Preface
Part I: Encouraging Children to Be Thoughtful
1. The Need for Educational Redesign
Educational Dysfunction • Failure of Remedial Approaches • Meeting
Expectations • Discovery • Frustration • Meaningful Experiences •
Need for Adventure • Meaning versus Rationality
2. Thinking and the School Curriculum
The Child's Hunger for Meaning • Thinking Skillfully • Thinking
Skills and Basic Skills • Thinking Skills and Other Academic
Disciplines • The Relationship between Dialogue and Thinking •
Thinking Well about Things That Matter
3. Philosophy: The Lost Dimension in Education
Philosophy Begins in Wonder • Wonder and Meaning • Scientific
Explanation • Symbolic Interpretation • Philosophical
Investigation
4. Some Educational Presuppositions of Philosophy for
Children
Preserving the Integrity of Philosophy as a Discipline • Converting
the Classroom into a Community of Inquiry • Preparing the Teacher
and the Curriculum
Part II: Aims and Methods of Philosophy for Children
5. The Philosophy for Children Curriculum
Description of Curriculum • Aims and Objectives of Philosophy for
Children • Improvement of Reasoning Ability • Development of
Creativity • Personal and Interpersonal Growth • Development of
Ethical Understanding • Development of the Ability to Find Meaning
in Experience
6. Teaching Methodology: Value Considerations and Standards of
Practice
Getting Children to Think for Themselves • Conditions for Teaching
Philosophical Thinking • Teaching Behavior Conductive to Helping
Children Engage in Philosophical Thinking
7. Guiding a Philosophical Discussion
Philosophy and the Strategies of Dialogue • Guiding a Classroom
Discussion • The Role of Ideas in a Philosophical Dialogue •
Fostering Philosophical Dialogue • Eliciting Views or Opinions •
Helping Students Express Themselves: Clarification and Restatement
• Explicating Students' Views • Interpretation • Seeking
Consistency • Requesting Definitions • Searching for Assumptions •
Indicating Fallacies • Requesting Reasons • Asking Students to Say
How They Know • Eliciting and Examining Alternatives •
Orchestrating a Discussion
Part III: Applying Thinking Skills to School Experience
8. Encouraging Children to Be Logical
Formal Logic as an Aid to Philosophical Thinking • Giving Reasons:
The Good Reasons Approach • Acting Rationally • Conclusion
9. Can Moral Education Be Divorced from Philosophical
Inquiry
The Presumption of Rationality • Setting the Stage for Moral Growth
• Socialization and Autonomy in Moral Education • Dangerous
Dichotomies in Moral Education • What to Do to Help the Children
Know What to Do • Imagination and Moral Education • Where to Begin
• Why Moral Education Cannot Be Divorced form Philosophical
Education • The Relationship between Logic and Morality • The
Improvement of Moral Judgment
10. Philosophical Themes in Ethical Inquiry for Children
The Relation of Logic to Ethics • Consistency • The Right and the
Fair • Perfect and Right • Free Will and Determination • Natural •
Change and Growth • Truth • Caring • Standards and Rules •
Questions and Answers • Thinking and Thinking for Oneself in
Ethical Inquiry
Appendix A: The Reform of Teacher Education
Appendix B: Experimental Research in Philosophy for Children
Bibliography
A textbook for teachers that demonstrates how philosophical thinking can be used in teaching children
Matthew Lipman is Director of the Institute for the Advancement of Philosophy for Children.
Ann Margaret Sharp, Assistant Director of the Institute, is also co-editor with Matthew Lipman of Growing Up with Philosophy.
Frederick S. Oscanyan is a lecturer in the Department of Philosophy at Yale University.
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