Classroom books and resources

cover-m-resSomething to Prove: Philosophy, Community of Inquiry and Critical Thinking

Dr Andrea Monteath (The Life Writing Project, 2015)
Something  to  Prove  is  an  introduction  to   philosophical  thinking,  and  the  practice  of   community  of  inquiry.  Researched  and  written   specifically  for  young  adults  and  their  teachers,  it   pokes  an  exploratory  finger  into  the  areas  of   metaphysics,  epistemology,  aesthetics,  political   ideology,  equality,  culture,  freedom,  and  more.   The  book  employs  contemporary  story-­telling   techniques,  informal  language,  and  a  fast-­paced   variety  of  hypothetical  scenarios,  all  within  the   familiar  framework  of  a  textbook.  Something  to   Prove  is  an  educational  resource  modelled  on  the   Western  Australian  Certificate  of  Education’s
‘Philosophy  and  Ethics’  course,  and  is  designed  to  support  teachers  and  students   interested  in  introductory  philosophy  concepts,  philosophical  community  of   inquiry  practices,  and  creative  problem-­solving  techniques.

Something to Prove Flyer(1)

 

 

 

Philosophy-Park-FINAL-cover Philosophy Park: A beginner’s guide to great philosophers and their ideas

Philip Cam (ACER Press 2013)

 Philosophy Park introduces readers in the upper   primary years to influential ideas of some of the   world’s most famous philosophers—both    ancient and  modern—through conversations between a cast of colourful characters. Children first learn about each philosopher, and then read a story that unpacks a key philosophical debate, before reflecting, analysing and discussing the ideas in class.

Some of questions explored in Philosophy Park:

  • What is it for something to be good?
  • Is happiness the most important thing in life?
  • How do we know what is real?
  • Where do ideas come from?
  • How can you be sure that you exist?

To assist in this process, an accompanying Teacher Resource provides carefully constructed topic questions, activities and exercises that are designed to extend student thinking and guide classroom discussion and debate. Working in this way will help children to develop the art of Critical and Creative Thinking—a core requirement and ‘general capability’ in the Australian Curriculum.

 

sdc

Sarah Davey Chesters, Liz Fynes-Clinton, Lynne Hinton, Rosie Scholl, Philosophical and Ethical Inquiry for the Middle Years and Beyond

This book seeks to broaden teachers’ understanding of stimuli for philosophical inquiry, and suggests a variety of easily accessible stimulus materials appropriate across disciplines. Students and teachers are able to unleash their ability to question, to satisfy their thirst for meaning and understanding, to explore possibilities with others and to test their own thinking within a supportive community. Engaging in philosophy sessions enables teachers and students to explore the curriculum and life beyond the schoolyard in depth, through learning to think in a critical, creative and caring way. This form of learning will assist them to understand and make sense of their lives.

 

sdc2Sarah Davey Chesters, The Socratic Classroom: Reflective Thinking through Collaborative Inquiry

This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The Socratic Classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education. The Socratic Classroom captures a variety of philosophical approaches to classroom practice that could be broadly described as Socratic in form. There is an exploration of three distinct approaches that make significant contributions to classroom practice: Matthew Lipman’s Community of Inquiry, Leonard Nelson’s Socratic Dialogue, and David Bohm’s Dialogue. All three models influence what is termed in this book as ‘Socratic pedagogy’. Socratic pedagogy is multi-dimensional and is underpinned by ‘generative, evaluative, and connective thinking’. These terms describe the dispositions inherent in thinking through philosophical inquiry. This book highlights how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. Audience This publication is suited to educators, teacher educators, philosophers of education and philosophers in general. It has a theoretical and practical focus, making it truly interdisciplinary.