Title:
Creating enquiring minds (pocket pal)
Personal Author:
Publication Information:
London : Network Continuum Education, 2006
Physical Description:
96 p. : col. ill. ; 20 cm.
ISBN:
9781855391079
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010215609 | LB1590.3 S725 2006 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Provides an introduction to philosophy for children. This book explains how you can encourage children to ask the right questions, reason effectively, think for themselves, and begin to understand more about themselves and the world around them.
Author Notes
Sara Stanley is a full-time Advanced Skills Teacher at Chapel Break First School in Norwich
Table of Contents
| Introduction | p. 2 |
| 1 Philosophical skills | |
| Philosophy and the curriculum | p. 4 |
| Skills and progression | p. 6 |
| Skills: creativity, imagination and communication | p. 8 |
| Acquiring knowledge | p. 10 |
| Moral citizenship | p. 12 |
| Assessing the skills used in the enquiry | p. 14 |
| Setting the rules for enquiry | p. 16 |
| 2 The big issues | |
| What are the big issues? | p. 18 |
| What is love? | p. 20 |
| What is choice? | p. 22 |
| What is right and wrong? | p. 24 |
| What is power? | p. 26 |
| What is identity? | p. 28 |
| 3 The structure of the session | |
| The basic structure | p. 30 |
| Presenting the stimulus | p. 32 |
| Thinking time | p. 34 |
| Questioning | p. 36 |
| Dialogue | p. 38 |
| 4 Getting started with stimulus | |
| Picture books | p. 40 |
| Using pictures | p. 42 |
| Using comics | p. 44 |
| Using objects as stimulus | p. 46 |
| 5 Getting started with questioning | |
| What sort of questions? | p. 48 |
| Recording the questions | p. 50 |
| Seeing connections | p. 52 |
| Making questions philosophical | p. 54 |
| Starting from the questions | p. 56 |
| 6 Getting started with dialogue | |
| The language of enquiry | p. 58 |
| The role of the facilitator | p. 60 |
| Closure and evaluation | p. 62 |
| The facilitator's self-evaluation | p. 64 |
| Dialogue trouble-shooters | p. 66 |
| 7 Taking philosophy home | |
| Introducing homework to parents | p. 68 |
| Introducing Philosophy Bear to parents | p. 70 |
| Sharing ideas with parents | p. 72 |
| Tips for parents | p. 74 |
| Philosophy club | p. 76 |
| 8 Games and activities | |
| Why do games? | p. 78 |
| Developing a sense of community | p. 80 |
| Stand up/sit down | p. 81 |
| Good news, bad news | p. 81 |
| Living without | p. 82 |
| Developing questioning skills - Magic mirror | p. 84 |
| Why on Earth? | p. 86 |
| Developing connections - Can you cross? | p. 88 |
| Developing dialogue skills - Let's pretend | p. 90 |
| Would you rather? | p. 92 |
| Corners | p. 94 |
| Further reading | p. 96 |
