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Philosophical Inquiry
Philosophical Inquiry shows how to use the tools of philosophy for educational purposes. It is a practical guide to the philosophical arts of questioning, conceptual exploration and reasoning, with wide application across the school curriculum. It provides educators with an effective means of teaching students to think critically and creatively, to use their knowledge to solve problems, to deal with issues, to explore possibilities and work with ideas. These are the skills and abilities that young people need in order to thrive socially and economically in the world today. Drawing on educational and psychological theory, Philosophical Inquiry emphasizes the use of collaborative learning, through class discussion, working with a partner, and small group work. This approach teaches students to think in socially responsible ways. It means that students become not only thinking individuals but also good team-players, with benefits that extend beyond the classroom and the school to community life and the world of work.
Teaching Ethics in Schools
Teaching Ethics in Schools Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends that emphasise collaboration and inquiry-based learning.
Thinking Together
Thinking Together shows how story-based material can be used to help children raise philosophical puzzles and problems that will set them thinking. It shows how to build a community of inquiry in the classroom, and how to use questioning techniques, group discussion and other activities to develop thinking skills and concepts that can be applied across the curriculum.
A Theory of Moral Education
Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education can and should be fully rational. It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views. But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recognise and understand their authority. This is an original and important contribution to the philosophy of moral education, which lays a new theoretical foundation for the urgent practical task of teaching right from wrong.
Philosophy Park
The author introduces readers in the upper primary years to influential ideas of some of the world's most famous philosophers both ancient and modern through conversations between a cast of colourful characters in a vibrant, modern-day park. Children first learn about each philosopher, and then read a story that unpacks a key philosophical debate, before reflecting, analysing and discussing the ideas in class.
Thinking Stories 1
Collection of stories for children aged 8 to 12, designed to encourage children to raise questions about philosophical topics such as the nature of truth, to explore different points of view, and to initiate discussions about time, change and environment. A teacher resource/activity book is also available. The authors are members of the Philosophy for Children movement. The editor is a senior lecturer in the school of philosophy at the University of New South Wales. He is a former president of the Philosophy for Children Association of NSW and foundation chairperson of the Federation of Australian Philosophy for Children Associations.
Twenty Thinking Tools
Twenty Thinking Tools introduces teachers to the theory and practice of collaborative inquiry, and provides an easy-to-follow guide to the tools that students will acquire as they learn to examine issues and explore ideas.
Philosophy with Young Children
Doing philosophy encourages us to explore beneath the surface of things. It challenges us to ask questions and go beyond easy, obvious answers. Doing philosophy with children is exciting. It is surprising, challenging, awe-inspiring and fun.
Materials Information for CAD/CAM
Materials Information for CAD/CAM addresses the problem of designing databases, expert system, communication systems, and decision support aids that can be integrated with manual and software-supported tasks in design and manufacture, in CAD and CAM. This book covers tasks of materials selection, materials process simulation, and materials modelling that involve access to materials identification or property information. Organized into eight chapters, this book begins with an overview of the use of materials information in engineering design and manufacture. This text then explains how computerized CAD/CAM systems change the ways in which this information has been effectively used. Other chapters consider the organizational and technical aspects of data interchange in general. This book discusses as well the requirements in representing materials information in databases. The final chapter deals with integrated design environments with respects to their capabilities for utilizing materials information. This book is intended to be suitable for anyone who is planning the construction, management, or use of any kind of engineering materials property information system.
Vermeer's Camera
Art historians have long speculated on how Vermeer achieved the uncanny mixture of detached precision, compositional repose, and perspective accuracy that have drawn many to describe his work as "photographic." Indeed, many wonder if Vermeer employed a camera obscura, a primitive form of camera, to enhance his realistic effects? In Vermeer's Camera, Philip Steadman traces the development of the camera obscura--first described by Leonaro da Vinci--weighs the arguments that scholars have made for and against Vermeer's use of the camera, and offers a fascinating examination of the paintings themselves and what they alone can tell us of Vermeer's technique. Vermeer left no record of his method a...
