Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-06T22:41:10.770Z Has data issue: false hasContentIssue false
  • English
  • Français

Philosophy for Children in Remote Aboriginal Classrooms

Published online by Cambridge University Press:  22 July 2015

Robert Laird
Get access

Extract

The Philosophy for Children programme was developed during the 1970s and 1980s to address the low level of thinking skills exhibited by university and high school students in the United States. A programme of studies in philosophy for children from grade one upwards was based on eight novels with accompanying instructional manuals to assist the teacher in extracting the philosophical issues from the novels as children choose them. This programme is relevant and appropriate for use as part of the English curriculum in a remote Aboriginal school in Australia: whether the school has a bilingual or bicultural program in place or not, Philosophy for Children is fitting as it makes thinking skills explicit. Basing it on a concept of a community of inquiry is very supportive to people from a non-English speaking background. The programme of Philosophy for Children brings in subjects from all curriculum areas, thus encouraging the recently supported integrated approach, but is particularly useful for language learning and understanding.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 20 , Issue 4 , September 1992 , pp. 27 - 36
Copyright
Copyright © Cambridge University Press or the authors 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Capp, R., (1988) Even desert kids need heroes, in Harvey, B., & McGinty, , 5., (compilers) Learning My Way, Perth: WACAE.Google Scholar
Cazden, C.B., & Leggett, E.L., (1981) Culturally responsive education in Trueba et al, (eds) Culture and the Bilingual Classroom, Massacheusetts: Newbury.Google Scholar
Flores, B., et al (1991) Transforming deficit myths about learning language and culture, Language Arts, vol 68, no 5, September, pp 369 - 385.Google Scholar
Graham, B., (1984) Finding meaning in maths: an introductory program for Aboriginal children, The Aboriginal Child at School, 12 (4), pp 24 - 39.CrossRefGoogle Scholar
Gray, B., (1990) Natural language learning in Aboriginal classrooms: reflections on teaching and learning style for empowerment in English in Walton & Eggington, Language: Maintenance, Power and Education in Australian Aboriginal Contexts, Darwin: NTU Press.Google Scholar
Harris, J., (1978) Aboriginal science, western science and conceptual interference, Australian Science Teachers Journal, vol 24.Google Scholar
Harris, S., (1990a) Two Way Aboriginal Schooling, Canberra: Aboriginal Studies Press.Google Scholar
Harris, S., (1990b) Teaching methodolgy for the western domain of a Aboriginal two way school, unpublished manuscript, Darwin: NTU.Google Scholar
Lipman, M., & Sharp, A.M., (1982) Looking for Meaning: Instructional Manual to Accompany Pixie, Lanham: University Press of America.Google Scholar
Lipman, M., & Sharp, A.M., (1986) Wondering at the World: Instructional Manual to Accompany Kio and Gus, Lanham: University Press of America.Google Scholar
Lipman, M., (1988) Philosophy Goes to School, Temple University, photocopy from the NT Department of Education, Curriculum and Assessment Division.Google Scholar
Lipman, M., (1989) Kio and Gus, Hawthorn: ACER.Google Scholar
Liverani, M.R., (1991) The young philosophers, The Independent Monthly, September pp 8-9.Google Scholar
Northern Territory Department of Education, (1990), The English Curriculum for Years T -10. (Draft)Google Scholar
Pellegrini, A.D., (1991) A critique of the concept of at risk as applied to emergent literacy, Language Arts, vol 68, no 5, September, pp 380 - 385.Google Scholar
Sharp, A.M., (no date) The community of enquiry: education for democracy, photocopy from Curriculum and Assessment Division, NT Department of Education.Google Scholar