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| 100 |
1 |
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|a Chesters, Sarah Davey.
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| 245 |
1 |
4 |
|a The Socratic classroom :
|b reflective thinking through collaborative inquiry /
|c Sarah Davey Chesters.
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| 260 |
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|a Rotterdam ;
|a Boston :
|b SensePublishers,
|c ©2012.
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| 300 |
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|a 1 online resource (ix, 185 pages .) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
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| 347 |
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|a data file
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| 504 |
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|a Includes bibliographical references and index.
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| 520 |
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|a This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The Socratic Classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education. The Socratic Classroom captures a variety of philosophical approaches to classroom practice that could be broadly described as Socratic in form. There is an exploration of three distinct approaches that make significant contributions to classroom practice: Matthew Lipman's Community of Inquiry, Leonard Nelson's Socratic Dialogue, and David Bohm's Dialogue. All three models influence what is termed in this book as 'Socratic pedagogy'. Socratic pedagogy is multi-dimensional and is underpinned by 'generative, evaluative, and connective thinking'. These terms describe the dispositions inherent in thinking through philosophical inquiry. This book highlights how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. Audience This publication is suited to educators, teacher educators, philosophers of education and philosophers in general. It has a theoretical and practical focus, making it truly interdisciplinary.
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| 505 |
0 |
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|a The Socratic Classroom; TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENT; INTRODUCTION: SOCRATIC EDUCATION: A SCHOOL OF FREEDOM; PHILOSOPHY: A SCHOOL OF FREEDOM; THE FREEDOM INHERENT IN PHILOSOPHY; PHILOSOPHY'S CONTRIBUTION TO THE THINKING CURRICULUM; NOTES; CHAPTER 1: SOCRATIC PEDAGOGY: PHILOSOPHICAL INQUIRY THROUGH DIALOGUE; WHAT IS DIALOGUE?; Dialogue is Not Mere Conversation; Dialogue and Debate; Monologue and Inner Dialogue; Dialogue, Rhetoric and Dialectic; OUT OF THE SILENCE; Technologies of Silencing; Dialogue, Philosophical Inquiry, Silence, and Reflection; DIALOGUE AS SOCRATIC ENGAGEMENT.
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| 505 |
8 |
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|a The Socratic MethodSocratic Pedagogy; Socratic Pedagogy and Democratic Education; SUMMARY; NOTES; CHAPTER 2: SOCRATIC PEDAGOGY AND CLASSROOM PRACTICE; PHILOSOPHY FOR CHILDREN; Background and History; The Community of Inquiry; Classroom Practice; The Community of Inquiry as Ethical Inquiry; Philosophical Education and Constructivism; NELSON'S SOCRATIC DIALOGUE; Background and History; Socratic Dialogue; Classroom Practice; Socratic Dialogue and Ethical Inquiry; Truth, Knowledge and Striving for Consensus; BOHMIAN DIALOGUE; Background and History; The Features of Dialogue According to Bohm.
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| 505 |
8 |
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|a Dialogue in PracticeBohmian Dialogue and Ethics as Connected Selves; Connecting Science, Philosophy and Cognition; THINKING THROUGH DIALOGUE; NOTES; CHAPTER 3: DEVELOPING THE SOCRATIC CLASSROOM: METAPHORS OF ENGAGEMENT IN DIALOGUE; THE SOCRATIC CLASSROOM; ENGAGING IN DIALOGUE; THE PEDAGOGICAL DIMENSIONS OF DIALOGUE; Socratic Facilitation: Midwife, Gadfly or Stingray?; The Pedagogical Dimensions of the Community of Inquiry; The Pedagogical Dimensions of Socratic Dialogue; The Pedagogical Dimensions of Bohmian Dialogue; DIALOGUE AS CRITICAL, CREATIVE AND CARING THINKING.
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| 505 |
8 |
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|a The Community of Inquiry: Multi-dimensional ThinkingSocratic Dialogue: Thinking Critically; Bohmian Dialogue: Awakened Attentiveness; SUMMARY; NOTES; CHAPTER 4: CREATIVE ENGAGEMENT: GENERATIVE THINKING; WHAT IS CREATIVE THINKING?; Creativity and Creative Thinking; Construction and Reconstruction; Divergence and Convergence; Creative Thinking and Risk; The Role of Creative Thinking in Multi-dimensional Thinking; GENERATIVE THINKING: A WAY OF THINKING CREATIVELY; GENERATIVE THINKING IN DIALOGUE; The Community of Inquiry; Socratic Dialogue; Bohmian Dialogue; WHERE TO FROM HERE?; NOTES.
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| 505 |
8 |
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|a CHAPTER 5: CRITICAL ENGAGEMENT: EVALUATIVE THINKINGWHAT IS CRITICAL THINKING?; Conceptual Exploration; Reasoning: Formal and Informal Logic; Fallacious Reasoning; EVALUATIVE THINKING: A WAY OF THINKING CRITICALLY; EVALUATIVE THINKING IN DIALOGUE; Socratic Dialogue; The Community of Inquiry; Bohmian Dialogue; WHERE ARE WE NOW?; NOTES; CHAPTER 6: PEDAGOGICAL CARE: CONNECTIVE THINKING; WHAT IS CARING THINKING?; Care for Inquiry; Care with Others; Care for Problems Deemed Worthy; CONNECTIVE THINKING: A WAY OF THINKING WITH CARE; CONNECTIVE THINKING IN DIALOGUE; Bohmian Dialogue.
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| 650 |
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0 |
|a Teaching
|x Philosophy.
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| 650 |
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0 |
|a Questioning.
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| 650 |
|
7 |
|a EDUCATION
|x Teaching Methods & Materials
|x General.
|2 bisacsh
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| 650 |
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7 |
|a Education.
|2 eclas
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| 650 |
|
7 |
|a Sciences sociales.
|2 eclas
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| 650 |
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7 |
|a Sciences humaines.
|2 eclas
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| 650 |
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7 |
|a Questioning
|2 fast
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| 650 |
|
7 |
|a Teaching
|x Philosophy
|2 fast
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| 776 |
0 |
8 |
|i Print version:
|a Chesters, Sarah Davey.
|t Socratic classroom.
|d Rotterdam ; Boston : Sense Publishers, [2012]
|z 9789460918544
|w (OCoLC)810533765
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=3034721
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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