Rationality, Self-esteem and Autonomy through Collaborative Enquiry

Lane, N.R.; Jones, Steffan

doi:10.5840/thinking19898314

Cited by 5 publications

(5 citation statements)

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“…He indicates the following key general requirements for effective interactive, enquiry-based whole-class teaching (see, for example, Lipman et al, 1979Lipman et al, , 1980Lane & Lane, 1986): adopt a non-authoritarian, non-judgemental, non-censorious stance; avoid imposing any particular order or limitation on discussion content; avoid imposing any particular view, doctrine or solution; avoid insisting that answers to questions always be directed to you; encourage pupils imaginatively and creatively to reflect and explore ideas, to express an opinion, to interact and build on one another's ideas, to evaluate and critically question and challenge accepted views/prejudices, to self-question and appraise and to give reasoned argument, by structured open questioning aimed at drawing out views, ideas, prejudices, eliciting underlying reasons and assumptions, encouraging consistency, helping them consider the of implications of their views and encouraging the consideration of alternative views.…”

Section: Requirement 1 a Coherent Model Of Interactive Teachingmentioning

confidence: 97%

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Jones¹

2004

Westminster Studies in Education

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Interactive whole-class teaching is championed by the English National Curriculum and the accompanying National Literacy and National Numeracy Strategies. Inspection of the related literature, however, reveals no corresponding pedagogy, which is also lacking in earlier 'interactive' initiatives. The paper considers how traditional 'hierarchical' perceptions have undermined the 'practical' prescriptions given and neglected attitudinal influences. It argues that this practical deficit, aspects of teacher education and institutional leadership/culture have historically made it difficult for teachers to fully 'unlearn' authoritarian 'transmission' practices which the UK Government recognizes work against inclusion and performance at all education levels. Research undertaken in the 1970s provides a practical model of inclusive interactive teaching, training and leadership and this is considered to be one of three related requirements necessary to overcome the reported implementation failure of an interactive approach. Finally, the paper considers the example of a headteacher whose collaborative 'interactive' attitudes enabled an inclusive learning ethos, increasing accessibility and pioneering routes to widen participation for the traditionally excluded.

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Section: Requirement 1 a Coherent Model Of Interactive Teachingmentioning

confidence: 97%

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Jones¹

2004

Westminster Studies in Education

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“…Both these programmes have been extensively tested, revised and evaluated and have been shown to work in a number of different settings. Blagg (1991) has recently produced a Downloaded by [University of Chicago Library] at 13:01 26 December 2014 comprehensive evaluation of Feuerstein's programme which he suggests "brings the possibility of teaching cognitive skills within sight" (p. 169), and the results of extensive evaluations of the programme devised by The Institute for the Advancement of Philosophy for Children (Lipman & Shipman 1979) are summarised by Lane and Lane (1986) thus:…”

Section: Does 'Teaching Thinking' Work?mentioning

confidence: 98%

Teaching Thinking: principles, problems and programmes

Coles¹

1993

Educational Psychology

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“…In fact, teachers generally are not ready to use a teaching strategy that is not knowledge-based. Therefore, P4C education must occur in pre-service and in-service teacher education (N. R. Lane & Lane, 1986).…”

Section: Personal Epistemologymentioning

confidence: 99%

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

Çayır¹

2019

iejee

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It is necessary to realize widespread and effective implementation of philosophy for children (P4C) in teacher education. Learning the views of teacher candidates and identifying implementation-related difficulties can help determine the content of such education. Thus, thirty teacher candidates who participated in an elective P4C course were studied. Data obtained through a qualitative study showed that the candidates struggled to ask questions, conduct debates, and associate philosophy with curricula. However, their perceptions of childhood and philosophy changed positively. In order for P4C teacher education to succeed, the importance of philosophical knowledge and perspectives should be emphasized, discussion and questioning processes should be analyzed, and candidates should receive feedback and have opportunities for practice and self-assessment.

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Rationality, Self-esteem and Autonomy through Collaborative Enquiry

Cited by 5 publications

References 0 publications

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Teaching Thinking: principles, problems and programmes

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

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