Children as Philosophers | Learning Through Enquiry and Dialogue in th

Book

Children as Philosophers

ABSTRACT

First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

TABLE OF CONTENTS

chapter |4 pages

Introduction

part |2 pages

PART I Voices from the classroom

chapter 1|7 pages

Thought-provoking conversations

About death and loss

chapter 2|5 pages

Making room for children to participate

part |2 pages

PART II Thinking about thinking

chapter 3|10 pages

A distinctive approach to learning through discussion

chapter 4|13 pages

What kind of thinking are we teaching?

chapter 5|7 pages

Thinking, democracy and citizenship

part |2 pages

PART III Teaching through enquiry and dialogue

chapter 6|8 pages

Encouraging listening

chapter 7|7 pages

Respecting children’s ideas

chapter 8|13 pages

Relaxing, meditating and being silent

chapter 9|11 pages

Feeling for the philosophical

chapter 10|7 pages

Working with different age groups

chapter 11|9 pages

Holding and extending threads of thinking

chapter 12|9 pages

Planning and monitoring progress in enquiry

part |2 pages

PART IV The beneﬁts of philosophical enquiry and dialogue

chapter 13|6 pages

Developing teaching skills through philosophy

chapter 14|9 pages

Teaching thinking across the whole curriculum

chapter 15|7 pages

What difference can philosophy make to children’s learning?

chapter 1|1 pages

Appendix 1

Useful addresses and contacts

chapter 2|2 pages

Resources for philosophy with children

Resources for philosophy with children Books and materials for the classroom