Philosophy for Children:Theories and praxis in teacher education

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Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged, and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can fit into the early years, primary and secondary curriculum, and the challenges and rewards that come with it.

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Harvard Library

List of Contributors Foreword Part 1: The context 1. The Evolution of Philosophy for Children in the UK Roger Sutcliffe 2. Education as a philosophical endeavor Naomi McLeod Part 2: P4C as a pedagogical approach 3. The construct of the child: The ?C? in PwC Sue Lyle 4. Pedagogical Judgment Darren Garside 5. Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy John Smith Part 3: P4C in school 6. Philosophy for Children in Early Childhood Education Fufy Demissie 7. P4C in the primary school Kathy Stokell, Diane Swift and Babs Anderson 8. P4C in Secondary Science Lynda Dunlop 9. An evaluation of P4C Sarah Meir and Julie McCann 10. P4C and Education for diversity Clive Belgeonne Part 4: The Higher Education context 11. Philosophy for Children (P4C) in Higher Education Lizzy Lewis and Grace Robinson 12. The praxis of P4C in Higher Education Fufy Demissie 13. Challenging assumptions and making progress Georgia Prescott 14. The impact of P4C on teacher educators Babs Anderson and Karen Rogan 15. Being and becoming a philosophical teacher Joanna Haynes

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Philosophy for Children:Theories and praxis in teacher education 儿童哲学：教师教育理论与实践 教育史

Philosophy for Children:Theories and praxis in teacher education

儿童哲学：教师教育理论与实践
教育史