Children as Philosophers

Learning Through Enquiry and Dialogue in the Primary Classroom
1. Auflage 2001
ISBN: 978-0-7507-0946-0
Verlag: Routledge

Buch, Englisch, 168 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 220 g

There is a growing interest in philosophy with children, based on the belief that philosophy not only enhances children’s speaking, listening, reading and thinking but also promotes independence of mind and spirit, benefiting the children, their teachers and the school as a whole. This accessible book balances an exploration of the theoretical and critical considerations of using philosophy in the classroom with real examples of children working as philosophers. Based on research by the author in a primary school, and full of practical suggestions for teachers, it demonstrates that, from a young age, children are capable of engaging in a sophisticated process of dialogue and enquiry and argues that they should have space and time to do so. This book is the ideal starting point for teachers interested in bringing philosophy into their classroom. It is full of useful ideas for sparking off philosophical discussions, and includes helpful resources and contacts.

Zielgruppe

Academic, Postgraduate, Professional, Professional Practice & Development, and Undergraduate

Autoren/Hrsg.

Haynes, Joanna

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Soziologie | Soziale Arbeit Altersgruppen Kinder- und Jugendsoziologie

Inhaltsverzeichnis

Introduction PART I Voices from the classroom 1 Thought-provoking conversations 2 Making room for children to participate PART II Thinking about thinking 3 A distinctive approach to learning through discussion 4 What kind of thinking are we teaching? 5 Thinking, democracy and citizenship PART III Teaching through enquiry and dialogue 6 Encouraging listening 7 Respecting children’s ideas 8 Relaxing, meditating and being silent 9 Feeling for the philosophical 10 Working with different age groups 11 Holding and extending threads of thinking 12 Planning and monitoring progress in enquiry PART IV The benefits of philosophical enquiry and dialogue 13 Developing teaching skills through philosophy 14 Teaching thinking across the whole curriculum 15 What difference can philosophy make to children’s learning?

Über Autor(innen)

Joanna Haynes is a Senior Lecturer in Education Studies at the College of St. Mark and St. John, Plymouth.