The thesis offers insight into the phenomenon of Deep Reflective thinking (DRT) as a theory of practice for teachers and students. This study examined how collaborative philosophical inquiry (CPI) facilitated children's development of DRT. In the context of this thesis, DRT is a specific way of thinking and learning that emerges from a balanced, dynamic interplay among four elements: development of a repertoire of intellectual skills and processes; sustained philosophising; ongoing self-and peer-assessment; and examination of epistemic doubt. Key theorists informing the investigation were the pragmatists Charles Sanders Peirce and John Dewey as well as the sociocultural theorist Lev Vygotsky, and Matthew Lipman who founded the Philosophy for Children program that is used in schools across many countries, including Australia.The research site was an inner-city Brisbane state primary school. Design research I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.
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