thinking in education lipman

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Thinking in Education

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Thinking in Education 2nd Edition

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• ISBN-10 0521812828
• ISBN-13 978-0521812825
• Edition 2nd
• Publisher Cambridge University Press
• Publication date January 20, 2003
• Language English
• Dimensions 6.25 x 0.75 x 9.25 inches
• Print length 320 pages
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• Publisher ‏ : ‎ Cambridge University Press; 2nd edition (January 20, 2003)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 320 pages
• ISBN-10 ‏ : ‎ 0521812828
• ISBN-13 ‏ : ‎ 978-0521812825
• Item Weight ‏ : ‎ 1.41 pounds
• Dimensions ‏ : ‎ 6.25 x 0.75 x 9.25 inches
• #2,169 in Psychology Education & Training (Books)
• #2,410 in Education Administration (Books)
• #4,904 in Educational Psychology (Books)

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Matthew lipman.

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Thinking in education

By matthew lipman.

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Lipman's Thinking in Education

Informal Logic

Related Papers

BCES Conference Books

Jesus Araiza

To satisfy the imperative need for developing life skills in basic education students throughout the country, it is important to think about continue educational inclusion, which is to be understood as the idea of Education for All. Education for all should satisfy the basic needs of learning while developing the individual and social welfare of each student. From this perspective, it is necessary to reflect on how to make students citizens who make decisions and assume consequences, so that they can act with critical judgment. For this, it is necessary to inspect and reconstruct the essence of critical, creative and careful thinking, the essence of learning to think.

Stefano Oliverio

Starting from two passages of the autobiography of Lipman, which represent the description of a sort of ‘primary scene’ of P4C, the presented paper shows how the Deweyan notion of qualitative thought is pivotal for the entire Lipmanian undertaking. Dewey’s distinction between ‘situation’ and ‘object’ in thinking is read into the Lipman differentiation of schemata and concepts and used to analyze the reasons for which narrative comes to play a crucial role in the project of education for thinking. The mobilization of narrative entails a movement of turning the history of philosophy inside out, which may be considered the major achievement (both educationally and philosophically) of Lipman. This movement is opposite to that of mere historicization and can also be construed in terms of ‘dramatization,’ culminating in the Bildung. Key Words: Matthew Lipman, Bildung, Narrative, Philosophical Novel.

In The educational role of philosophy, the founder of Philosophy for Children, Matthew Lipman, argues against the traditional view that philosophy has no role to play in school education, except perhaps as an option in the senior secondary school. He claims that this view is based in part on the assumption that children are not ready to study such an abstract, highly theoretical academic discipline, ignoring the possibility-and indeed the fact-that children are perfectly capable of engaging in philosophy as a thoughtful discussion of ideas. Even young children can engage in philosophy in much the same way that they can play a game of rounders, while not being ready for A Grade baseball. Lipman also points to opposition stemming from the contrast between the conception of education as the transfer of knowledge and of philosophy as a discipline where nearly everything is a source of contention. Yet once we focus not merely on knowledge, but also on the development of understanding, re...

Darryl De Marzio

roberto franzini tibaldeo

This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known “Philosophy for Children” (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children’s thoughtfulness and autonomous thinking, which would eventually result in empowering children’s social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C’s revolutionary stance on education relies on the fruitfulness of Lipman and Sharp’s intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C’s achievements as well as of its future perspectives.

Gelson Weschenfelder

DAVID K KENNEDY

The quiet revolution that Matthew Lipman inaugurated in educational theory and practice in his Philosophy for Children program has two inseparable dimensions. The first—introducing philosophy as a subject matter in the elementary school through a series of philosophical novels written for children --is curricular. Of course this is more than just curricular, because it is based on the idea—contested by “real philosophers” since Plato-- that childhood is an appropriate stage of life to read, think and talk about philosophical issues like justice, friendship, what we mean by self, the nature of thinking, the body-mind relation, what it means to be “good,” and so on. As such, it is an idea that follows from a change in the way some adults understand children as thinkers, meaning-makers, communicators and moral agents; it is a philosophical idea itself. And not only that, but it opens naturally into the realization that all school curriculum—each of the disciplines—has a philosophical dimension, and that this dimension is the very one that makes it most meaningful, and therefore most necessary for education to be meaningful for children. The second dimension is pedagogical. It is the idea that a guided, structured, dialogical speech community—a theory and a practice that Lipman, taking a cue from his friend and mentor Justus Buchler, developed and called “community of philosophical inquiry”--is the most appropriate way to practice with students the philosophical curriculum that he had developed. This idea is also a philosophical one, and has far reaching implications, both practical and theoretical--for learning theory, for a theory of teaching, for argumentation theory, for theory of knowledge, for group psychology, for moral education, and perhaps ultimately of the greatest importance, for grounded political theory and practice, not only in classrooms and schools, but in a society peopled by the human subjects that emerge from those classrooms and schools. Lipman’s community of philosophical inquiry (CPI) is not just a pedagogical device, but the projection of an ideal speech community dedicated to a normative form of democratic practice--one that mediates the relationship between democracy as a form of social inquiry and dialogical philosophical inquiry as a form of communicative practice. Published in Education and Culture 28, 2 (2013): 36-53.

Creative Engagements: Thinking with Children

Gilbert Burgh

There is a widespread view that philosophical thinking has no application to matters pertaining to the ‘real world’. It follows from such reasoning that if the purpose of education is to prepare students for the real world, then philosophy has no place in schools or university courses, and by implication in everyday life. One of the aims of this paper is to illustrate that the reasoning behind this view is mistaken. The ability to think critically and creatively through philosophical inquiry provides an intellectual context for study and discussion of issues related to all areas of study. But the introduction of philosophy into the classroom is not without its critics. This paper, therefore, explores a major accusation aimed at philosophy, i.e., that it is necessarily adversarial. The final section of the paper argues that Matthew Lipman’s approach to philosophical inquiry offers much to remedy the more adversarial and limiting elements of the Western philosophical tradition. It is clear that we should not simply aim to reproduce traditional methods of doing philosophy in the classroom. The community of inquiry is an illustration of a positive direction in respect to participation, relatedness and relevance to those involved.

Journal of Philosophy of Education

Nancy Vansieleghem

childhood & philosophy

Christopher Phillips

How does one best stimulate among children and youth the nurturing of caring, higher order thinking, which Matthew Lipman extols and seeks to realize via his Philosophy for Children program? For Lipman, this is achieved principally through philosophical dialogue in a community of inquiry characterized not so much by participants’ shared quest to reach a fixed destination, but by a process guided by “procedural rules, which are largely logical in nature,” and which are imbued with “reasonableness, creativity, and care”. This, he believes, will best lead to the gaining of a deeper understanding of inquirers’ differing views that in turn enables them to accept and even embrace differences of opinion. Yet, I will contend in this paper, the type of process Lipman espouses, in which one allows an argument to be pursued wherever it happens to lead, must also be somewhat eschewed and supplanted with a discernible method on order to achieve the laudable ends Lipman has in mind, namely of ena...

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