The community of inquiry is an illustration of a positive direction in respect to participation, relatedness and relevance to those involved. It is clear that we should not simply aim to reproduce traditional methods of doing philosophy in the classroom. The final section of the paper argues that Matthew Lipman’s approach to philosophical inquiry offers much to remedy the more adversarial and limiting elements of the Western philosophical tradition. This paper, therefore, explores a major accusation aimed at philosophy, i.e., that it is necessarily adversarial. Letters & Alphabet Storytime Maths Addition & Subtraction Clocks & Timers Counting, Counters & Cards Division & Multiplication Mass, Weight. But the introduction of philosophy into the classroom is not without its critics. The ability to think critically and creatively through philosophical inquiry provides an intellectual context for study and discussion of issues related to all areas of study. One of the aims of this paper is to illustrate that the reasoning behind this view is mistaken. It follows from such reasoning that if the purpose of education is to prepare students for the real world, then philosophy has no place in schools or university courses, and by implication in everyday life. Children born between 19 were randomly assigned as infants to either the early educational intervention group or the control group. There is a widespread view that philosophical thinking has no application to matters pertaining to the ‘real world’.
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