Literaturnachweis - Detailanzeige
Autor/inn/en | Bartels, Rob; Onstenk, Jeroen; Veugelers, Wiel |
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Titel | Philosophical Enquiry as Part of Democratic Education |
Quelle | In: Curriculum and Teaching, 33 (2018) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0726-416X |
DOI | 10.7459/ct/33.1.03 |
Schlagwörter | Philosophy; Children; Democracy; Citizenship Education; Skill Development; Democratic Values; Critical Thinking; Evaluative Thinking; Communication Skills; Cultural Pluralism; Elementary School Students; Foreign Countries; Curriculum Development; Netherlands Philosophie; Child; Kind; Kinder; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Kommunikationsstil; Kulturpluralismus; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Niederlande |
Abstract | Philosophy for Democracy is a research project which aims to examine whether and how Philosophy with Children contributes to the development of democratic skills and attitudes. Philosophy with Children seeks to develop children's critical thinking, their ability to judge, enhance their dialogical skills and attitudes and to contribute to their dealing with differences. These are important competencies for a citizen in a democratic society. In this study we enquire these aims in four primary schools. We have used Goodlad's curriculum model. In this model, a curriculum is divided into six levels: the underlying view or rationale; manuals and other resources; the interpretation by the teacher; the operationalisation in classroom; the experiences of the children and the results of the curriculum. At each of these levels we have enquired Philosophy with Children in relation to democratic education. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |