation -- Using the environment as a teaching tool -- Assessing the pillars of the physical environment for academic learning -- The physical environment to support meaningful learning -- The physical environment to support social learning -- The physical environment to support purposeful learning -- The physical environment to support responsible learning -- The physical environment to support continuous learning -- The physical environment to support in-depth learning -- Using the APPEAL for professional development and research -- (...)
     
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  17.  11
    Creating Enquiring Minds.Sara Stanley - 2006 - Network Continuum Education.
    Encouraging independent thinking skills for successful enquiries.
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  18.  82
    Growing Up with Philosophy.Matthew Lipman & Ann Margaret Sharp (eds.) - 1978 - Temple University Press.
  19. Noûs: prendre une décision.Matthew Lipman - 2021 - New York: Peter Lang.
    Lipman nous plonge par une histoire à la fois réaliste et merveilleuse dans les questions les plus actuelles une éducation appropriée à l'action, des relations positives avec la nature et les animaux, la solidarité dans les épreuves, la reconnaissance de l'autre, le dialogue des générations, la préservation de l'imagination et de la créativ...
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  20.  85
    Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom.Joanna Haynes - 2008 - Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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  21. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Ann Margaret Sharp - 2018 - New York, NY: Routledge, Taylor and Francis Group.
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  22.  18
    Assessing an Elementary School Philosophy Program.Thomas Wartenberg - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):90-94.
    This paper describes a research project assessing the effect on second grade students’ understanding of argumentation that a twelve-week program of weekly philosophy lessons had. The philosophy lessons were taught using popular picture books in the manner employed in my Teaching Children Philosophy program. Compared to a control group of second graders who did not study philosophy, it was demonstrated that the 45-minute weekly philosophy classes led to a significant and sustainable increase in (...)
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  23. A Teacher's Guide to Philosophy for Children.Keith J. Topping - 2019 - New York, NY: Routledge.
    Philosophy for Children (P4C) provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical, and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book (...)
     
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  24.  18
    The Development and Contextualization of Philosophy for Children in Mainland China.Lu Leng & Zhenyu Gao - 2020 - Teaching Philosophy 43 (3):245-280.
    The past three years have seen a steady growth of interest in researching and practicing Philosophy for Children in educational settings in China because many educators and administrators consider it as a coherent curriculum for developing student critical, creative, caring and collaborative thinking. Excited and gratified with children’s philosophical sensitivity and enthusiasm, three representative Elementary Schools in mainland China, namely South Station Elementary School from Yunnan Province, Shanghai Liuyi Elementary School, and Washi Elementary school from (...)
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  25.  3
    Pour l'Apprentissage d'Une Pensée Critique au Primaire.Marie-France Daniel - 2005 - Presses de l'Université du Québec.
    Eduquer, c'est stimuler les jeunes au dépassement de soi et à l'exploitation de leurs compétences sur les plans intellectuel, social et de la communication. La Philosophie pour enfants - et son adaptation à l'apprentissage des mathématiques - est une approche pertinente et significative pour stimuler chez les élèves des compétences transversales reliées à la pensée critique, à la coopération avec autrui et à la communication. Cet ouvrage étudie, pas à pas, à l'aide de nombreux exemples tirés des discussions entre élèves (...)
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  26.  3
    On Elementary Formal Logic.Paul Tomassi - 2004 - Discourse: Learning and Teaching in Philosophical and Religious Studies 4 (1):114-129.
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  27. Er Tong Zhe Xue Ji Chu Li Lun Jiao Xue Fang Fa Zhi Si Bian Yu Shi Zheng.Ruixiang Liang (ed.) - 2011 - Wu Nan Tu Shu Chu Ban Gu Fen You Xian Gong Si.
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  28. Filosofim Ḳeṭanim: Filosofyah Li-Yeladim Ṿe-ʻim Yeladim.Adir Cohen - 2008 - Amatsyah.
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  29. Ŏrini Ch'ŏrhak, Todŏk Kyoyuk E Taehan Tto Tarŭn Moksori.Ch'an-yŏng Pak - 2008 - Han'guk Haksul Chŏngbo.
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  30. Filosofii͡a Dli͡a Deteĭ.N. S. I͡Ulina - 2005 - Reabilitat͡sii͡a.
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  31.  20
    Philosophy For Children.Josephine K. R. Zesaguli - 1994 - Thinking: The Journal of Philosophy for Children 12 (1):27-32.
    This paper describes the exploratory study which was carried out in Zimbabwe with an elementary Grade 7 class and with the firstand third- year student teachers, at a Teacher Training College, "doing philosophy", using Lipman's PIXIE and HARRY novels, respectively, and the proposed critical inquiry methodology.Secondly the perceptions of the participants, about their experiences during these exploratory sessions, which were derived from the researcher's self-evaluation and the students' informal evaluations, are presented in the paper.
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  32.  54
    Naturalising Ethics: The Implications of Darwinism for the Study of Moral Philosophy[REVIEW]John Cartwright - 2010 - Science & Education 19 (4-5):407-443.
    The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...)
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  33. Teacher Formation in Philosophy for Children at Brazil: Some Aspects.Vânia Mesquita - 2007 - Childhood and Philosophy 3 (6):313-346.
    This study attempts to describe and analyze the question of teacher formation in Philosophy for Children by focusing on two central principles: the first is that we defend the introduction of philosophy into elementary schools; the second that we place greater emphasis on current programs of teacher formation in the field. We begin the article by analyzing the work and research of the creator and pioneer of the program Philosophy for Children, Matthew Lipman. The article (...)
     
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  34. Theorising Education: A Primer for the Educational Imagination.Wayne Hugo - 2019 - Cape Town: HSRC Press.
    Theorising Education shows basic theoretical moves for the educational imagination by stripping each move down to its most elementary function. The author opens out five basic theoretical moves - each one able to be used with the others, so that, by the end of the book, you will have the beginnings of a theoretical tool kit. This tool kit will enable you to imagine possible educational worlds different from ones you may have already encountered. A first of its kind, (...)
     
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  35.  2
    Understanding the Language of Science.Steven Darian - 2003 - University of Texas Press.
    "To my knowledge, there has never [before] been a volume that analyzes, in one place, the actual language of science--those elements of thinking that are acknowledged to be the basis of scientific thought. . . . [Thus] this is a very important book, contributing to several fields: science, education, rhetoric, medicine, and perhaps even philosophy. . . . Darian's erudition is truly astonishing." --Celest A. Martin, Associate Professor, College Writing Program, University of Rhode Island From astronomy to zoology, the (...)
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  36.  22
    The Peacebuilding Potential of Catholic Relief Services Savings and Internal Lending Communities In Rwanda.Suzanne Toton - 2010 - Journal for Peace and Justice Studies 20 (2):76-93.
    Catholic Relief Services , the international humanitarian agency of the U.S. Catholic community, has worked in Rwanda since 1963. The 1994 Rwandan genocide killed five of its staff, countless co-workers, friends and relatives; its offices were looted and operations destroyed. The genocide marked a turning point in the agency’s history. Since then CRS has made justice, peacebuilding, and solidarity agency priorities, and has committed itself to fully integrate them into all of its partnerships and programming. The focus of this (...) is an innovative microfinance methodology, Savings and Internal Lending Communities , which CRS recently introduced in Rwanda. While the purpose of CRS’ SILC programming in Rwanda is to promote greater economic security, particularly for Orphans and other Vulnerable Children , and women’s empowerment, this essay explores its peacebuilding potential in the country. It raises the question of whether it is possible to conceive of Rwanda’s SILC groups as social spaces for peace where a culture of peace and peacebuilding skills may already be being generated. It suggests that if identified as such and developed more intentionally, CRS’ SILC programming in Rwanda could play a more significant and integral role in securing the peace Rwandans long for.In July 2008 five Villanova University faculty members and I traveled to Rwanda, spending a total of eight days in country.1 The purpose of the trip was to learn more about the 1994 genocide, the effort to rebuild the country, and in particular, the U.S. Catholic community’s contribution to that effort through Catholic Relief Services . In addition to visiting memorials to the victims of the genocide and meeting with representatives from the Rwandan Catholic Church, the University of Rwanda, and the Rwandan government, we had the opportunity to observe some of CRS’ programming and meet with CRS’ small U.S. staff and its much larger Rwandan staff working with its Rwandan partner agencies. We visited a field hospital where patients were being treated for HIV/AIDS; agricultural projects aimed at containing cassava blight and improving yield; projects to teach orphans and other vulnerable children and the blind trades to enable them to earn income to support themselves and their families; elementary school classrooms; a retreat center where diocesan justice and peace animators were being trained in grassroots peacebuilding skills; and a Savings and Internal Lending Community group. In this article, I would like to focus on CRS’ SILC programming, and in particular, what I believe to be its potential to contribute to peacebuilding in Rwanda. (shrink)
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  37.  3
    Philosophical Considerations for Fruitful Dialogue Between Christians and Muslims.Edward Macierowski - 2019 - Studia Gilsoniana 8 (1):83-112.
    The author attempts to go beyond the study of the history of Islamic philosophy to the larger theme of religious dialogue between Christians and Muslims. He explores first some of the conditions that are required for any successful Christian-Muslim conversation. Next, he turns to some of the central issues specific to dialogue between Christians and Muslims. In addressing these themes he points to resources that are particularly useful to those trying to teach introductory courses on this complex matter, (...)
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  38. Yale Lectures.Gyula Klima - manuscript
    The lectures presented here are the by-product of my teaching in Yale's Directed Studies program from 1991 through 1993 (hence the title, for want of a better). In fact, being what they are, lecture notes for an introductory philosophy course, they present rather elementary material. Yet, I flatter myself, they do not lack certain originality in the treatment of some of the basic questions of traditional metaphysics and epistemology. In any case, over the past couple of years (...)
     
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  39.  12
    Critical Thinking: An Annotated Bibliography.Jeris F. Cassel - 1993 - The Scarecrow Press.
    Providing a balance of reference to theoretical and practical information on critical thinking, this annotated bibliography of 930 selected items from 1980 through 1991 covers the fields of philosophy, psychology, and education. It is geared especially to teachers, administrators, and researchers in elementary, secondary, and higher education. Representing past and current trends in the concepts, research, and teaching of critical thinking, the eight chapters include literature references to the history of critical thinking, the Critical Thinking Movement, the (...)
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  40.  10
    A Experiência de Pensar Conceitos E o Filosofar Na Inf'ncia Na Perspectiva de Matthew Lipman.Sandra Dos Santos Alves & Darcísio Natal Muraro - 2020 - Childhood and Philosophy 16 (36):01-36.
    This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman? The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of (...)
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  41.  3
    A Hermeneutic-Phenomenological Analysis of Teachers’ Learning Experiences Through the Observation of a Professional Basketball Coach’s Coaching Session.Naoki Matsuyama - 2021 - Indo-Pacific Journal of Phenomenology 21 (1).
    ABSTRACT In this study, the learning experiences of four elementary school teachers who were basketball coaches were explored. Specifically, the learning experiences gained through observing professional basketball coaches’ sessions were examined by employing van Manen’s hermeneutic-phenomenological approach, which focuses on the thematic analysis of lived experiences. Previous coaching studies that have focused on the professional development of coaches have revealed that observing elite coaching sessions could be a major source of practical coaching knowledge because coaches could learn from (...)
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  42.  75
    The Development of Dialogical Critical Thinking in Children.Marie-France Daniel, Louise Lafortune & Pierre Mongeau - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):43-55.
    In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qualitative analysis as defined by Glaser (...)
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  43.  2
    Pedagogy of Multiliteracies: Rewriting Goldilocks.Heather Lotherington - 2011 - Routledge.
    A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners' interest in Goldilocks and the (...)
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  44. A Report on Rebecca.Carol Johnson - 1988 - Analytic Teaching and Philosophical Praxis 9 (1).
    The purpose of this study is to determine after a one year program, the effects of Philosophy for Children on critical thinking skills of a select group of 22 second graders at Saginaw Elementary. These students have had no previous study in Philosophy for Children and met for 170 days, bi-weekly for at least 30-minutes with no more than three sessions missed. It was anticipated there would be a significant positive difference of critical thinking skills (...)
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  45.  91
    Was Marx a Socialist?A. Tsipko - 1991 - Russian Studies in Philosophy 30 (1):6-13.
    The present-day debates on socialism are one of the features of the intellectual crisis we are living through. We usually speak and write on this topic without giving ourselves the trouble to think or know something about the subject. Today everyone argues about socialism. But up till now no one has seen to it that the purity of the notion, without which this whole argument loses sense, is preserved. Few of those who intimidate us with the Gehenna of capitalism are (...)
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