Philosophy with Children and Teacher Education
Global Perspectives on Critical, Creative and Caring Thinking
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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.
Table of Contents
About the editor
List of contributors
Part 1: Transforming teacher education and teacher training with Philosophy for/with Children
- Teacher Education: Developments, characteristics, and challenges
- Philosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solution
- Using Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in education
- The teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"
- Philosophy for/with Children and teachers’ perspectives: the need to understand teachers’ beliefs and values
- Transforming Teacher Education with Philosophy for Children
- Philosophical teaching-and-learning: Professional development for every teacher
- Moving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher education
- Committing to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachers
- Training Philosophy for Children Facilitators via technology and peer assessment
- Teacher interventions in the community of philosophical inquiry: Standards-referenced assessment tools
- Embedding Philosophy for/with Children in initial Teacher Education: a stealth model
- Integrating Philosophy for/with Children within a final year teacher education curriculum in South Africa
- From philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledge
- Contagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?
- Philosophy from the corners: Incorporating philosophical inquiry into a crowded curriculum
- Education in the context of uncertainty
- Philosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of risk
- Philosophy for/with Children and learning for sustainability: Lessons for teachers
- Rethinking teacher preparation for teaching controversial topics in a community of inquiry
- Becoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditions
- Becoming philosophical student teachers
- 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
Laurance J. Splitter
Part 2: Between professional knowledge, assessment, and professional development
Roger Sutcliffe and Diane Swift
Keith J. Topping
Part 3: Embedding Philosophy for/with Children to Teacher Education
Rhiannon Love and Emma Gogo
Lena Green and Janet Condy
Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. Gardner
Challenging the curriculum with philosophical topics
Wendy C. Turgeon
Susan T. Gardner
Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary Graham
Part 5: Becoming a Philosophy for Children teacher: Challenges and opportunities
Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki
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).