ABSTRACT
This chapter examines three philosophical paradigms of what may count as 'good' judgement. The first model, 'judgement as wise action', draws on the philosophy of Aristotle and practitioners will recognise the description of the practically wise teacher-as-judge. Kant informs the second model, 'judgement as truth', which focus on how truth in the form of truthful statements or propositions underpin much of what is valued in educational research and policy discourses. The third model, 'judgement as inquiry' describes Dewey's belief in the value of inquiry in underpinning good educational action. The chapter provides a framework for reflective and reflexive deliberation. It considers the relationship between these three models and the critical difficulties this might throw up for the practitioner. The chapter focuses on recent developments in philosophy that are controversial and still being actively worked out by philosophers. It concludes by addressing how each of these models can be found in Philosophy for Children (P4C) practice and theoretical literature.
