Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
About the editors
List of contributors
Acknowledgments
Editorial Introduction
	The philosophical classroom: An Australian story
		Introduction
		The community of inquiry: philosophy for children, with children
		The editorial process
		Structure of the book
		References
PART I: The development of philosophy for children in Australia
	Introduction
		1. Philosophy for children comes to Australia
			Introduction
			Laurance Splitter reflects on the early years: 1982–1985
			The AIPC years 1985–1988: a collective journey
			The growth of P4C in Australia as a case of educational entrepreneurship
			Conclusion
			Notes
			References
		2. Getting started: The early use of the IAPC curriculum
			Introduction
			Emanuel school – translating oral to written competency
			Presbyterian Ladies College (PLC) and Mount Scopus College (Scopus): building units in high school
			King David School (KDS) and St. Kilda Primary School (SKP): teacher-researcher partnership
			Lift off
			Conclusion
			Notes
			References
		3. The federation debate: Creating an Australasian network
			Introduction
			The 1980s
			The 1990s
			Beyond 2000
			Conclusion
			Notes
			References
		4. From newsletters to an Australasian journal and beyond
			Introduction
			Newsletters
			Journal of Philosophy in Schools
			Conclusion
			Acknowledgments
			Notes
			References
		5. Australian practices go overseas
			Introduction
			Those who went abroad and those who stayed home
			Conclusion: reflections on then and now, now and then
			Acknowledgments
			Notes
			References
PART II: Ideas into books
	Introduction
		6. ‘Memo to Harry Stottlemeier and friends: You are not wanted here!’: Reflections on the idea of a philosophy curriculum in Australia
			Introduction: re-tracing the ‘original’ P4C ‘curriculum’
			Building on, or replacing, the ‘IAPC curriculum’?
			The idea of a ‘curriculum framework’ in philosophy
			Final thoughts on ‘links and threads’
			Notes
			References
		7. ‘What’s so special about a story?’: Revisiting the IAPC text-as-story paradigm
			Introduction
			Setting the context: the politics of education
			Philosophical text as narrative
			Conclusion
			Notes
			References
		8. Resourceful teachers and teacher resources
			Introduction
			Questioning the IAPC novels
			Trialing the IAPC materials
			The benefits of a changed pedagogy
			Effective classroom inquiry models
			Teacher education
			Philosophy for children texts
			Conclusion
			Notes
			References
		9. From picture books to science in the classroom
			Introduction
			Enter P4C
			Becoming a teacher trainer
			Picture books and the origins of Books into ideas
			The Hutchins P4C program
			From teacher to researcher
			Return to teaching
			Conclusion
			Notes
			References
		10. Writing for children and teachers: A philosophical journey
			Introduction
			A change in direction
			Writing for children
			Writing for teachers
			Conclusion
			Notes
			References
		11. Connecting concepts and developing thinking classrooms
			Introduction
			Developing resources as a process of collaborative, practical, philosophical inquiry
			The problems to resolve
			First, make explicit the process of philosophical inquiry
			Conclusion
			Notes
			References
PART III: Philosophy in schools
	Introduction
		12. Teacher education and professional development
			Introduction
			The early years: 1985–1991
			FAPSA Level 2 teacher-educator workshops: 1992–2017
			Introductory programs: 1996–2017
			Toward a consistent standard of professional development for teachers
			In conclusion
			Notes
			References
		13. Philosophy and the curriculum
			Introduction
			Toward an Australian Philosophy curriculum
			Primary and middle school curricula
			Senior secondary curriculum
			Conclusion
			Notes
			References
		14. Philosophy in schools across Australia
			Introduction
			Queensland
			New South Wales
			Victoria
			Western Australia
			Conclusion
			Notes
			References
		15. Philosophy in public and other educational spaces
			Introduction
			Background
			Beginnings of using public institutions for philosophical stimulus (PIPS)
			Philosophy beyond the classroom
			Measuring success
			Beyond the classroom: support for P4C educators
			Conclusion
			Notes
			References
		16. Australian research into the benefits of philosophy for children
			Introduction
			CPI and students in Australia
			P4C and pedagogy
			Conclusion
			Notes
			References
		17. Philosophy for children goes to university
			Introduction
			Philosophy for children within departments of education
			Philosophy for children in departments of philosophy
			Discussion
			Conclusion and recommendations
			Acknowledgments
			Notes
			References
PART IV: Reflections
	18. Growing up with philosophy in Australia: Philosophy as cultural discourse
		Introduction: philosophy, education and inquiry
		Gender and the philosophy for children classroom
		Australian Indigenous philosophy: ways of knowing, being and doing
		Sexuality, adolescence and discrimination
		Environmental education: more than ecological and economic sustainability
		Conclusion
		Acknowledgments
		Notes
		References
Tributes
	James Battye
	Gordon Harvey
	San MacColl
	Cliff Penniceard
	Ross Phillips
	Notes
Index