A practical guide to facilitating philosophical conversations with groups (especially in schools) based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices.
A practical guide to facilitating philosophical conversations with groups (especially in schools) based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices.
Peter Worley is the co-CEO and co-founder of the registered charity The Philosophy Foundation. He is also a Visiting Research Associate at King's College London and an author of many books on doing philosophy in schools and questioning in classrooms.
Inhaltsangabe
Foreword Preface A little background Acknowledgements Introduction to PhiE Part One: Philosophy and dialectic What is philosophy? Philosophy as conversation The 4 'R's Logos and flux Ambivalence: Two-eyed thinking The reason for reason in philosophy Philo-Sophia and the love of learning And to the children? A word about right and wrong answers in philosophy Dialectic The origins of dialectic Heraclitus The dialectical effect: thinking flows like a river Socrates Plato Aspects of Platonic dialectic Correspondence to PhiE Two dialectics in Plato's Parmenides Aristotle Aristotle and PhiE Community of Enquiry Part Two: Core values of PhiE Ancient core values of PhiE Exploration and discovery Dissent Autonomy Inquiry/Enquiry An open, questioning mind-set Friendship Friendship: xenia and knowing thyself Excellence Excellence and competition: the paradox of Socrates Oracy Oracy: Aoidos Oracy: small 'd' and big 'D' dialectics Part Three: pedagogical principles of PhiE A sensitive method A descriptive approach Philosophical maturity: was Plato wrong? Capability Interest and engagement The need for conditions The conditions Ideal speech situations Classroom culture PhiE begins with intuitions Within and without: is PhiE democratic? Truth and knowledge Ownership Two keystone principles in PhiE: Absence and Open Questioning Mindset Absence and Presence Socrates' midwifery principle From within Open Questioning Mindset Guess what's in my head Problematisation Blocking 'Guess what's in your head' and intentional sensitivity Two aims of PhiE: dialectic and inclusion Socratic irony and questioning mindsets In summary Bibliography About the author
Foreword Preface A little background Acknowledgements Introduction to PhiE Part One: Philosophy and dialectic What is philosophy? Philosophy as conversation The 4 'R's Logos and flux Ambivalence: Two-eyed thinking The reason for reason in philosophy Philo-Sophia and the love of learning And to the children? A word about right and wrong answers in philosophy Dialectic The origins of dialectic Heraclitus The dialectical effect: thinking flows like a river Socrates Plato Aspects of Platonic dialectic Correspondence to PhiE Two dialectics in Plato's Parmenides Aristotle Aristotle and PhiE Community of Enquiry Part Two: Core values of PhiE Ancient core values of PhiE Exploration and discovery Dissent Autonomy Inquiry/Enquiry An open, questioning mind-set Friendship Friendship: xenia and knowing thyself Excellence Excellence and competition: the paradox of Socrates Oracy Oracy: Aoidos Oracy: small 'd' and big 'D' dialectics Part Three: pedagogical principles of PhiE A sensitive method A descriptive approach Philosophical maturity: was Plato wrong? Capability Interest and engagement The need for conditions The conditions Ideal speech situations Classroom culture PhiE begins with intuitions Within and without: is PhiE democratic? Truth and knowledge Ownership Two keystone principles in PhiE: Absence and Open Questioning Mindset Absence and Presence Socrates' midwifery principle From within Open Questioning Mindset Guess what's in my head Problematisation Blocking 'Guess what's in your head' and intentional sensitivity Two aims of PhiE: dialectic and inclusion Socratic irony and questioning mindsets In summary Bibliography About the author
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