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
In this issue of the Journal of Philosophy in Schools, Michael Hand argues for an expanded conception of the philosophical classroom Community of Inquiry (CoI) to include what he calls ‘directive moral teaching’
Directive teaching in the community of moral inquiry Journal of Philosophy in Schools 7(2)
Teaching that aims to have students endorse set moral standards may look like indoctrination
Summary
In this issue of the Journal of Philosophy in Schools, Michael Hand argues for an expanded conception of the philosophical classroom Community of Inquiry (CoI) to include what he calls ‘directive moral teaching’. By ‘directive teaching’, he means teaching with ‘the aim of persuading pupils that a matter is settled, a claim true or a standard justified’ While this might suggest moral instruction, Hand argues that there are other methods of fulfilling the aim, including procedures that are consistent with the spirit of the CoI, regardless of strictures often placed on it. Hand responds to three such strictures: avoidance of indoctrination; a focus on open rather than settled questions; and the necessity for teachers to be philosophically self-
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