Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Benefits of Collaborative Philosophical Inquiry in Schools

    Access Status
    Fulltext not available
    Authors
    Millett, Stephan
    Tapper, Alan
    Date
    2011
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Millett, Stephan and Tapper, Alan. 2011. Benefits of Collaborative Philosophical Inquiry in Schools. Educational Philosophy and Theory. 44 (2), pp. 1-22.
    DOI
    10.1111/j.1469-5812.2010.00727.x
    School
    Office of Research and Development
    URI
    http://hdl.handle.net/20.500.11937/17007
    Collection
    • Curtin Research Publications
    Abstract

    In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy.

    Related items

    Showing items related by title, author, creator and subject.

    • Developing understandings of 'inclusion' and 'inclusive schooling'
      Bridge, Douglas James (2002)
      This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and ...
    • Enhancing students’ Learning Experiences Outside School (LEOS) using digital technologies
      Coll, Sandhya Devi (2015)
      This thesis reports on an inquiry on enhancing students’ learning experiences outside school (LEOS) using digital technologies. The inquiry took the nature of an ethnographic case study which was conducted over a year. ...
    • Understanding what principals value about leadership, teaching and learning: A philosophical approach
      Harris, Melinda; Cavanagh, Rob; Reynolds, Peter; Giddings, Geoff (2004)
      Contemporary views of educational leadership are increasingly focussed on two aspects of the role of school principals - the affective qualities of school leaders and the attention given to pedagogy within the school. ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.