F.A.P.S.A. Awarded substantial Templeton Grant
On August 8th 2017 FAPSA was notified that its application to the Templeton Foundation for funding had been successful. The grant will fund a project that enables FAPSA to support local associations through grants to individuals and schools as they seek to develop philosophical skills in students through Philosothons. The opportunities for individuals, schools and associations to tap into this funding will be spelt out on this website soon. Click here for the MediaRelease Click here for the Philosothon FAPSA TRT Project Summary
NEW RESOURCES AND GUIDELINES FOR LEVEL ONE TRAINING.
A working group has recently put together guidelines and resources for Level One training courses in Australasia. The following links provide all trainers and participants with useful information about what exactly is covered.
NEW OPEN-ACCESS PHILOSOPHY IN SCHOOLS JOURNAL LAUNCHED
A new open-access journal has just been launched entitled Journal of Philosophy in Schools (JPS). The co-editors are Dr Andrew Peterson, senior lecturer in education at The University of South Australia and Dr Laura D’Olimpio, a lecturer in philosophy at The University of Notre Dame Australia. Andrew and Laura had the idea of creating a new journal that brings together the fields of philosophy and education to fill a gap which was once occupied by Critical & Creative Thinking, the official journal of the Federation of Australasian Philosophy in Schools Associations (FAPSA) from 1993 – 2008.
Critical and Creative Thinking (C&CT) folded at a time in which it was difficult to publish hard copies of a journal that aimed its readership in two directions: half of the articles were scholarly and theoretical, aimed at academics, and the other half were pedagogical and practical, aimed at teachers teaching philosophy in the schools. At the FAPSA Conference in 2013, Laura and Andrew proposed re-launching an online open-access research based journal that would be supported by FAPSA and allow international researchers a new Australasian journal in which to publish their articles on philosophy with children (also known as Philosophy for Children, or P4C).
The focus of the journal is research into philosophy with school-aged children. What was once called Philosophy with Children has developed into a sub-discipline of philosophy with its own history, traditions and pedagogy and incorporates philosophical inquiry in the classroom, reflective education and Socratic dialogue through the use of the Community of Inquiry (CoI) methodology. The journal focuses on academic research articles into the pedagogy and practice of philosophy in schools. The journal also reviews new books on philosophy in schools along with new teacher resources for philosophy in schools.
Dr D’Olimpio has said, “it is wonderful to have an open-access journal for philosophy and education in Australasia and I think this will continue to grow as P4C gains more attention globally. Our intended purpose for launching a new journal in Philosophy and Education was to fill the gap where there had once been Critical & Creative Thinking. In moving towards an open access, online journal, The Journal of Philosophy in Schools meets a need for Australasia to be represented in the field of philosophy in schools; a field in which we have committed academics and teachers working and writing, and to keep up the new technology that academics are making use of in a climate of ‘publish or perish’. We wanted to keep access to the journal free, as this fits well with our value of collaborative inquiry.”
In paying homage to the history of FAPSA and C&CT, Volume 1 Issue 1 is a commemoration and critical reflection on what has gone before. The aim of this issue is to start the conversation about philosophy in schools anew and revitalise the reading of seminal articles that were originally published in C&CT to a new and ever-growing, international audience. Andrew and Laura invited authors of selected articles to revise, or add a new introductory note or a reflective comment on their original articles that were published between 1993 and 2006 that were selected to best represent the articles from C&CT. This has resulted in some diversity in the first issue as some of the articles are scholarly and academic, focussed on theory, while others focus more on pedagogy and draw on personal experiences of teaching philosophy in the classroom. A couple of others still are speeches that were presented at conferences and then published as papers. Two seminal articles by P4C founders Mat Lipman and Ann Margaret Sharp have been reprinted as they originally appeared in the early issues of C&CT when these cherished American founders of the P4C movement were supporting the Australian journal. Dr Philip Cam, past president of FAPSA and a key academic involved with Lipman and Sharp who helped pioneer the Lipman method in Australia, has written new Introductions to those seminal articles in order to introduce them to a new audience as the JPS launches its first issue.
Volume 1 Issue 1 of the Journal of Philosophy in Schools has gone live! It may be accessed via: http://www.ojs.unisa.edu.au/index.php/jps/index The Facebook page is: https://www.facebook.com/JournalofPhilosophyinSchools?fref=ts And on Twitter @JournalP4C
The JPS is now seeking articles for Volume 2 Issue 1 to be published in March 2015.
VICTORIAN ASSOCIATION OF PHILOSOPHY IN SCHOOLS WINS GRANT IN STRATEGIC PARTNERSHIPS PROGRAM
Exciting news from Janette Poulton of VAPS:
We have recently heard that the application I wrote and submitted on behalf of VAPS to the Victorian Department of Education and Early Childhood (DEECD) for the Strategic Partnerships Program 2015-2017 was awarded the amount of $130,000.
I quote from the application:
Our purpose is to establish educational centres, to support the introduction of AusVELS’ General Capabilities across Learning Areas and throughout the Victorian community.
Our initial focus is on the Ethical Understanding domain:
· Understanding ethical concepts and Issues
· Exploring values, rights and responsibilities
· Reasoning in decision making and actions
Subsequently we will develop similar resources to support the three remaining General Capabilities.
We intend to establish five strategically placed Capability Hubs, initially to develop and deliver “Teaching Ethical Understanding resources” including Tool Kits, Professional Development Workshops, and Guides for use in Public Places.
The program we have designed will provide teachers with resources and training in the teaching of ethics using Inquiry based pedagogical approaches. The resources will cultivate a capacity for ethical inquiry, rather than offering an uncritical training in moral values. We maintain that this capacity is achieved through the development of dialogical skills and democratic practices in the safe environment of a community of inquiry.
Thus the resources we develop will be informed by VAPS expertise in Philosophy for Children (P4C) pedagogies, and will be collaboratively developed with outstanding Victorian Pre-service to Lead Teachers, Principals and public Education Officers.
This project may be seen to assist the 2015-17 teachers, but also will offer invaluable resources to Teacher training providers across Victoria.
PHILOSOPHY IN SCHOOLS NSW’S KATE KENNEDY WHITE AWARDED PREMIER’S SCHOLARSHIP
Kate Kennedy White been awarded the NSW Premiers Early Childhood Teaching Scholarship – a five week overseas trip to look both at introducing P4C in the Early Childhood Centres (3-5) and also to look at how P4C has been embedded into the pre-service training in Scotland and England. Kate will be visiting a number of centres in the UK, and also Sweden and Norway as well as attending the ICPIC and PLATO conferences in Vancouver and Seattle.