Download Children as Philosophers: Learning through Enquiry and by Joanna Haynes PDF

By Joanna Haynes

"Children as Philosophers" discusses the attention-grabbing and topical premise of the advance of a philosophical academic starting place for kid's pondering at an early age. It argues for the correct of a kid to check principles and exhibit their ideals in discussion with others. This broadens a kid's considering, talking and listening talents around the entire curriculum. The booklet deals a constitution for ethical enquiry in the PSHE/Citizenship curriculum. It discusses the pleasures and demanding situations for adults in handling open-ended school room dialogue and dealing with kid's claims to wisdom within the philosophical area. the writer illustrates, via case reviews, the content material of a social and ethical curriculum, the position of the instructor and the improvement of disciplined enquiry as an integral part in education. The booklet addresses the global circulation referred to as "Philosophy for Children", built within the united states and Australia yet positioned right into a united kingdom context.

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Extra info for Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom

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Developing the enquiry can sometimes involve a graphic mapping of ideas through a web, concept map or Venn diagram. This helps to keep track of different aspects of discussion and also means that the material can be saved for future continuation or for children to add to between sessions. Closure and review. The teacher may summarise verbally or refer to written records. Participants may be invited to have the last word. Children may be offered a follow-up activity. Resolution is rare – new questions are more common.

Calculative thinking is computational. There is currently a political preoccupation with measurable data, such as hospital waiting lists and school examination results. But, while figures are presented as hard facts, measuring can be a deceptive business, as the economist David Boyle (Observer, 14 January 2001) discloses in his exploration of ‘counting paradoxes’. One such paradox is that when you count things they get worse. Among others, Boyle gives the example of increasing numbers of racist attacks reported after the 1998 public inquiry into the murder of the black teenager Stephen Lawrence in London.

What would an education of the benign rebel look like? The politicising of education by successive governments has left a long list of what they require of state schools. If we think about the pressure that governments have put schools under it is no wonder that they bow to both political and economic demands. Is the benign rebel (either adult or child) likely to be nurtured in today’s schools? Some people of course believe that, as technology advances, schools in their present form will disappear.

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