Enlivening the curriculum: The power of philosophical inquiry

Knight, Sue; Collins, Carol

doi:10.1177/1477878510381630

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…11. See our paper, 'Enlivening the curriculum: the power of philosophical inquiry', for a full discussion of the 'philosophy across the curriculum' approach (Knight & Collins, 2010a).…”

Section: Resultsmentioning

confidence: 99%

Opening Teachers’ Minds to Philosophy: The crucial role of teacher education

Knight

Collins

2013

Educational Philosophy and Theory

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Why has the 'Philosophy for Children' movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers' underlying epistemological beliefs and that openness to philosophy depends upon teachers being disposed to engage in the practices of reason-giving and reason evaluation, being aware of the epistemic value of such practices and, concomitantly, having highly developed reasoning skills. Drawing on both anecdotal evidence and wide-ranging research from within cognitive psychology, we go on to make a case for change within teacher education programmes.

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“…11. See our paper, 'Enlivening the curriculum: the power of philosophical inquiry', for a full discussion of the 'philosophy across the curriculum' approach (Knight & Collins, 2010a).…”

Section: Resultsmentioning

confidence: 99%

Opening Teachers’ Minds to Philosophy: The crucial role of teacher education

Knight

Collins

2013

Educational Philosophy and Theory

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“…Consequently, Ayers (2010) writes that learning environments should be 'inviting spaces for critical thinking' where learners unravel official curriculum. Ayers' (2010) postulations resonate with critical pedagogy discourse robustly embedded in the authoritative writings by Giroux and McLaren (2004), Giroux (2003), Knight and Collins (2010) and Waghid (2004).…”

Section: [Ext] Yes That's Me the Now Dilapidated Structure You Call S...mentioning

confidence: 99%

6 - ‘From Cradle to Grave’: Transforming South Africa’s Learning Ecologies

Monyooe¹

2022

JHEA

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This article examines key organizational principles that underpin responsive transformation strategies that have the potential to create spaces for critical engagement with South Africa’s basic education post the 1994 democratic elections. The article deploys various metaphors like the ‘ants, ecology, London Tube and bridge construction’ to unravel the deeper elements for transforming schools into sustainable learning ecologies. It concludes with an articulation of plausible interventions that the country may deploy to improve educational quality and the system’s efficacy.

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Section: Building Bridges For Sustainable Rural-urban Learning Ecologiesmentioning

confidence: 99%

JHEA, Volume 13, n°1 & 2, 2015 - Full Issue

Sysetem

2021

JHEA

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ContentsEditorial ........................................... v Surpassing the Spectre of Impossibility: Ideational Impoverishment and the Quest for Sustainable Rural Learning Ecologies in Africa Ato Kwamena Onoma ..................................... 1 Using Indigenous Games to Teach Problem-solving in Mathematics in Rural Learning Ecologies Tshele John Moloi .............................. 21 Sustainable Rural Learning Ecologies: A Pathway to Acknowledging African Knowledge Systems in the Arena of Mainstreamof Knowledge Production? Milton M. Nkoane ..................................... 33 Exploring Strategies to Strengthen Continuing Professional Development of Teachers in Rural South Africa Cias T. Tsotetsi & Sechaba Mahlomaholo ....................... 45 An Investigation into the Effectiveness of the University Curriculum in Preparing Pre-service Technology Teachers Sylvia M. Ramaligela, Ugorji I. Ogbonnaya & Andile Mji ............... 75 ‘From Cradle to Grave’: Transforming South Africa’s Learning Ecologies Lebusa Monyooe ........................................... 89 Improving the Quality of Education Among Rural Learners Through the Use of Open and Flexible Approaches in Lesotho’s Secondary Schools Thabiso Nyabanyaba ......................... 111 Transformative Autonomy: Mixed Notes from Teachers to Higher Education Willy Nel ..................................... 133 School–University Partnerships for Professional Development of Teachers: A Case of Lesson Study Intervention in Mathematics Maleho D. Letloenyane & Loyiso C. Jita ........................ 147 Strategies and Outcomes of Involving University Students in Community Engagement: An Adaptive Leadership Perspective Dipane Hlalele, Desiree Manicom, Julia Preece & Cias T. Tsotetsi ..... 169 Creating Sustainable Learning Environments for Professional Curriculum Leadership through Information and Communication Technologies Molaodi Tshelane & Sechaba Mahlomaholo ......................... 193 Accounting Teacher Preparation: A Critical Accounting Perspective Makeresemese R. Qhosola ........................ 213 Creating Effective Postgraduate Learning Environments: An Analysis of an Intervention from Realist Social Theory Sechaba Mahlomaholo ........................... 229

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Enlivening the curriculum: The power of philosophical inquiry

Cited by 8 publications

References 9 publications

Opening Teachers’ Minds to Philosophy: The crucial role of teacher education

Opening Teachers’ Minds to Philosophy: The crucial role of teacher education

6 - ‘From Cradle to Grave’: Transforming South Africa’s Learning Ecologies

JHEA, Volume 13, n°1 & 2, 2015 - Full Issue

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