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In 1972, Matthew Lipman founded the Institute of Advancement for
Philosophy for Children (IAPC), producing a series of novels and
teaching manuals promoting philosophical inquiry at all levels of
schooling. The programme consisted of stories about children
discussing traditional topics of ethics, values, logic, reality,
perception, and politics, as they related to their own daily
experiences. Philosophy for Children has been adapted beyond the
IAPC texts, but the process remains one of an open community of
inquiry in which teachers promote respect, conceptual clarity,
critical judgement, and active listening without imposing their own
ideas. Philosophy in Schools describes the successes and
difficulties in implementing this community of inquiry model. The
book covers topics including the formation of non-didactic courses
in ethics, the difficulties of fitting a post-compulsory philosophy
course into a standard curriculum framework, and the political
assumptions of adopting this model in a low socio-economic school.
The contributions also ask deeper questions about how a genuine
community of inquiry model is incompatible with conventional models
of schooling, with their positioning of the discipline of
philosophy in the curriculum. This book was originally published as
a special issue of Educational Philosophy and Theory.
Conflicts often arise between regulations, making it difficult for
school management teams and teachers to resolve situations with
appropriate dignity and respect for all concerned. This book
discusses provocative actual case studies to help teachers to
reflect on their own ethics, guiding them to make more reasonable
decisions in their schools, and thereby gradually transforming
schools into more cohesive and caring communities. A model of
consequences, consistency and caring, each aspect based on
traditional ethical theories provides a scientific base - a
rational and a responsive base for ethical decision-making. This
work covers such everyday problems as censorship, inclusivity,
school uniform, punishment, personal gain and confidentiality, and
argues that care and respect for others, equity, rational autonomy
and concern for long-term benefits are more important for a school
community than short-term power and control.
Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control. eBook available with sample pages: EB:0203010469
In 1972, Matthew Lipman founded the Institute of Advancement for
Philosophy for Children (IAPC), producing a series of novels and
teaching manuals promoting philosophical inquiry at all levels of
schooling. The programme consisted of stories about children
discussing traditional topics of ethics, values, logic, reality,
perception, and politics, as they related to their own daily
experiences. Philosophy for Children has been adapted beyond the
IAPC texts, but the process remains one of an open community of
inquiry in which teachers promote respect, conceptual clarity,
critical judgement, and active listening without imposing their own
ideas. Philosophy in Schools describes the successes and
difficulties in implementing this community of inquiry model. The
book covers topics including the formation of non-didactic courses
in ethics, the difficulties of fitting a post-compulsory philosophy
course into a standard curriculum framework, and the political
assumptions of adopting this model in a low socio-economic school.
The contributions also ask deeper questions about how a genuine
community of inquiry model is incompatible with conventional models
of schooling, with their positioning of the discipline of
philosophy in the curriculum. This book was originally published as
a special issue of Educational Philosophy and Theory.
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