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Tim Sprod
University of Tasmania (PhD)
  1.  95
    Philosophical Discussion in Moral Education: The Community of Ethical Inquiry.Tim Sprod - 2001 - London, UK: Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and (...)
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  2.  2
    Discussions in Science: Promoting Conceptual Understanding in the Middle School Years.Tim Sprod - 2011 - Camberwell VIC 3124, Australia: ACER.
    Provides the means for an in-depth collaborative inquiry into scientific concepts, the nature of science, the ethical implications of science and the links between science and students' everyday lives. The first section discusses the theoretical basis for the approach used, citing relevant research, while the second presents a wide range of 15 purpose written stories to read and discuss with a class.
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  3. Books Into Ideas.Tim Sprod - 1993 - Camberwell VIC 3124, Australia: ACER.
    Books into Ideas uses a Philosophy for Children approach to encourage thinking in young learners. It clearly explains how facilitators can set up a Community of INquiry within the classroom and teach questioning techniques at all levels of thinking. There are detailed notes on how to use 15 picture books.
     
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  4.  3
    Improving Scientific Reasoning Through Philosophy for Children.Tim Sprod - 1997 - Thinking: The Journal of Philosophy for Children 13 (2):11-16.
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  5.  39
    Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education.Tim Sprod - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1531-1564.
    If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. -/- The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific thinking builds on, or is quite different (...)
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  6.  1
    Places for Thinking.Laurance Splitter, Tim Sprod, Francesca Partridge & Frank Dubuc - 1999 - Australian Council for Educational.
    Accompanying a series of visually and verbally challenging books for children, this manual provides teachers and parents with discussion plans, exercises and activities to guide children in an investigation of the philosophical ideas emerging from the storybooks.
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  7.  9
    Direction in a Community of Ethical Inquiry.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    In response to Hand’s paper, I undertake three tasks. Firstly, I believe that his characterisation of the theory and practice of Community of Inquiry facilitation does not take account of approaches to indoctrination and the idea of philosophical self-effacement that can lessen his worries. Secondly, I will argue that Hand makes some sharp cuts—particularly between justified, controversial and unjustified moral standards—that do not stand up to scrutiny, and that he unnecessarily narrows the scope of moral inquiry. Finally, I will explore (...)
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  8. Discussing Discussions, A Review of "Using Discussion in Classrooms".Tim Sprod - 1996 - Analytic Teaching and Philosophical Praxis 17 (1):63-66.
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  9. Discourse Ethics and Philosophy for Children.Tim Sprod - 2001 - Ethik Und Sozialwissenschaften 4 (12):458-460.
    A reply to the lead article by Matthew Lipman: "Philosophy for Children: Some Assumptions and Implications", which discxusses the relation between Jürgen Habermas' discourse ethics and Philosophy for Children.
     
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  10. Home Grown Resources.Tim Sprod - 2003 - Analytic Teaching and Philosophical Praxis 23 (2):165-169.
  11.  5
    Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E Wartenberg.Tim Sprod - 2020 - Journal of Philosophy in Schools 7 (2).
    Using picture books as a means of initiating philosophical discussions with younger children is an idea that has occurred to a number of people involved in P4C/Philosophy in Schools in various parts of the world. Some went on to develop support materials to encourage teachers to go beyond reading picture books to/with their classes to drawing the students into a community of philosophical inquiry. Early examples include Karin Murris, Chris de Haan and colleagues, and myself in Australia, and Tom Wartenberg (...)
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  12.  16
    Compassion and Education: A Review.Tim Sprod - 2018 - Childhood and Philosophy 14 (29).
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  13.  11
    Philosophy and Childhood.Tim Sprod - 2014 - Journal of Philosophy in Schools 1 (1):147-156.
    The following paper was written in 1999, as the opening speech at the Hobart FAPCA National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication (...)
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  14.  44
    What is a Community of Inquiry?: Consideration on an Email Discussion List.Tim Sprod - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):4-28.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  15.  8
    'Double Trouble': Numerous Puzzles.Tim Sprod - 2018 - Journal of Philosophy in Schools 5 (2):79-94.
    Philip Cam’s Double Trouble can be found in his 1998 collection Twister, Quibbler, Puzzler, Cheat. This story is an especial favourite of mine, which I have used successfully with classes from mid-primary to senior secondary.This paper consists of two parts: the story in full; and an exploration of the philosophical background to many of the ideas contained in the story, including some references to discussions of the ideas in the philosophical tradition to support facilitators who use the story within a (...)
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  16.  7
    Book Review: 40 Lessons to Get Children Thinking: Philosophical Thought Adventures Across the Curriculum. [REVIEW]Tim Sprod - 2016 - Journal of Philosophy in Schools 3 (2):82-85.
    Peter Worley’s latest book provides a wealth of interesting and engaging lessons based around the pedagogy of philosophical discussions in the classroom. The book’s subtitle references the curriculum, and indeed the book contains ‘thought adventures’ to deepen and enliven learning in many of the subjects taught in schools. While the curriculum in question is pretty clearly the National Curriculum in England, none of the lessons are so closely tied to the details of that curriculum that they could not be used (...)
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  17.  6
    Nothing New Under the Sun?Tim Sprod - 1995 - Thinking: The Journal of Philosophy for Children 12 (3):35-37.
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  18.  8
    Philosophy in Schools. [REVIEW]Tim Sprod - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):91-93.
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  19.  7
    Philosophy in Schools. [REVIEW]Tim Sprod - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):97-99.
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