This book discusses how we can inspire today's youth to engage in challenging and productive discussions around the past, present and future role of animals in science education. Animals play a large role in the sciences and science education and yet they remain one of the least visible topics in the educational literature. This book is intended to cultivate research topics, conversations, and dispositions for the ethical use of animals in science and education. This book explores the vital role of (...) animals with/in science education, specimens, protected species, and other associated issues with regards to the role of animals in science. Topics explored include ethical, curriculum and pedagogical dimensions, involving invertebrates, engineering solutions that contribute to ecosystems, the experiences of animals under our care, aesthetic and contemplative practices alongside science, school-based ethical dialogue, nature study for promoting inquiry and sustainability, the challenge of whether animals need to be used for science whatsoever, reconceptualizing museum specimens, cultivating socioscientific issues and epistemic practice, cultural integrity and citizen science, the care and nurturance of gender-balanced curriculum choices for science education, and theoretical conversations around cultivating critical thinking skills and ethical dispositions. The diverse authors in this book take on the logic of domination and symbolic violence embodied within the scientific enterprise that has systematically subjugated animals and nature, and emboldened the anthropocentric and exploitative expressions for the future role of animals. At a time when animals are getting excluded from classrooms (too dangerous! too many allergies! too dirty!), this book is an important counterpoint. Interacting with animals helps students develop empathy, learn to care for living things, engage with content. We need more animals in the science curriculum, not less. David Sobel, Senior Faculty, Education Department, Antioch University New England. (shrink)

This book explores interdisciplinary approaches to animal-focused curriculum and pedagogy in environmental education, with an emphasis on integrating methods from the arts, humanities, and natural and social sciences. Each chapter, whether addressing curriculum, pedagogy, or both, engages with the extant literature in environmental education and other relevant fields to consider how interdisciplinary curricular and pedagogical practices shed new light on our understandings of and ethical/moral obligations to animals. Embracing theories like intersectionality, posthumanism, Indigenous cosmologies, and significant (...) life experiences, and considering topics such as equine training, meat consumption and production, urban human-animal relationships, and zoos and aquariums, the chapters collectively contribute to the field by foregrounding the lives of animals. The volume purposefully steps forward from the historical marginalization of animals in educational research and practice. (shrink)

This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering (...) perspectives and practices rooted in contemplative traditions. The educational context becomes clear as attention to the self entails formation of the self. However, I argue that it is not clear why contemplative traditions are best placed to engage in such formation. I suggest that a central problem with the book is the conflation here of education and socialisation, and that more systematic treatment of educational questions might obviate some of the troubling issues around the failures of what is called the inner curriculum. (shrink)

It is difficult to respond creatively to humiliation, affliction, degradation, or shame, just as it is difficult to respond creatively to the experience of undergoing or inflicting violence. In this article Aislinn O'Donnell argues that if we are to think about how to address gun violence — including mass shootings — in schools, then we need to talk about violence inside and outside schools. Honest, and even difficult, conversations about violence and vulnerability can take place in schools, and there are (...) ways of working with curricula and student voice that can allow for this. If pedagogy is to play a role in reorienting responses to violence and vulnerability, discussion of equivocal and ambivalent responses to corporeal vulnerability, and of histories and genealogies of violence, must be invited. We need to acknowledge that we do not have, and we may well never have, a world without violence. Drawing upon the experience of teaching philosophy in nontraditional learning environments, including prison, O'Donnell argues for an approach to pedagogy and curricula that invites difficult conversations about the complexity of violence. (shrink)

This article explores how it might be possible to engage in world music ethically. I examine ways that traditional engagements can be problematic in order to push towards new possibilities for encounters and engagement. I begin by considering my own experience with world music. Moving to the theoretical, I consider “world music” study and the ways in which it defines the white, bourgeois subject, both socially and professionally. My conception of world music is spatial and temporal, as it represents journey (...) into a culture in order to learn its music. From identity formation, I then consider curriculum and pedagogy, concluding by offering several alternative practices that may allow for an ethical, non-essentializing approach to the study of world music. I align these culminating suggestions, in some ways, with principles of critical pedagogy. (shrink)

In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing (...) on Roy Bhaskar’s stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student’s CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications. (shrink)

Berger and Miller argue that contemporary medical education directed toward “cultural competency” fails to address the structural inequities and systemic racism underpinning health dispariti...

Feminist educators and theorists are stretching the boundaries of what it means to do religion and science. They are also expanding the theoretical and practical frameworks through which we might present curricula in thosefields. In this paper, I reflect on the implications of feminist pedagogies for the interdisciplinary field of religion and science. I begin with a brief discussion of feminist approaches to education and the nature of the feminist classroom as a setting for action. Next, I present some theoretical (...) and practical issues to consider when developing a feminist praxis and an antisexist curriculum. This leads into a discussion of the role of language and critical reflection in the religion and science classroom, the risks associated with reflective discourse, and considerations in the use of ‘feminist’ teaching tools such as small group work, journals, and portfolio assessment. Iconclude with a reflection on how feminist pedagogy promotes an epistemology that speaks to the hearts and minds of participants in the dialogue of religion and science. (shrink)

In this paper, we argue that engineering ethics education does have moral implications. More specifically, practices in engineering ethics education can lead to negative moral consequences if not conducted appropriately. Engineering ethics educators are often passionate about teaching students ways to examine the ethical implications of engineering and technology. However, ethics educators may overlook the moral significance of their instructional classroom practices. In this paper, we discuss two issues: First, we discuss the moral impacts of ethics curriculum and pedagogies (...) on students’ learning experiences. Then we discuss the professional responsibilities of educators who are involved in designing ethics learning experiences for engineering students. The reflections presented in this paper will serve as catalysts for more comprehensive discussions regarding the impact of engineering ethics education on the ethical development of engineering students. (shrink)

Reconceptualist and post‐reconceptualist curriculum scholars have drawn upon the notion of a complicated curriculum conversation as a means to describe the imbricated, pluralist, and eclectic character of curriculum theorizing. Insofar as this curriculum conversation is accomplished via language however, it remains wed to a particular representational logic restricting what might be thought. This essay explores the question of what it means to theorize curriculum when the very idea of a complicated curriculum conversation begins to (...) fall into cliché. Mobilizing the philosophical thought of Gilles Deleuze, this essay analyzes three representational commitments of contemporary curriculum theorizing, addressing how each are inadequate for the theorization of difference or the instantiation of the radically new. Against the implicit commitment to conformity alive in the curriculum field, this essay posits an ethics of disidentification exemplified via Bruce McDonald's horror film Pontypool. It is via such a tactic of productive disidentification, this essay claims, that thought might be unfettered from the orthodoxies of common sense, becoming in this way more adequate for opening spaces unanticipated by contemporary representational regimes. (shrink)

Summary The Holocaust is now part of the history curriculum for all 11?14 year?olds in maintained schools in England and Wales. This paper directs attention to some of the ethical and pedagogic issues involved in teaching the subject. In particular, concern is expressed at the dangers of teaching it in ways likely to promote anti?Semitism. Other ethical issues raised include the extent to which freedom of speech should be permitted in the classroom; the merits or otherwise of drawing children's (...) attention to Holocaust denial; the lengths to which teachers should go in introducing children to inherently painful subject matter and the rights of parents to withdraw their children from this part of the curriculum. The question of whether to accord teachers a similar right of withdrawal is also addressed. The chief pedagogic concern of the paper is the failure of existing Holocaust curricula to take cognisance of the way children conceptualise Jewish culture and identity. Findings from some small?scale research in this area are reported and their implications discussed. (shrink)

The main goal of the research is to explain the function of teacher seminaries and pedagogical courses, to reveal the relationship between these educational institutions and religious education. At the same time, at the level of statistical data, we can observe the participation rate of the local Muslim population in Russian public schools, and thus the rate of Muslim teachers in the education system. In the study, the formation process of the educational system of Tsarist Russia was given a general (...) overview, and it was seen that the Russian education system did not differ from the Azerbaijani education in terms of its close relationship with religion until the 18th century. This trend is an indication that the process of replacing religious education with secular education which corresponds to that period. The article provides information about the stages of the Russian education system, the purpose of creating teachers' seminaries and pedagogical courses in the secondary education category, statistics, curriculum, the place of religious education in these institutions, and the problems that manifest themselves here are described in a descriptive manner. When we look at the information related to religious education, it is seen that in the seminaries opened in accordance with the 1902 law, mother tongue and religious education was not given, but the objections of the local people were heard by the tsar officials and the teaching of these courses was started on the account of the charitable societies. Based on the report obtained on Islamic teaching, it is possible to say that Islamic history, Aqaid (creeds) and various prayers were taught in the seminary according to both sects. By the way, it is known that the mother tongue classes are also taught by religious teachers. (shrink)

Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range (...) of students, teachers, teacher educators and others involved in education. Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to âe~rational curriculum planningâe(tm), which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movementâe(tm)s most ambitious strategy, âe~the process modelâe(tm), and was its principal theorist. His idea of âe~the teacher as researcherâe(tm) lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools. What marked out Stenhouseâe(tm)s unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on his epistemological scepticism and forged in his encounters with expertly discerning teachers who valued and nurtured the intellectual independence of students, Stenhouse acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students. He changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism. (shrink)

Teacher emotion has become an important issue in English language teaching as it is a crucial construct in understanding teachers' responses to institutional policies. The study explored teachers' emotion labor and its impact on teachers' pedagogical decision-making in English for Specific Purposes teaching in a university of Traditional Chinese Medicine in China. Drawing on a poststructural perspective, the study examined data from two rounds of semi-structured interviews, policy documents and teaching artifacts. The analysis of data revealed that the major emotion (...) labor facing the participants revolved around students' disengagement in class. Teachers experienced mixed feelings of anticipation, disappointment, anger, and empathy toward students and distanced themselves from institutional feeling rules enforcing objective assessment of students' performance and punishing students for lack of engagement in class. The study found that teacher emotion labor served as the site for their pedagogical modifications. ESP teachers' beliefs in the importance of attending to students' needs become a powerful discourse in supporting teachers to strategically subvert institutional feeling rules and critically reflect on the dysfunctions of curriculum, orienting teachers' agentic actions in modifying pedagogical practices. We thus underscore this empowering discourse as the bridge to connect teachers' policy negotiation and their actual classroom practices. We also highlight teachers' pedagogical decision-making as a process of the interactions of teacher emotion, teachers' reflexive practices, and power relations. The study ended by suggesting more longitudinal research where teachers' beliefs as previously appropriated discourses could be examined comprehensively as they were both the construct of emotion labor and the potential subverting power in supporting teachers' pedagogical decision-making in policy negotiation. (shrink)

Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...) political ends; and deliberative self-governance, whereby citizens deliberatively shape their collective lives in public forums—at various levels of government and in different political and social arenas. I argue that some kind of deliberative democracy is defensible as a preliminary justification for how citizens might shape their lives, and therefore compatible with other forms of democracy, insofar as they can result from democratic deliberations. Acceptance of such a view raises further questions about the purpose or aims of education consistent with this conception of democracy. I contend that it requires an educational model that is committed to aligning curriculum, pedagogy, assessment and school governance to produce a transformational environment that will inform our structures—a commitment to democratic education and not merely education for democracy. Lipman goes part of the way to achieving these ends, but learning how to be proficient at democratic decision-making is like all tasks children and adolescents learn to perform. It involves action, understanding, and awareness of what counts as doing the task adequately. (shrink)

This essay extends the recent trend toward greater emphasis on writing-related pedagogical practices in introductory philosophy courses to upper-division courses, providing a holistic model for course design that centers on certain techniques and practices that have been developed in the context of the new wave of multidisciplinary writing programs in the United States. I argue that instructors can more effectively teach philosophy and encourage philosophical thinking by incorporating the methods of writing instruction into their courses in systematic ways and offer (...) practical guidance on how to do so. (shrink)

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment. Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past (...) and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice. School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education. (shrink)

Schools—their curriculum and pedagogy—assume the middle-class child as the norm, effectively rendering other childhoods and life-worlds as being deficient. Shifting away from this assumption, and acknowledging diversity, is usually understood as requiring an ‘attitudinal’ shift on the part of teachers. Teachers are usually held ‘guilty’ of having negative attitudes towards children of the poor. Explanations for the pedagogy generally then refer to these attitudes, and ‘corrective action’ then attends to an attitudinal change. The idea of ‘multiple childhoods’ (...) is gaining influence in the teacher education curricula as providing an alternative normative framework that can enable teachers to work with, and retain, diversity. Some recent research into the manifestation of ‘difference’ in the primary school classroom indicates that differences are experienced by teachers as learning difficulty issues that need a curricular and pedagogic response. The child’s home culture, home support for schooling and home socialization seem to enter into the pedagogy in more ways than can be addressed by changing the ‘teachers’ attitudes’. ‘Educability’ is a central concept for teachers who engage with and try to address the learning requirements of children, particularly those from underprivileged backgrounds. Four studies on teachers’ experiences of ‘difference’ are drawn upon to engage with and to evolve an understanding of the specific implications of for pedagogy and educational aims. (shrink)

A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six-module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school biology teachers worked together on the curriculum under a (...) contract between the National Institutes of Health and Education Development Center, a nonprofit research and development organization with a long history of innovation in science education. At the NIH, the Department of Bioethics within the Clinical Center and the Office of Science Education within the Office of the Director guided the project.Our overarching goal for Exploring Bioethics was to introduce students to bioethics as a field of inquiry and to enable them to develop ethical reasoning skills so they could move beyond “gut reactions” to more nuanced positions. (shrink)

Transmitting knowledge or skills from one person or group to another has traditionally been understood as a merely proximate goal of education, the ultimate end being the lives students spend in pursuit of those learned ideals that keep our societies’ traditions alive. It is only by the life lived by the educated person or the collective life shared by an educated society that any account of educational success could properly be taken.1 Beliefs, attitudes, and habits appropriate to the society for (...) which a child is educated take priority over the facts a student acquires as a result of her time in school, yet facts, skills, and methods dominate the curriculum that schools set about teaching. The simple fact that we... (shrink)

The aim of this paper is to indicate the purpose of education and how it implies changes in the curricula of basic education and in the methods of teaching, guidance and evaluation. We start with the concepts of capacities and overlapping consensus, created respectively by Amartya Sen and John Rawls, and find something that we can call a good life and what it means to improve life. So, we established that education should have as its primary function to enable the (...) subject to lead a good life in harmony with the social environment. To decide whether the basic educational curriculum fulfills this function, we started with an analysis of school subjects. We realized that both the curriculum and the teaching methods were important for the fulfillment of the function of education, and that Brazilian basic education fails to fulfill these two points satisfactorily, as the current curriculum does not fully enable the individual to lead a good life and teaching methods are not guided and evaluated pedagogically by professionals. Anyway, the conclusion we reached was that we need certain changes in the curriculum and teaching methods. / O objetivo deste artigo é indicar qual a finalidade da educação e como isso implica modificações nos currículos da educação básica e nos métodos de orientação e avaliação de ensino. Partimos dos conceitos de capacidades e consenso sobreposto, criados respectivamente por Amartya Sen e John Rawls, e encontramos algo que podemos chamar de vida boa e o que significa melhoria de vida. Então, estabelecemos que a educação deve ter como função primordial capacitar o sujeito a levar uma vida boa em harmonia com o meio social. Para decidirmos se o currículo educacional básico cumpre essa função, partimos para uma análise das disciplinas escolares. Percebemos que tanto o currículo, quanto os métodos de ensino eram importantes para a realização da função da educação, e que a educação básica brasileira não consegue cumprir esses dois pontos satisfatoriamente, pois o currículo atual não capacita plenamente o indivíduo a levar uma vida boa e os métodos de ensino não são orientados e avaliados pedagogicamente por profissionais. Enfim, a conclusão que chegamos foi a de que precisamos de certas mudanças no currículo e nos métodos de ensino. (shrink)

A book for primary teachers and those training to teach in primary schools on how to develop positive socially-aware teaching that offers deep learning across different curriculum subjects.

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum (...) and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession. (shrink)

This work examines the impoverished image of life presupposed by the legacy of transcendent and representational thinking that continues to frame the limits of curricular thought. Analyzing the ways in which modern institutions colonize desire and overdetermine the life of its subject, this book draws upon the anti- Oedipal philosophy of Gilles Deleuze, revolutionary artistic practice, and an unorthodox curriculum genealogy to rethink the pedagogical project as a task of concept creation for the liberation of life and instantiation of (...) a people yet to come . This book invites academics, artists, and graduate students to engage the contemporary struggles of curriculum theory, educational philosophy, and pedagogical practice with a new set of conceptual tools for thinking radical difference. (shrink)

In this paper I provide an introduction to the special issue on the Philosophical Novel for Children by pointing to a lacuna in the theoretical field of philosophy for/with children, suggesting that the field is in need of more research on the philosophical novel given its status as the curricular centerpiece of Matthew Lipman’s vision of P4/WC. I describe the genesis of the idea for this special issue, emerging as it did first from a series of questions and experiences which (...) I encountered while working with Lipman’s philosophical novels as a P4/WC practitioner, then through a scholarly exploration of Lipman’s model theory of the philosophical novel for children, and culminating in the presentation of several of the papers published here at a special symposium on the philosophical novel for children at a meeting of the American Philosophical Association. I conclude with a preview of the papers in this special issue, highlighting several shared themes and concerns. (shrink)

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together (...) a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can (...) learn from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

Extreme Curriculum Makeover: A Hands-On Guide for a Learner-Centered Pedagogy explores how to develop a learner-centered pedagogy through specific strategies that can be implemented in any classroom, at any grade level, and that can transform the traditional learning environment into one where the students themselves acquire the tools, the skills, and, more importantly, the motivation to become lifelong learners.

The movements to teach the responsible conduct of research and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions—the Illinois Institute (...) of Technology and Utah Valley University —provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities. (shrink)

The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in (...) the moment and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs by David Weisner and Voices in the Park by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ rather than ‘teacher proof’ texts. (shrink)

Drawing on fiqh al-aqalliyyat, this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum that is informed by diasporicity and fiqh al-aqalliyyat. Second, the article makes a distinction between diaspora and diasporicity. In what ways can diasporicity itself be conceptualized to advance Muslim education and what are the pedagogical (...) implications? Third, it identifies what I call dialectical constructs within fiqh al-aqalliyyat that are conducive to diasporicity, namely, qiyas, ijtihad, istihsan, and taysir. Additionally, this article explores contingency as an overlooked philosophical and pedagogical dimension, which advances intercultural and critical thinking skills. It conceptualizes a Muslim education that is attuned to the “curriculum-as-lived”; hence it develops an educational theory that validates diasporicity. (shrink)

Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, (...) is highlighted in this ethico-political turn. In this chapter, a critical pedagogical cartography of response-ability is sketched out to philosophically expand on—and also better anchor—the above turn. This critical cartography is put together at the backdrop of critical new materialist reflections with regards to the COVID-19 crisis; a crisis demanding a pedagogical but also ethico-political reorientation toward the hauntological powers of past-present-future injustices, the thick material present, and a more response-able engagement with the world. (shrink)

The relation between philosophy and pedagogy is complex and hard to grasp.1 Nonetheless, the tendency within much educational research influenced by the Anglo-American traditions of studying education is for philosophy to become a source from which educational researchers retrieve concepts, ideas, and critical methods for the analysis of empirical material, for formulating criticism of policy, or for developing curriculum theory. Philosophy is simply applied to educational research problems and questions. Such a relation can be prolific, but it risks (...) resulting in a formalistic study of education and an asymmetric relation in which philosophy contributes to pedagogy, but where pedagogy is not given a chance to speak... (shrink)

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and (...) belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures. (shrink)

Introduces educators and scholars to the legacy and import of Daisaku Ikeda as a singular philosopher, educator, and institution-builder, thus enriching current education discourse. In the process, the book illuminates the benefits of cross-cultural research and learning by considering the relevance of Ikeda's thought not only to established streams of pedagogy and practice in the Deweyan tradition but also to emerging trends in education research such as ecocritical education and critical race feminism.

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive (...) dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey's epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students' world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students' current social lives, especially where students may be directly implicated. (shrink)

This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the (...) technicians, and the romantics. Then, I explain how leading individuals from each interest group answered questions regarding human nature, the purpose of schooling, and curriculum for teachers. Finally, I argue that education schools should revitalize the integrationist tradition within pedagogical philosophy. This view has been forgotten for nearly 50 years, and the profession of teaching has suffered because of it. (shrink)

At the heart of this paper is an exploration of belonging and how this is assumed to connect with a set of values represented as national. There is a particular interest in the relationship between these values and education. Because the significance of the learning that occurs through the public domain outside educational institutions such as schools is assumed, several cultural texts are examined in order to consider public pedagogies of Australianness including iconic displays such as those associated with the (...) Sydney Olympics and the Melbourne Commonwealth Games. Media reports surrounding the Cronulla riots are also examined as a means of understanding the values associated with non‐belonging. These cultural texts are considered along side curriculum and policy concerned with values education. Through an exploration of the imaginary, the argument is made that in relation to ethnic difference, an hegemonic narrative has remained at the core of how Australianness is represented, despite multicultural incursions and fears about the cultural dissipation associated with globalisation and so‐called postmodern fragmentation. (shrink)

This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich (...) site for the dialogue between theory and practice in education. This article is an exploration of those intersections, and a prospectus of its possible role in the formation and reformulation of school curriculum. It will be argued here that, when formulated as community of philosophical inquiry in particular, it offers the possibility of ‘philosophising’ the school curriculum in general, by extending the concept-work that doing philosophy entails to all of the disciplines. The article begins with an attempt at an operational definition of the term as, move to an analysis of its dynamics, offers an example of its use in a mathematics classroom, and finishes with a schematic view of its whole-curriculum and whole-school possibilities. (shrink)

Originating in the Sophistic pedagogy of Protagoras and reflecting the sceptical practice of the New Academy, Quintilian's rhetorical pedagogy places a special emphasis on the juxtaposition of multiple, competing claims. This inherently dialogical approach to argumentation is referred to here as controversia and is on full display in Quintilian's own argumentative practice. More important to this paper, however, is the role of controversia as an organizing principle for Quintilian's rhetorical curriculum. In particular, Quintilian introduces the protocols of (...) controversia through a series of progressively more complex exercises in imitation, role-playing, and declamation (now referred to as situational games). All of these exercises are open for adaptation by contemporary teachers who would promote a dialogical approach to argument, i.e. argument with its methods of inquiry, invention, and judgment based on direct interaction with opposing parties. (shrink)

A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. _Disney, Culture, and Curriculum_ explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and (...) perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond. The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, _Disney, Culture, and Curriculum_ extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities. (shrink)

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications (...) with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activisism and other emergent issues. The book examines the ongoing iterations of the entanglement of colonization, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, post humanism and new materialism, curriculum studies, and educational research. (shrink)

The number of training programs for the responsible conduct of research has increased substantially over the past few decades as the importance of research ethics has received greater attention. It is unclear, however, whether the proliferation of RCR training programs has improved researcher integrity or the public's trust in science. Rather than training researchers simply to comply with regulations, we could use the opportunity to develop researchers' ability to understand and appreciate the ethical ideals that inform the regulations in order (...) to help them integrate ethical decision-making into their work on a regular basis. Incorporating ethical principles into research training requires a new way of teaching RCR and the development of support materials to facilitate its adoption. The Presidential Commission for the Study of Bioethical Issues, a panel established to advise the President on bioethical issues arising from advances in biomedicine and related areas of science and technology, developed and provides pedagogical materials based on its published reports to facilitate the integration of ethics education across the curriculum and in support of RCR and general bioethics education. (shrink)