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"Chesters, Sarah Davey"
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The Socratic Classroom
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.
eBook
Preservice Teachers’ Views: Issues for Learning to Teach SOSE in an Overcrowded Curriculum
A cohort of third-year preservice teachers (n=24) was given the opportunity to observe and participate in Studies of Society and Environment (SOSE) in primary classrooms through a series of school visits during a semester-long unit. These visits were designed to give preservice teachers opportunities to connect SOSE teaching theories studied in the university setting to SOSE teaching practices within schools. This study investigates the extent of the preservice teachers’ opportunities to observe SOSE teaching in the primary school. Responses from a survey showed that the majority of preservice teachers only agreed with 6 of the 25 items associated with the six categories (personal-professional skill development, system requirements, teaching practices, student behavior, feedback to students, and reflection on practice). Written responses from the questionnaire concurred that most had not experienced SOSE teaching. Various issues are discussed around providing preservice teachers with SOSE teaching experiences. School executives, teachers and university staff need to be part of the process to ensure preservice teachers are receiving quality SOSE teaching experiences that will assist in their pedagogical development. A wider question is also raised through this paper. If preservice teachers are unable to experience quality SOSE teaching in school visits designed for such a purpose, does this signal a changing emphasis in education that leaves the social sciences and humanities off the education agenda?
Journal Article
The Socratic Classroom
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. AudienceThis 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.
eBook
Whisperings from the Corridors
This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers' work.
eBook
Pedagogical Care: Connective Thinking
Remember the three friends talking together at a café. I used this scenario in Chapter 1 to distinguish between dialogue and mere conversation. Let us now revisit the concept of dialogue. The three friends engaged in mere conversation could be seen discussing an upcoming wedding. This conversation may surround the chosen flowers or the final details of a wedding dress. Despite the wedding banter that the conversation may consist of, what is important is that the focus is on retaining equilibrium lest the friends break the rules of conversation. A dialogue however, aims at disequilibrium whereby assumptions are explored and both agreements and disagreements examined. The three friends at the café may turn their conversation from wedding dresses and bouquets to topics such as identity and name changing that may require more critical consideration.
Book Chapter
Socratic Pedagogy and Classroom Practice
As a result of current innovations and reforms in education, teachers are increasingly required to adopt new approaches to teaching and learning, with emphasis on curriculum integration and new pedagogies to facilitate student-learning. In connection with these reforms a growing number of theorists of education are advocating inquiry-based education with emphasis on integrating curriculum, pedagogy and assessment to improve teaching and learning. This is in stark contrast to traditional or direct teaching methods. Of particular importance is the increasing acceptance of the need for the teaching of philosophy and philosophical inquiry to children. This development is recognised in the UNESCO study as a response to cultural and political needs. This is one of the reasons why the teaching of philosophy and philosophical inquiry to children was given a privileged treatment in that study.
Book Chapter
An Emerging Pedagogy: Developing an Inquiring Mind
Marshall Gregory argues that the primary vehicle through which pre-service teachers learn about pedagogy is through their own experiences of pedagogy in their tertiary classes. Their lived experiences, not the theories or frameworks presented to them, have a greater effect on how they teach. For the author, the impact of pedagogy was apparent when she began her university studies as an Arts student. This experience gave her a pedagogical foundation and it was because of this experience that she hoped to become a teacher and then a teacher educator. She developed her own approach to pedagogy based on the learning in which she was engaged as an undergraduate student. These experiences impacted greatly on how she wanted to teach and her research into pedagogy. This cycle also provided the impetus for this chapter and is a reflection of how a pedagogy may develop through experiences as both students and teachers. The chapter follows the development of the author's own inquiring mind. It is an inquiry into her own development: from student, to teacher, to teacher educator, and seeks to understand through reflection how pedagogy develops. It is a first-hand account of how one approach to teaching and learning, a Socratic approach, impacted on the author initially as a student and how this related to her own journey to develop further philosophical approaches to encourage thinking in her own students. The aim of this chapter is to understand how initial educational experiences of students have a lasting impact on how teachers view teaching and learning in the field. [Author abstract, ed]
Book Chapter
Socratic Pedagogy
This book, simply put, explored the potential of Socratic pedagogy as an effective educational strategy for developing the social and intellectual capacities and skills for active citizenship in a democratic society. As we have seen from the preceding chapters, philosophical dialogue is about reconstruction, or as Fisher puts it, making the familiar strange. This involves both evaluative and generative thinking as we challenge our assumptions about taken-for-granted knowledge and then begin to seek alternatives to come up with new knowledge. It also involves connective thinking as we inquire within a communal dialogue. However, theorists and practitioners who advocate the teaching of philosophy or philosophical inquiry in schools need to also engage in professional dialogue on matters of concern with regard to educational philosophy, in particular philosophical pedagogy. Professional discussion must also occur in communities. In the previous chapter, I pointed to Lewis’ imagery of two friends looking forward, out to the horizon, in the same direction. This metaphor is particularly poignant for this book because it reflects what I consider to be a common practice among practitioners of Socratic education. They are friends who walk side by side down the same pathway. They look forward in the same direction and follow each other down well-trodden paths. These pathways may have proven in the past to be reliable, predicable and unchanging. The friends, however, may discover new horizons, so to speak, by looking sideways to other pathways well-worn by other friends. By diverging onto other pathways, the friends may gain a new outlook. While the friends may choose to remain on their chosen paths, it will be with the added perspective of new pathways.
Book Chapter