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
How should we teach ethics? In his challenging and tightly argued piece, Moral education in the community of inquiry, Michael Hand makes a case for a philosophy-based pedagogy employing both directive and nondirective teaching
Hand (2020) notes, that when dealing with controversial moral standards; that is, ‘those to which the arguments for and against subscription are inconclusive’ (p. 6), there is no room for persuasion
The teaching of controversial moral standards is nondirective, because the teacher refrains from persuasion and tries only to acquaint pupils with the arguments on each side
Summary
How should we teach ethics? In his challenging and tightly argued piece, Moral education in the community of inquiry, Michael Hand (this issue) makes a case for a philosophy-based pedagogy employing both directive and nondirective teaching. Teaching for moral formation is directive: in the classroom teachers ‘will aim to bring it about that pupils understand and accept the justification for subscribing [or not subscribing in the case of unjustified moral standards]’ The teaching of justified and unjustified moral standards is directive, because the teacher tries to persuade pupils that they should or should not subscribe.
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