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Informationen zum Autor Keith J. Topping is Professor at the University of Dundee, UK. Steven Trickey is Scholar in Residence at American University, USA. Paul Cleghorn is an education consultant at Aude Education, UK. Klappentext A Teacher's Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical and spiritual questions, while also considering curricular necessities and the demands of national and local standards.Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students.This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom. Zusammenfassung A Teacher’s Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into ‘big’ moral, ethical, and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Inhaltsverzeichnis 1. Introducing Thinking Through Philosophy For Whom Is This Book Written? Clarifying the Term 'Philosophy for Children' Teachers 'Making a Difference' Through Philosophical Inquiry Philosophical Inquiry: Both 'Practical' and 'Evidence Based' A Psychological and Educational Perspective on a Philosophical Process The Structure of This Book References 2. Aims and Process of Philosophy for Children What is Philosophy for Children? What Makes an Inquiry Philosophical? What Are the Aims of Philosophy for Children? What Skills, Attitudes and Knowledge Do Teachers Need to Facilitate Inquiries? Are Children Capable of Philosophical Thinking? Developing Teachers' Facilitation Skills Does Inquiry Need to Be Philosophical? Infusing Philosophical Inquiry into Other Subjects Space for Philosophy for Children in a Crowded Curriculum What This Chapter Has Been About References Chapter 3: From Theory into Practice The Need for a Structure What is Philosophical Inquiry in Practical Terms? What is a Community of Inquiry? The Rational and Moral Dimensions Skillful Questioning Useful Strategies for Building the Inquiry Thinking Development, Emotional Intelligence and Spiritual Intelligence The Seven Steps to Philosophical Inquiry: Lesson Plan The Three Stages of Development Making a Start What about Kindergarten? Sample Themes What Next? Route Map for Introducing P4C Through TTP References 4. From Small to Large: Different Contexts for Philosophical Inquiry Lunch Club/After-School Club A Single Class Whole School Beacon School The School District Program External Provision of P4C College and Community Summary References 5. How Inquiry Promotes More Effective Learning How Philosophical Inquiry Improves Learning How Teachers Can Support Students Construct Their Thinking and Learning Transfer Across Subject Boundaries and Beyond Challenging Themes: An Example Beyond the Curriculum Higher Order Thinking Communities Support Learning Theoretical Perspectives Summary References 6. Educating Students to Think: The Contribution of Philosophical Inquiry What Are Some of the Issues Around Teaching Thinking? Why Promote Thinking and Problem Solving in the Classroom? Critical Thinking Which Students Do We Teach to Think? An Introduction to Logical Reasoning Skills Creative Thi...
