Philosophy with Children and Teacher Education

Global Perspectives on Critical, Creative and Caring Thinking
1. Auflage 2022
ISBN: 978-1-032-08057-4
Verlag: Routledge

Buch, Englisch, 278 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 430 g

This rich collection of essays offers a broad array of perspectives from prominent international ‘philosophy for/with children’ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.

The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training—a central subject in today’s educational world.

Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area.

Zielgruppe

Postgraduate, Professional, and Undergraduate Advanced

Autoren/Hrsg.

Kizel, Arie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

About the editor

List of contributors

Editor introduction

Part 1: Transforming teacher education and teacher training with Philosophy for/with Children

- Teacher Education: Developments, characteristics, and challenges

Ayelet Becher

- Philosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solution

Viktor Gardelli

- Using Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in education

Rhiannon Love

- The teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"

Laurance J. Splitter

- Philosophy for/with Children and teachers’ perspectives: the need to understand teachers’ beliefs and values

Ben Kilby

- Transforming Teacher Education with Philosophy for Children

Lizzy Lewis

- Philosophical teaching-and-learning: Professional development for every teacher

Roger Sutcliffe

Part 2: Between professional knowledge, assessment, and professional development

- Moving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher education

Roger Sutcliffe and Diane Swift

- Committing to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachers

Diane Swift

- Training Philosophy for Children Facilitators via technology and peer assessment

Keith J. Topping

- Teacher interventions in the community of philosophical inquiry: Standards-referenced assessment tools

Janette Poulton

Part 3: Embedding Philosophy for/with Children to Teacher Education

- Embedding Philosophy for/with Children in initial Teacher Education: a stealth model

Rhiannon Love and Emma Gogo

- Integrating Philosophy for/with Children within a final year teacher education curriculum in South Africa

Lena Green and Janet Condy

- From philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledge

Edwige Chirouter

- Contagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?

Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. Gardner

Part 4

Challenging the curriculum with philosophical topics

- Philosophy from the corners: Incorporating philosophical inquiry into a crowded curriculum

Wendy C. Turgeon

- Education in the context of uncertainty

Susan T. Gardner

- Philosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of risk

Kerstin Michalik

- Philosophy for/with Children and learning for sustainability: Lessons for teachers

Claire Cassidy

- Rethinking teacher preparation for teaching controversial topics in a community of inquiry

Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary Graham

Part 5: Becoming a Philosophy for Children teacher: Challenges and opportunities

- Becoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditions

Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki

- Becoming philosophical student teachers

Jude Penny

- What conflicts do teachers face in the process of transforming their professional identities through Philosophy for Children in their first years of practice?

Wakako Good and Eriko Yamabe

Über Autor(innen)

Arie Kizel is Associate Professor at the Department of Learning and Instructional Sciences at the Faculty of Education, University of Haifa, Israel. He is the Co-Founder and President of the Mediterranean Association for Philosophy with Children. During 2017-2022 he was the President of the International Council of Philosophical Inquiry with Children (ICPIC).