By Susan Wilks
Responds to the problem of disengagement within the center years of education, by means of delivering academics and directors with rules for the implementation of a considering curriculum of their colleges.
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Extra resources for Designing a Thinking Curriculum
In order to lead penetrating philosophical discussions, the use of a cluster of follow-up questions to an initial exploration of a topic is helpful. Susan Gardner (1995) labeled this process the second ‘why’, believing it was the key to a process that teachers often struggled to achieve with their classes, the philosophical level of inquiry. An example of the two levels would be: Q. (Level one) Why did she boast about throwing rocks at the echidna? A. Because she thought the others would think she was tough.
This involves directing attention to the interesting or problematic issues in texts and other resources as well as dealing with content. In arousing curiosity and recognising the benefits of the process of discovery, learning how to use the tools of inquiry must follow. The examples below have not been linked with specific levels or strands of curriculum documents, but are offered as illustrations of the theory at work. Example 1: SOSE and English Following a schoolyard instance of bullying, a class might consider the difference between harmless and harmful teasing.
Holdsworth, R 1998, Connect April, pp. 263–4. Youth Research Centre, University of Melbourne. Kidd, D 1990, Onion Tears, Harper Collins, North Ryde, NSW. Lipman, M, Sharp, M & Oscanyan, F. 1980, Philosophy in the Classroom, Temple University Press, Philadelphia. Mares, L 1993, Adolescence and Giftedness, Hawker Brownlow Education, Melbourne. Piaget, J 1928, Judgement and Reasoning in the Child, Reprint 1976, Torowa, London; Littleford, Adams, New Jersey. Santi, M 1993 ‘Philosophing and Learning to Think’, The Journal for Philosophy for Children, 10 (3).