Abstract
The Journal of Philosophy in Schools ISSN 2204-2482 focusses on research into philosophy with school-aged children. What was once called Philosophy for/with Children (P4C) has developed into a sub-discipline of philosophy with its own history, traditions and pedagogy incorporating philosophical inquiry in the classroom and Socratic dialogue, particularly through the Community of Inquiry (CoI) methodology.The JPS welcomes submissions which interrogate theoretical and conceptual understandings as well as those which draw on original empirical research on the pedagogy and practice of philosophy in schools. The journal also reviews new books and new teacher resources in the field. The aim of the journal is to encourage academic reflection and research on philosophy in schools, making such information widely available through an open-access format.The Journal of Philosophy in Schools (JPS) is listed in the DOAJ: Directory of Open Access Journals. It is the official journal of The Federation of Australasian Philosophy in Schools Associations (FAPSA).
Highlights
Of (a) controversy over conflicting justifications for shared moral standards grounded in diverse normative ethical theories, where the conative power of particular justifications may differ among individuals; (b) controversy over the meaning, scope and significance of moral concepts; and (c) controversy over the application of moral standards and concepts to actual cases
We suggest that the scope of the moral Community of Inquiry (CoI) should not be limited to argument over the content and justification of moral standards, but should include the cultivation of virtues and dispositions that prepare students for complex moral decision-making, as well as the investigation of Aristotelian questions concerning what is worthwhile in human life
In ‘Moral education in the Community of Inquiry’ Michael Hand, in this issue, claims that directive teaching is compatible with the Community of Inquiry (CoI) and, further, that directive moral teaching within the CoI is educationally appropriate in the context of teaching certain moral standards whose justifications he describes as uncontroversial
Summary
Of (a) controversy over conflicting justifications for shared moral standards grounded in diverse normative ethical theories, where the conative power of particular justifications may differ among individuals; (b) controversy over the meaning, scope and significance of moral concepts; and (c) controversy over the application of moral standards and concepts to actual cases. We do not share Hand’s conception of moral inquiry as concerned exclusively with argument over the content and justification of moral standards. The narrowness of this conception, together with available evidence that moral argument alone has little effect on moral behaviour, leads us to question Hand’s claim that a fundamental reason for engaging students in moral inquiry is to reinforce their moral formation. We suggest that the scope of the moral CoI should not be limited to argument over the content and justification of moral standards, but should include the cultivation of virtues and dispositions that prepare students for complex moral decision-making, as well as the investigation of Aristotelian questions concerning what is worthwhile in human life. Key words community of inquiry, directive teaching, ethical inquiry, intellectual virtues, moral controversy, moral education
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