Connecting learning to the world beyond the classroom through collaborative philosophical inquiry

Asia-Pacific Journal of Teacher Education:1-19 (2015)
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Abstract

This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom.

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Author's Profile

Gilbert Burgh
University of Queensland

References found in this work

Experience and education.John Dewey - 1998 - West Lafayette, Ind.: Kappa Delta Pi.
Pedagogy of the oppressed.Paulo Freire - 2004 - In David J. Flinders & Stephen J. Thornton, The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.
Experience and Education.John Dewey - 1938/2008 - Philosophy 14 (56):482-483.

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