Browse Title Index


 
Issue Title
 
Vol 5, No 1 (2018): Why should philosophy be taught in schools? Plato, metacognition and philosophy in schools Abstract   PDF
Peter Worley
 
Vol 2, No 1 (2015) Practicing philosophy of childhood: Teaching in the (r)evolutionary mode Abstract   PDF
David Kennedy
 
Vol 1, No 1 (2014) Preparing Teachers to 'Teach' Philosophy for Children Abstract   PDF
Laurance J Splitter
 
Vol 5, No 2 (2018): A tribute to Phil Cam and two general articles Promoting human development by doing philosophy at the heart of the family Abstract   PDF
Helena Modzelewski
 
Vol 2, No 1 (2015) Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program Abstract   PDF
Frank Fair, Lory E Haas, Carol Gardosik, Daphne D Johnson, Debra P Price, Olena Leipnik
 
Vol 2, No 2 (2015) Socrates in the schools: Gains at three-year follow-up Abstract   PDF
Frank Fair, Lory E Haas, Carol Gardosik, Daphne Johnson, Debra Price, Olena Leipnik
 
Vol 5, No 2 (2018): A tribute to Phil Cam and two general articles Strengthening dialogic argument: What teachers can learn from authentic examples of student dialogue Abstract   PDF
Michelle Sowey
 
Vol 6, No 1 (2019): Future Education: Schools and Universities Teachers and learners in a time of big data Abstract   PDF
Rachel Buchanan, Amy McPherson
 
Vol 1, No 1 (2014) Teaching Children to Think for Themselves: From Questioning to Dialogue Abstract   PDF
Felicity Haynes
 
Vol 3, No 2 The 2016 Federation of Australasian Philosophy in Schools Associations (FAPSA) conference report Abstract   PDF
Vanya Kovach
 
Vol 5, No 2 (2018): A tribute to Phil Cam and two general articles The cooperative principle and collaborative inquiry Abstract   PDF
Philip Cam
 
Vol 3, No 2 The dispositional ingredients at the heart of questioning and inquiry Abstract   PDF
Laurance J Splitter
 
Vol 1, No 1 (2014) The Educational Role of Philosophy (with a new commentary by Phillip Cam) Abstract   PDF
Mat Lipman
 
Vol 5, No 1 (2018): Why should philosophy be taught in schools? The ethics of narrative art: Philosophy in schools, compassion and learning from stories Abstract   PDF
Laura D'Olimpio, Andrew Peterson
 
Vol 6, No 1 (2019): Future Education: Schools and Universities The evolution of learning: Post-pedagogical lessons for the future university Abstract   PDF
Mitch Parsell, Christine Chinchen
 
Vol 5, No 1 (2018): Why should philosophy be taught in schools? The Generic Argument for teaching philosophy Abstract   PDF
Philip Cam
 
Vol 5, No 1 (2018): Why should philosophy be taught in schools? The need for philosophy in promoting democracy: A case for philosophy in the curriculum Abstract   PDF
Gilbert Burgh
 
Vol 1, No 1 (2014) The Other Dimension of Caring Thinking (with a new commentary by Phillip Cam) Abstract   PDF
Ann Margaret Sharp
 
Vol 3, No 2 The role of the art of living in early childhood education Abstract   PDF
Christoph Teschers
 
Vol 5, No 2 (2018): A tribute to Phil Cam and two general articles Thinking together with Philip Cam: Theories for practitioners and assessing thinking Abstract   PDF
Clinton Golding
 
Vol 4, No 1 (2017) Using a philosopher’s pedagogy to teach school subjects: The case of Ethnic Studies at Kailua High School Abstract   PDF
Amber Strong Makaiau
 
Vol 4, No 1 (2017) Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging Abstract   PDF
Margaret MacDonald, Warren Bowen, Cher Hill
 
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