Jennifer Bleazby, Social Reconstruction Learning

This volume argues that educational problems have their basis in an ideology of binary opposites often referred to as dualism, which is deeply embedded in all aspects of Western society and philosophy, and that it is partly because mainstream schooling incorporates dualism that it is unable to facilitate the thinking skills, dispositions and understandings necessary for autonomy, democratic citizenship and leading a meaningful life. Drawing on the philosophy of John Dewey, feminist pragmatism, Matthew Lipman’s Philosophy for Children program, and the service learning movement, Bleazby proposes an approach to schooling termed “social reconstruction learning,” in which students engage in philosophical inquiries with members of their community in order to reconstruct real social problems, arguing that this pedagogy can better facilitate independent thinking, imaginativeness, emotional intelligence, autonomy, and active citizenship.

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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.

Susan Wilks

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)

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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.

(Routledge)

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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.

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Felicity Haynes

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.

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