Philosophy for children
Associate Professor C W Evers
8 points
* 2 hours per week
* First semester
* Clayton
Objectives Upon successful completion of this subject, students should have become familiar with the main curriculum materials and methods of the philosophy for children movement. Students should also have an understanding of the strengths and weaknesses of these materials as a method of promoting critical thinking.
Synopsis The development of reasoning skills in children has always been an important aim of education. Learning about particular subject matters, for example mathematics or social studies, is one way of contributing to the acquisition of critical thinking skills. Programs in language and expression provide further scope for focusing on reasoning. This subject examines some of the practical and theoretical issues involved in using philosophy as a basis for teaching skills in thinking to children in schools. Theoretical issues include questions about the nature of philosophy, its relevance to children's thought, and the development of philosophical ideas and understandings. Practical issues include questions about how philosophy may be taught to children, how it can contribute to the development of reason, what curriculum materials are available and how they can best be used. Materials and methods developed and trialled by the Australian Institute of Philosophy for Children will also be demonstrated and evaluated.
Assessment Two assignments (2000 words each): 100%
* Seminar
presentation
Recommended texts
Lipman M Philosophy goes to school Temple U P, 1988
Lipman M Thinking in education CUP, 1991
Karmiloff-Smith A Beyond modularity MIT Press, 1992
Splitter L J and Sharp A M Teaching for better thinking ACER, 1995
Wilks S Critical and creative thinking Eleanor Curtain, 1995
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |