Deakin University
Browse

File(s) under permanent embargo

Whole school values and the socially transformative potential of philosophy education

journal contribution
posted on 2011-01-01, 00:00 authored by Amanda KeddieAmanda Keddie
The socially transformative potential of philosophy education (PhE) to support a broadening of students' horizons and a fostering of their ability to deal with difference and diversity is the focus of this article. This article explores this potential through its examination of whole school values and PhE at one primary school in Queensland, Australia. The central argument is that the school's prioritizing of social outcomes within its values framework can be supported by PhE at the classroom level. In making this case, this article draws on interview data from the school principal (“Ms A”), the school's Philosophy Mentor and Grade Four teacher (“Ms B”) and a Year 4 PhE student (“Jacob”). Given the transformative role schools are expected to play in the teaching of values, the centrality of school and teacher values in shaping student learning and the potential of PhE to enhance the social outcomes of schooling, this article provides a warrant for further interrogation of the agenda and values transmitted through this curriculum area.

History

Journal

Pedagogies: an international journal

Volume

6

Issue

4

Pagination

296 - 311

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1554-480X

eISSN

1554-4818

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2011, Taylor & Francis

Usage metrics

    Research Publications

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC