Rowman & Littlefield Publishers
Trim: 7 x 10
978-1-4422-3477-2 • Hardback • February 2016 • $97.00 • (£75.00)
978-1-4422-3478-9 • Paperback • February 2016 • $47.00 • (£36.00)
978-1-4422-3479-6 • eBook • February 2016 • $41.50 • (£32.00)
Jana Mohr Lone is the founder and director of the University of Washington Center for Philosophy for Children. Since 1995 she has taught philosophy in classrooms from preschool to college, as well as taught college students, K-12 teachers, parents and others about ways to bring philosophy into the lives of young people. She is the author of The Philosophical Child, which explores ways that parents, grandparents, and other adults can stimulate philosophical conversations about children's questions, Philosophy and Education: Introducing Philosophy to Young People, (co-editor with Roberta Israeloff), which examines various issues involved in teaching philosophy to young people, and many articles about K-12 philosophy. She writes the blog Wondering Aloud: Philosophy with Young People. A frequent speaker about pre-college philosophy, Jana is the president of PLATO (Philosophy Learning and Teaching Organization), chair of the American Philosophical Association Committee on Pre-College Instruction in Philosophy, and the founding editor-in-chief of the journal Questions: Philosophy for Young People.
Michael D. Burroughs is Assistant Director of the Rock Ethics Institute and Senior Lecturer in Philosophy at the Pennsylvania State University. For over a decade, he has been working to provide greater access to pre-college philosophy in the United States. Michael has taught philosophy at numerous academic levels, including K-12 and college classes, as well as workshops for pre-college teachers and university professors. In 2008, Michael co-founded Philosophical Horizons, a pre-college philosophy program dedicated to introducing the history and practice of philosophy to children in Memphis city schools (K-12). Michael also served as Outreach Coordinator for the Philosophy Department at the University of North Carolina at Chapel Hill. During his tenure at UNC-Chapel Hill, he taught university courses on pre-college philosophy and collaborated with local educators and philosophy and education graduate students to begin numerous elementary, middle, and high school philosophy programs. Michael serves on the PLATO (Philosophy Learning and Teaching Organization) board of directors and has presented and written extensively on issues in pre-college philosophy, including chapters in Philosophy in Schools: An Introduction for Philosophers and Teachers (Routledge, 2013) and Ethics in Youth Sport: Policy and Pedagogical Applications (Routledge, 2013).
Section IWhy introduce philosophy to young people?
Chapter 1 – Philosophy Beyond the University
Chapter 2 – Wonder, Questioning and Reflection
Section IIMaking Space for Questioning and Dialogue
Chapter 3 – Learner-Centered Education and the Dialogical Model
Chapter 4 – Philosophical Sensitivity
Chapter 5 – The Community of Philosophical Inquiry
Section IIIIn the Classroom
Chapter 6 – Philosophy in Elementary School
A Question Board
Creating Our Own Philosophical Story
The Three Questions by Jon Muth
Stuart Little chapter 12 by E.B. White
Big Questions and How We Answer Them
Why? by Lindsay Camp and Tony Ross
Keep the Question Going
What’s Your Reason?
Good News, Bad News
Horton Hears A Who by Dr. Seuss
Harry Potter and the Sorcerer’s Stone chapter 12 by J.K. Rowling
Silent discussion: The Hole by Øyvind Torseter
Let’s Do Nothing by Tony Fucile
The Big Orange Splot by Daniel Manus Pinkwater
An Angel for Solomon Singer by Cynthia Rylant
A Shelter in Our Car by Monica Gunning
Four Feet, Two Sandals by Karen Lynn Williams and Khadra Mohammed
Amazing Grace by Mary Hoffman
Paperbag Princess by Robert Munsch
The Other Side by Jacqueline Woodson
Freedom Summer by Deborah Wiles
Bird by Zetta Elliott
The Conductor by Laetitia Devernay
What is Music? Silence and Sound
The Art Lesson by Tomie de Paola
What is art?
The Coat by Julie Hunt and Ron Brooks
Chapter 7 – Philosophy in Middle School
Fair or Equal?
Justice and Fairness in Schools
Following the Leader
Human Nature and the Ring of Gyges
Drawing a Good Life
Shallow Pond and Charity
Philosophical Inquiry and Teaching The Book Thief by Marcus Zusak
LEGOs of Theseus
Social Media and Free Will
Convince Your Teacher/Principal
Chapter 8 – Philosophy in High School
Arguments and Philosophical Reasoning
Drop the Ball
What Do We Find Beautiful?
Affirmative Action in University Admissions (1)
Affirmative Action in University Admissions (2)
I Lost My Cool
Social Contract Theory: Creating a Cooperative Learning Environment
Applied Ethics – Genetic Enhancement
Justice and Utopia
The Case of Kitty Genovese: Moral Responsibility and the Bystander
The Words We Live By
The Ethics of “Stop Snitching”
In-Class Ethics Bowl
Section IVIdentity, Social Inequality and Philosophical Practice
Chapter 9 – Philosophical Recognition and Identity: Recognizing the Child
Chapter 10 – Children’s Philosophical Encounters: Taking Seriously the Role of
Privilege in Classrooms
Chapter 11 – Philosophy and Transforming K-12 Education
About the Authors
Jane Mohr Lone and Michael Burroughs provide a compelling justification for teaching philosophy in K-12 schools, and a useful, well-grounded set of lesson plans for how to do it. Emphasizing the practice of philosophy, and specific activities like questioning, dialogue, and inquiry, Mohr Lone and Burroughs promote the aim of doing philosophy with students, and not just teaching about philosophy. Their lesson plans, and ingenious use of literature, start with where students’ interests and concerns are, across different ages. Their approach of promoting discussion within a “community of philosophical inquiry” is pragmatic and grounded in experience. Any teacher could use some of these lesson plans in their classroom.
— Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
Jana Mohr Lone and Michael Burroughs have given us a profoundly thoughtful book about the ways that children can participate in dialogue and critical reflection at a level that transcends the pro formá mandates of most standardized curricula. Beginning in the early elementary grades and continuing through the secondary years, they provide us and our teachers with a smorgasbord of practical and ingeniously inventive avenues into a realm of inquiry that opens up essential questions about justice, ethics, and equality.
— Jonathan Kozol, National Book Award winner and author of "Savage Inequalities" and "Death at an Early Age"