Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Benadé, Leon

doi:10.1080/00131857.2013.771447

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…This self-shaping or self-cultivating aspect that is key in the concept of Bildung and the art of living ties in strongly with outcomes of P4C. Leon Benade (2013) affirms the explicit claims that the CoI as practised in P4C supports the development of democratic, self-reflective and considerate individuals. Reflecting on other theorists who claim the same, Benade (p. 7) quotes as follows:…”

Section: )mentioning

confidence: 62%

Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

D’Olimpio

Teschers²

2020

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This article explores the meeting of two approaches towards philosophy and education: the philosophy for children (P4C) approach advocated by Lipman and others, and Schmid’s (2000) philosophical concept of Lebenskunst (the art of living). Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One aspect of Schmid’s theory is the practical application of philosophy through the notions of Bildung, (self-) refection, prudence and practical wisdom, as well as the requirement for each individual to take responsibility for actively shaping their life as an artwork. In this sense, each person is the artist responsible for living their own beautiful life. We argue that there are some useful parallels between Schmid’s concept of the art of living and P4C, such as the ideal of a holistic philosophy that is “lived”. The pragmatic approach of P4C focuses on the embodied learner who practices critical, caring and creative thinking. Both P4C and Schmid’s theory are reminiscent of the Aristotelian notion of practical wisdom (phronesis), which allows for an approach to an education for life that prepares (young) students to develop their own art of living. We also critically discuss tensions arising between these two concepts.

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Section: )mentioning

confidence: 62%

Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

D’Olimpio

Teschers²

2020

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“…Lam 2012 Within the literature, the concept of reasoning is compartmentalised into various 'forms of reasoning', 'including, analogical reasoning, inductive reasoning, syllogistic reasoning, detecting underlying assumptions, discerning causal relationships, identifying "good" reasons, and recognising dubious authority' (Lam 2012, p. 188). Benade (2014) argues that it is through philosophy that the disposition of critical thinking can be honed, and such thinking 'has elements of creativity, impartiality, reflectivity and fortitude' (p. 1254). Benade continues that 'the disposition of critical thinking will mean that the individual takes nothing for granted and constantly questions and enquires' (p. 1254).…”

Section: Philosophy As Thinking-a Skill a Disposition A Practicementioning

confidence: 99%

What is ‘philosophy’? Understandings of philosophy circulating in the literature on the teaching and learning of philosophy in schools

Bowyer¹,

Amos²,

Stevens³

2020

Journal of Philosophy in Schools

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This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What is philosophy? What does philosophy do? This paper addresses the first research question-What is philosophy?-by gathering together the various understandings of the word 'philosophy' circulating in the literature. There are ten understandings of what philosophy is that have arisen from the literature: philosophy as a foundational concept; philosophy as thinking-a skill, a disposition, a practice; philosophy as method or process; philosophy as a tool or instrument; philosophy as a creative task; philosophy as inquiry; philosophy as search for truth; philosophy as non-dogmatic teaching and hence the emancipation of thought; philosophy as communal activity; philosophy as a way of life. These ten understandings have been consistent over time, from writing in the field in the 1970s through to the present day. Many commentators hold and work with multiple understandings of what philosophy is in their writing. What is philosophy?

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“…Fostering democratic dispositions has been a central aim of P4C since its inception (e.g., Lipman, 1988Lipman, , 1998Sharp, 1991) and it continues to be viewed as a promising approach to democratic education in such varied contexts as Ecuador (Cevallos Esterellas, 2005), Scotland (Cassidy & Christie, 2014), South Africa (Ndofirepi & Shumba, 2012) as well as New Zealand and Australia (Austin, 2020;Benade, 2014;Bleazby, 2020). P4C scholars' conceptions of democratic education are informed by different theoretical foundations.…”

Section: Philosophy For Children As Deweyan Democratic Educationmentioning

confidence: 99%

Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

Roucau¹

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Democracy is premised on disagreement, yet polarisation, passion and populism are everywhere on the rise. In this troubled political context, democratic educators face the daunting challenge of educating young people to navigate disagreement. The theory that provides the framework for this thesis—agonism—understands political disagreement as ineradicable, inherently passionate and enmeshed in relations of power, and it offers an innovative approach to democratic education with the potential to reduce polarisation and promote political renewal. However, the agonistic approach lacks clear pedagogical methods and empirical research investigating how young people engage with, and experience, agonistic democratic education. This thesis seeks to address these gaps by developing a novel educational framework and by offering the Community of Philosophical Inquiry (CPI)—the dialogical method at the heart of the Philosophy for Children (P4C) programme—as a promising pedagogy to advance the objectives of agonistic democratic education. Yet the CPI faces two sets of challenges: the dangers of mentalisation, harmony and apoliticism jeopardise its agonistic potential, while the dangers of distress and antagonism cast doubt on the suitability of the CPI and existing agonistic pedagogies for young people living in a volatile political context. To explore the CPI’s agonistic potential, a qualitative case-study was conducted with 76 young people (aged 8-17) involved in CPI dialogues in formal and informal educational settings, in Canada and New Zealand. This exploratory study combined interviews, video observation and body mapping to investigate how participants navigated disagreements and addressed political issues in CPI dialogues, and how they emotionally experienced these exchanges. In most cases, participants managed to sustain disagreement, in part by toggling between amicable and heated disagreement dynamics through moves that defused or stoked the emotional atmosphere of the dialogue. However, the amicable and heated dynamics each had an associated drift—the avoidant and the antagonistic drifts—which threatened to derail disagreement. In CPI dialogues, young people examined the abstract and concrete aspects of multiple political issues, envisioned society as it ought to be and reported feeling powerful political emotions. Yet the primarily philosophical way in which they approached political issues did not emphasise relations of power or political action. Lastly, while most participants enjoyed CPI dialogues, a few had strong negative experiences. Overall, these findings suggest that the CPI can only partially advance the objectives of agonistic democratic education, revealing the need to historicise, politicise and supplement the CPI with other pedagogies to empower young people to navigate disagreement and take political action. This study also underscores the importance of careful facilitation to support inclusive and productive dialogues, particularly when discussing complex political issues. Finally, it highlights the pedagogical and theoretical importance of recognising the entanglement of the emotional, epistemic and social aspects of dialogue.

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Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Cited by 3 publications

References 8 publications

Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

What is ‘philosophy’? Understandings of philosophy circulating in the literature on the teaching and learning of philosophy in schools

Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

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