Cultivating Reasonableness in Education: Community of Philosophical Inquiry (Integrated Science, 17)

This book focuses on the real-world application of the Philosophy for/with Children (P4wC) pedagogy to cultivate reasonableness in individuals through communities of philosophical inquiry. It presents a collection not only of theories but, more importantly, of experiences, discoveries, and innovations on P4wC by scholars, trainers, advocates, and practitioners around the world. Each chapter provides readers with insights and lessons that have resulted from the continuous application, exploration, and enrichment of the concepts, principles, and practices that were developed by Matthew Lipman and Ann Margaret Sharp into what P4wC is today - a dialogic pedagogical approach that may just be what is needed at a time when reasonableness and dialogue are essential to maintaining global stability and progress. In this light, this book also looks into how the P4wC approach can be practiced with adults such as when it is employed in various settings or contexts such as in business consulting, textbook writing, peace education, and extremism prevention, among others. Furthermore, this book also features chapters that discuss how the P4wC pedagogy can be beneficial once integrated into processes such as classroom teaching, teacher education, bioethics, and employee education. This book provides valuable insights about how reasonableness that is cultivated through building communities of philosophical inquiry in education can be a powerful tool for nation-building and social transformation. Preface References Contents About the Editors Part IPhilosophy, Dialogic Inquiry, and Democracy in Education 1 The Role of Philosophy in Democratic Education 1 Introduction 1.1 Philosophy and Education 2 Philosophy in Democratic Education 2.1 Liberal Democratic Education 2.2 Deliberative Democratic Education 2.3 Participatory Democratic Education 2.4 Critical Democratic Education 2.5 Agonistic Democratic Education 3 Democratic Education Reframed 4 Conclusion References 2 Learning to Navigate Disagreement in Democratic Education: The Potential of the Agonistic Community of Philosophical Inquiry 1 Introduction 2 Agonism 2.1 The Agonistic Theory of Democracy 2.2 The Agonistic Approach to Democratic Education 3 Philosophy for/with Children 3.1 Philosophy for/with Children and the Community of Philosophical Inquiry 3.2 Philosophy for/with Children as Democratic Education 4 The Alignment Between Agonism and Philosophy for/with Children 4.1 Disagreement 4.2 Political Issues 4.3 Political Emotions 5 The Agonistic Community of Philosophical Inquiry 5.1 Celebrating Dissensus 5.2 Becoming Comfortable with Conflict and Negative Emotions 5.3 Foregrounding Relations of Power 6 Conclusion References 3 Why Vote? A Reflection on the Democratic Nature of Dialogical Inquiries 1 Introduction 1.1 Collaborative Thoughts on the Practice of Voting 1.2 Practical Suggestions and Tips 2 Deliberation on Four Key-Issues 2.1 Voting and Ownership 2.2 Voting and Democracy 2.3 The Meaning and Function of “I Agree” 2.4 The Power of Dissent 3 Reflection References 4 A Unique Contribution to Democratic Life: Emotions, Meta-ethics, and Meta-cognition in P4wC 1 Introduction 2 The Impact of Meta-ethical Considerations 3 The Centrality of Emotions and Caring Thinking for Thinking Well References Part IICommunity of Philosophical Inquiry in the Classroom 5 P4wC’s Outcomes Are Both Skills and Dispositions: Expanding the Whole Notion of “Outcomes” in Applying the OBE Framework in P4wC 1 Introduction 2 The Outcomes-Based Education (OBE) Framework 2.1 Traditional OBE 2.2 Transitional OBE 2.3 Transformational OBE 3 P4wC and OBE 4 Applying the OBE Framework in P4wC 4.1 Going Beyond an Aggregative Conceptualization of Thinking 4.2 Identifying the Cognitive Status of Emotions 4.3 The Coordination of Skills and Dispositions 5 Conclusion References 6 A Routine to Develop Inferencing Skills in Primary School Children 1 Introduction 2 The First Application 2.1 The Conceptual Framework 2.2 The First Applications, Soft-Pluralism 2.3 Shortcomings in VE 3 The Prototype 3.1 The Natural Outset 3.2 The Formal Instruction 3.3 The Collective Assessment 4 Conclusion References 7 The Practice of Reasonableness in the Secondary Classroom 1 Reasonableness as a Key Aim of Schooling 2 The Practice of Being Reasonable in the Classroom 3 Being Reasonable in a Discipline 4 Being Reasonable in Assessment 5 Conclusion References 8 Caring Thinking and Reasonableness in Teaching 1 Introduction 2 The Locus of Care in the Reason-Emotion Dichotomy 3 Care and the Philosophy for/with Children Program 4 Caring Thinking 5 Reasonableness 6 Implications for Education: Caring Thinking and Reasonableness in Teaching 7 Conclusion References 9 Integrating Dialogic Inquiry in Philippine Textbooks and Lesson Plans: A Proposal 1 Introduction 2 Philosophy as a Pedagogical Tool in Philippine Basic Education 3 Integrating the Philosophy for Children Pedagogy in Philippine Schools 3.1 Philosophical Lesson Planning Model 3.2 Philosophical Textbook Writing Model 3.3 Final Note 4 Conclusion References 10 Developing Reasonableness in Teaching: Rethinking Teacher Education Through the Lens of Philosophy for Children 1 Introduction 2 Teaching, Schooling, and the Goal of Public Education 3 The Tragedy of Teaching Teachers 4 Teacher-Centeredness in Education and the Socratic Deception in Teacher Training 5 Philosophy for/with Children and Thinking in Teaching 6 Rethinking Teacher Education 7 Conclusion References Part IIICultivating Reasonableness for Peace and Democracy 11 Reasonable Communities: P4C and Peace Education 1 Introduction 2 Philosophy for Children 2.1 Reasonableness 2.2 Dialogue 2.3 Philosophy for Children for Adults 3 Violence and Monologue 4 Community of Inquiry and the Violence Problem 4.1 Applying Lipman to the Violence Problem 5 Trauma, Classifying Communities at Risk, and Peace Education 5.1 Identifying Communities at Risk 5.2 Peace Education 6 Conclusion References 12 Applying Philosophical Inquiry Method to Cultivate Reasonable Religious Understanding and Prevent Extremism 1 Introduction 2 Community of Philosophical Inquiry 3 COPI and Islamic Education 4 COPI with the Quran 4.1 Stimulus Materials 4.2 Philosophical Questions 4.3 Dialogue 5 Samples of Inquiry Plan 6 Discussion Plan 7 Activities and Games 7.1 Exercise 7.2 Philosophical Mind Map 7.3 Truth-O-Meter 8 Conclusion References 13 The Principle of Relationality in a Culture-Enabling Approach to Philosophy for/with Children 1 Introduction 2 A Culture-Enabling P4wC Approach 3 Relationality of Knowledge 4 Relationality as a Value Principle in P4wC 4.1 Interdependence 4.2 Reflexivity 4.3 Reciprocity 4.4 Empathy 5 Relationality in the Community of Inquiry 6 Challenging Dominant Assumptions in P4wC 6.1 Childhood 6.2 Rationality 6.3 Language 7 Conclusion References 14 Developing Cultural Intelligence via Democratic Education for Peaceful Co-existence in a Multicultural Society 1 Introduction 2 Social and Cultural Intelligence 3 P4C and Democratic Education 4 Rationale for the Use of CPI to Develop Cultural Intelligence 5 The CPI Session 5.1 Stimulus Materials 5.2 Philosophical Questions 5.3 Dialogue 5.4 Role of the Facilitator 5.5 Samples of Inquiry Plan 6 Conclusion References Part IVReasonableness in Education Toward Nation-Building 15 P4wC Camps for National Identity and Value-Building Among Students: The Ukrainian Experience 1 Introduction 2 Extracurricular Education: Case Studies 3 P4wC as Personal Experience 3.1 Absence of Evaluative Judgements 3.2 Lack of Barriers Between Children 4 Designing the Camp Programs 4.1 Camp’s Topic 5 Alternation of Cooperation Formats 6 Reflection 7 Local Projects 8 Conclusion References 16 Cultivating Reasonableness Among Filipino Children 1 Introduction 2 Community of Inquiry 3 Online Community of Inquiry: The Process and Notable Observations 3.1 Community of Philosophical Inquiry on Si Hinlalaki 3.2 Community of Philosophical Inquiry on Si Pagong at Si Matsing 4 Reflections 5 Conclusion References 17 A Philosophy for Children Inquiry with Prospective Teachers in South Africa 1 Introduction 2 Education for Democracy 3 Philosophy for Children 4 Context of the Inquiry 5 Getting Started 5.1 Getting Started 5.2 Inquiring Together 5.3 Inquiring About a Controversial Issue 6 Discussion 7 Conclusion References Part VPhilosophical Inquiry and Reasonableness for Global Citizenship 18 The Subversive Potential of the P4C-COI Pedagogy 1 Introduction 2 Philosophy of Childhood 3 The Community of Inquiry as Pedagogy 4 The Kind of Thinking in COI 4.1 Creative Thinking 4.2 Caring Thinking 5 The Dialogical Spirit of COI 6 Emancipatory Elements in COI 6.1 An Interruption in the Empire 7 Conclusion References 19 Wising up to What Matters with “Owl Challenges”: Using Complex Collaborative Projects from Philocreation to Support Youth Agency 1 Introduction 2 A Call for Philocreation 3 Owl Challenges, Deconstructed 4 In the Service of Philosophical Quality 5 Convincing the Cynics 6 Valuing Creativity in Philosophical Inquiry References 20 Exclusive Values, Religious, and Moral Education: An Appeal for Philosophical Pedagogy for the Sake of Inclusivity 1 Introduction 2 The Problem of Inclusivity in Religious, Moral, and Values Education 2.1 Teaching Religion, Morals, and Values: Education or Indoctrination? 2.2 Out-of-Field Teaching 2.3 No One Must Be Left Behind 3 Teaching Religion, Morals, and Values Through Philosophical Pedagogy 3.1 Philosophical Pedagogy as an Inclusive Pedagogy 3.2 Philosophy for/with Children in Values, Moral, and Religious Education 4 Conclusion References 21 Philosophical Practice as a Way of Employee Education and Business Consulting 1 Introduction: From P4wC as a Pedagogy in Schools to a Method in the Business Field 2 The Expansion of Philosophical Consulting in Business Settings 3 Philosophical Consulting and Employee Education in Japan 4 Building or Reconstructing Codes of Ethics and/or Mission Statements 5 P4wC as a Means of Employee Education 6 Combining P4wC with Lectures and the Teaching of Knowledge 7 Conclusion: Achievements and Challenges References 22 Using Inquiry-Based Pedagogy for Teaching Bioethics and Bioethics Research 1 Introduction 2 Bioethics and Bioethics Research 3 On Traditional Teaching and Philosophy for/with Children 4 Teaching Bioethics and Bioethics Research Through Philosophy for/with Children 4.1 Bioethics Education Through the Lipman-Sharp Approach to Community of Inquiry 4.2 Illustrating How to Start Building a Community of Philosophical Inquiry in Bioethics 5 Conclusion References Index