| 000 | 02687nam a22003735i 4500 | ||
|---|---|---|---|
| 001 | 978-94-6091-855-1 | ||
| 003 | DE-He213 | ||
| 005 | 20140220083349.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 120912s2012 ne | s |||| 0|eng d | ||
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_a9789460918551 _9978-94-6091-855-1 |
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_a10.1007/978-94-6091-855-1 _2doi |
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_a370 _223 |
| 100 | 1 |
_aChesters, Sarah Davey. _eeditor. |
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| 245 | 1 | 4 |
_aThe Socratic Classroom _h[electronic resource] : _bReflective Thinking Through Collaborative Inquiry / _cedited by Sarah Davey Chesters. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2012. |
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| 300 | _bonline resource. | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 520 | _aThis 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. Audience This 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. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation (general). |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6091-855-1 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c104915 _d104915 |
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