Critical & Creative Thinking: The Australasian Journal of Philosophy in Education is an international journal which was published biennially from 1993 to 2009 under the auspices of FAPSA . The focus of the journal was philosophical inquiry with school-age students. It published scholarly research concerning the theory and practice of philosophical inquiry at school level, as well as reports and resources for presenting philosophical inquiry in the classroom.
Electronic versions of back issues of C&CT are available as PDFs for password-protected download by FAPSA members. To attain a password please contact FAPSA. Limited stocks of some back issues are available for purchase. You can download a copy of the order form here.
About the Journal
Critical & Creative Thinking is an international journal published under the auspices of The Federation of Australasian Philosophy in Schools Associations (FAPSA). The focus of the journal is philosophical inquiry with school-age students. What was once called Philosophy for Children has now grown into a sub-discipline of philosophy with its own history, traditions, and pedagogy, and incorporates what could be called philosophical inquiry in the classroom, reflective education and, generally speaking, philosophy in schools as well as related methodologies such as Socratic Dialogue. The journal performs two roles. The first is to publish scholarly research concerning the theory and practice of philosophical inquiry at school level. These articles will appear in the Research Articles section. The second is to publish reports of practice, comments on resources, suggestions and ideas about philosophising with school students and so forth, with a view to encouraging professional interchange among those interested in philosophical inquiry with school-age students.
Aim and Scope
- To provide a vehicle for the communication of ideas and a forum for discussion and debate of issues concerning the practice of philosophical inquiry with school-age students.
- To promote better teaching and curricular design for the development of critical and creative thinking amongst school-age students through increased understanding and use of philosophical inquiry in the classroom.
- To enrich the understanding of philosophy and philosophical inquiry as well as its role in the development of good thinking and good judgment.
- To increase interaction and collaboration between the academic community of scholars in universities and teachers in schools on matters of logic, epistemology, creativity, metaphysics, aesthetics, ethics, inquiry, philosophy of science, mind, personhood, community, understanding, learning, thinking, dialogue, discussion, and related matters concerning philosophy, inquiry and classroom pedagogy.
- To promote discussion of the place of philosophy in the national and school curriculum and its infusion into the present curriculum, as well as the place of philosophy in the intellectual, creative, moral and social development of individuals.
Editors
Sue Knight and Carol Collins, University of South Australia
Editorial Committee
James Battye, Philosophy, Massey University, New Zealand
Gilbert Burgh, Contemporary Studies, University of Queensland, Australia
Philip Cam, Philosophy, University of New South Wales, Australia
Margaret Chandler, University of South Australia
Peter Davson-Galle, Education, University of Tasmania, Australia
Maughn Gregory, Montclair State University
Phil Guin, Montclair State University, NJ, USA
Felicity Haynes, Education, University of Western Australia, Australia
Ho Wah Kam, Singapore Teachers Union
Stephan Millett, Curtin University, Perth, Australia
Ross Phillips, Philosophy, La Trobe University, Australia
Alina Reznitskaya, Montclair State University
Laurance Splitter, Hunter College, City University of New York, USA
Tim Sprod, The Friends School, Hobart, Australia
Roger Sutcliffe, ICPIC and SAPERE
Sue Wilks, University of Melbourne, Australia
Peter Woolcock, University of South Australia