Lucid education: resisting resistance to inquiry

Burgh, Gilbert; Thornton, Simone

doi:10.1080/03054985.2016.1151410

Cited by 11 publications

(11 citation statements)

References 13 publications

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“…Dewey (1925) notes the term 'experience' could be replaced with that of 'culture'. In varying terms, the three theorists emphasise the influential role of the social on the individual and concur that language is internalised through the experience of social interactions (Burgh & Thornton, 2016a;Glassman, 2001;Dewey, 1916Dewey, , 1925Dewey, , 1938Vygotsky, 1978Vygotsky, , 1986.…”

Section: Resultsmentioning

confidence: 99%

“…Peirce (1931,1955) and Dewey (1938) maintained that the meaning of an idea is made through its practical application. Knowledge is a consequence of a problem-solving inquiry process of moving from doubt to belief that starts with disequilibrium and strives to answer questions and restore equilibrium (Burgh, 2009;Burgh & Thornton, 2016a;Pardales & Girod, 2006;Scheffler, 1974).…”

Section: Theoretical Background Of P4cmentioning

confidence: 99%

“…Lipman applied the collaborative scientific inquiry method as a framework for the pedagogical dimension of P4C, following the same rational process of investigation (Burgh & Thornton, 2016a;Lipman, 2008;Pardales & Girod, 2006;Peirce, 1955;Sprod, 2001).…”

Section: Theoretical Background Of P4cmentioning

confidence: 99%

“…Peirce's writings linked this view of truth to his philosophical theory of reality as the object of social consensus. He suggests that the unit represented by the consensus of opinion can be viewed as 'real' and, therefore, believable (Burgh & Thornton, 2016a;Johanson, 1972;Hilderbrand, 1996;Pardales & Girod, 2006: Peirce, 1877).…”

Section: Peirce: Rejection Of Certainty and Reliance On Communities Omentioning

confidence: 99%

“…For Dewey, thinking is inextricably linked to the reconstruction of thinking and self through interactions between habits and environment. He envisaged the reconstruction of philosophy into the social realm, proposing that the project of reconstructing philosophy as largely a matter of breaking down traditional barriers between abstract and practical knowledge; and thus in pedagogical terms by engaging students in DRT we are doing exactly that, breaking down the traditional educational barriers and understanding of what it means to break down the barriers (Burgh, 2009;Burgh & Thornton, 2016a;Burgh et al, 2006;Dewey, 1916Dewey, , 1938Dewey, , 1957Gregory & Granger, 2012;Johanson, 1972;Hilderbrand, 1996;Pardales & Girod, 2006).…”

Section: Dewey's Contributions To the Collaborative Philosophical Inqmentioning

confidence: 99%

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Deep reflective thinking through collaborative philosophical inquiry

Fynes-Clinton¹

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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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