Teaching Ethics in Schools provides a fresh approach to to moral education based on reflection and collaborative enquiry. It demonstrates how an ethics-based model can stimulate ethical enquiry, influence habits of mind and encourage students to develop good moral judgement. The book draws on the history of philosophy in succinct terms and relates this to contemporary school contexts, while including an array of activities, exercises and discussion points as stimuli for teachers to adapt and apply across diverse subject areas, throughout all stages of school.
This book responds to the challenge of disengagement in the middle years of schooling by providing ideas for the implementation of a thinking curriculum in schools. Teachers, teacher educators and curriculum consultants describe how they have been influenced by theorists, their use of appropriate cognitive theories, and strategies they have developed that will assist students to develop higher order thinking skills. Ways of accommodating a variety of learning styles and establishing supportive school structures are also presented.(ACER Press)
Critical & Creative Thinking is a valuable resource for teachers. It provides a strong rationale for the role of inquiry in the classroom, a range of activities for encouraging pupil participation, and teaching strategies to develop and refine thinking skills and processes such as: identifying assumptions; prioritising; seeking alternatives; speculating; drawing inferences and identifying faulty logic.
(Eleanor Curtin Publishing)
Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character.
Paying particular attention to the teacher’s role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.
Laurance J Splitter & Ann Margaret Sharp
Provides a detailed description of what the discipline of philosophy offers to children and teachers. Building on the intimate connection between thinking and philosophy, the central theme is that when the classroom is transformed into a ‘community of philosophical inquiry’, children develop the ability to think in ways which are more reflective, more judicious and more reasonable. Primarily for teachers, teacher educators and others involved in school level education, but will also appeal to parents, youth workers, religious leaders and academics.(ACER Press)
The Ethical School discusses case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities.
This book covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.(Routledge)
Mark Freakley, Gilbert Burgh & Lyne Tilt MacSporran.
Values Education in Schools is an important new resource for teachers involved in values and ethics education. It provides a range of ‘practical philosophy’ resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.
Mark Freakley & Gilbert Burgh (2000)
This book adopts a ‘community of inquiry’ approach to the teaching of professional ethics to pre-service teachers. It is designed to assist students to bridge the gap between ethical theories and their practical experiences as beginning professionals. The first part of the book articulates the framework for the approach taken while the second part provides a series of fictional ethical vignettes set consisting of school teachers and their students in a local school.
(Social Science Press)
Gilbert Burgh, Terri Field & Mark Freakley (2006)
Ethics and the Community of Inquiry develops a practical philosophy of education that addresses professional values and conduct and pedagogical practice within a framework of democratic education. The authors propose a philosophy of genuine inquiry to integrate curriculum, teaching and learning, and to place deliberative democracy at the centre of education reform.
(Thomson Social Science Press)