By Joanna Haynes
"Children as Philosophers" discusses the attention-grabbing and topical premise of the advance of a philosophical academic origin for kid's pondering at an early age. It argues for definitely the right of a kid to study principles and convey their ideals in discussion with others. This broadens a kid's considering, conversing and listening abilities around the entire curriculum. The e-book deals a constitution for ethical enquiry in the PSHE/Citizenship curriculum. It discusses the pleasures and demanding situations for adults in coping with open-ended lecture room dialogue and dealing with kid's claims to wisdom within the philosophical enviornment. the writer illustrates, simply by case reviews, the content material of a social and ethical curriculum, the position of the instructor and the advance of disciplined enquiry as an integral part in education. The booklet addresses the global move often called "Philosophy for Children", constructed within the united states and Australia yet placed right into a united kingdom context.
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Additional resources for Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom
The teacher’s role is to prompt children into giving reasons for their ideas, making distinctions and 24 Thinking about thinking connections, constructing arguments and developing hypotheses and analogies. A balance has to be struck between a sense of adventure and exploration and a sense of direction and progress. The teacher helps the group to clarify and build on ideas whilst allowing the discussion to follow its own course. Splitter and Sharp (1995: 169) suggest that: Inquiry begins with what is given, which includes children’s beliefs, attitudes and unreﬂective opinions.
In a democratic society the diverse and active participation of citizens is necessary to protect values such as human rights, individual freedom and equality. Children should be encouraged and given room to participate in society from an early age and in contexts that are meaningful to them such as families, schools and other settings where they have a stake. The aims and purposes of education in a democracy are not only to provide training in basic skills to assure economic wealth for society Thinking, democracy and citizenship 47 but equally to address the problems and needs of daily life, in public and private domains.
Changing our minds Critical thinking skills, such as making distinctions and connections and recognising inconsistencies in an argument, are not necessarily sufﬁcient to enable children to be critical in the full sense of the word. So what is required for a child to question or challenge the ideas of another person, particularly an adult in a position of authority? As Magee says in the quotation above, the purpose of education is ‘not just to parrot the views of a teacher’. How can teachers learn to welcome such challenges in the classroom?