Includes bibliographical references (p. -171) and index.
Acknowledgements-- Preface: Ann M. Sharp-- Part 1: The Community of Philosophical Enquiry-- Chapter 1: Background and history of P4C-- Chapter 2: Identity development in adolescence: parenting styles and the community of philosophical enquiry-- Part 2: Hearing and responding to the experience of young people today-- Chapter 3: Education and young people in the light of the impact of globalisation-- Chapter 4: Building on hope, reforming the curriculum-- Chapter 5: Education for a global imagination-- Part 3: Developing opportunities for philosophical conversations with young people-- Chapter 6: Theory into classroom practice-- Chapter 7: Embedding the community of philosophical enquiry in cross curricular projects and themes-- Chapter 8: Embedding the community of philosophical enquiry in cross curricular projects and themes-- Chapter 9: The philosophy club-- Chapter 10: Opportunities for developing the community of philosophical enquiry into international linking-- Chapter 11: Implications for teacher training and professional development-- Chapter 12: Student voice: case studies of students who have been involved in philosophical enquiry-- Appendix-- Further reading and websites-- Bibliography.
(source: Nielsen Book Data)
This book presents a clear introduction to the theory and practice of the Community of Philosophical Enquiry (P4C) and explains how P4C can facilitate young people's exploration of the key ethical questions of our time, such as intercultural understanding and education for sustainable development. It offers educationalists an opportunity to reflect on how philosophical thinking in young adults can support their development into confident individuals who are successful learners and responsible citizens, and discusses the relevance of this process to educational needs of the 21st Century. Additionally, the book gives practical examples for all practitioners wanting to develop philosophical thinking in their context, and to particularly help teachers implement the new curriculum demands in inspirational ways. The book will be of interest not only to a wide range of secondary teachers but also teacher educators at university level and also policy makers. It could be important for those working in the voluntary sector, for example, with concern for development and environment education. It will be of interest to parents and those in professions closely aligned to teaching such as social or youth work. (source: Nielsen Book Data)