Chapters

  Chapter 12: A hierarchy of formal educational activities   Some educational activities are more important than others – if, that is, learners genuinely are to be put first; to become a self-determining, responsible human beings in charge of their own lives. There is a hierarchy of educational processes, and conventional classroom teaching figures pretty

Chapter 13: Why should you learn to think philosophically?   <img “alignleft size-full wp-image-564″ src=”https://whatiseducationhq.com/articles/wp-content/uploads/2018/05/Graham-80-X-80.png” alt=”Graham Oliver” width=”80″ height=”80″ > Why learn philosophy? Untended, our everyday decisions, and our outlook on life are riddled with bad philosophical judgments. We can’t manage without making philosophical assumptions, and bad philosophy results in bad decisions. We can only

Chapter 14: Educational communities of inquiry (ECOIs) The best way to develop reasoning is in disciplined discussion – “Communities of Inquiry”. Our reasoning evolves out of, and through, the internalization of the voices of others, particularly the give-and-take of discussion and dialogue where reasons are exchanged respectfully. The more profound the challenge, and the more

Chapter 15: Discussion skills that create knowledge Quality philosophical discussions create knowledge and developed critical thinking, as well as enabling us to explore the core issues about life that concern us most. Here are the basic skills that need to be developed, and some tips on how to facilitate these discussions. Anyone can do it,

Chapter 16: Integrating the practices If schooling is only one educational institution, and perhaps shouldn’t even be the central one, how should formal education be arranged – particularly if we prioritize independent inquiry and empower learners with knowledge of education itself? Some possibilities are explored here. The educational requirements of our duties of respect for

PART 4 Chapter 17: The “Loop” of indoctrination We learn to reason in the world of our origin. A whole fabric that we take to be most reasonable was acquired before we could reason, and we pass much of this “taken-for-granted” on through the reproductive cycle. This is a challenge to educational justification, which cannot

Chapter 18: Educational Justification In popular and public discussion, what passes for justification in education is ethically questionable – generally serving the interests of parties other than learners themselves. Since we must, in education, make decisions for learners – and often about the sorts of people they will become – sound ethical justification is crucial.

Chapter 20: Education as Procedural Educational policy-making, planning and assessment should be procedural. It should not be about specifying content or outcomes, except in the most general terms. If we intend to respect learners for the self-determining people they are entitled to become, we should not be trying to settle their beliefs or understandings, but