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<meta content="Tudor, Bec" name="eprints.creators_name" />
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<meta content="The educational program 'Philosophy for Children' (Matthew Lipman), has been developed through the International Association for the Advancement of Philosophy for Children (Montclair State University, New Jersey). It advocates transforming classrooms into 'communities of inquiry', to yield significant and beneficial outcomes for future societies. This vision is outwardly political, consciously optimistic, and potentially extremely powerful:
"To convert classrooms into communities of inquiry moves us beyond arguments and theories into the realm of concrete actions aimed at changing the world for the better" (Sharp & Reed, 1992:171-172).
Yet, philosophical inquiry is understood in this program as a strictly linguistic activity - stimulated by reading and explored through conversation. This paper asserts that the framework for fostering life-long reflective thought set-up in 'Philosophy for Children' is not only satisfied by the practice of art making, but also enhanced in crucial ways through physical engagement in creating (for both amateur and professional art maker). The question remains: can visual art practice be said to be a form of philosophical inquiry?
Sharp, A. M. & Reed, R. F. 1992 (eds) Studies in Philosophy for Children: Harry Stottlemeier's Discovery (Philadelphia: Temple University Press)." name="eprints.abstract" />
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<meta content="Carter, P. (2004) Material Thinking: The Theory and Practice of Creative Research, (Melbourne: Melbourne University Press).
Golding, C. (2004) 'Philosophy for Children and Multiple Intelligences', Critical and Creative Thinking, 12(1), pp. 16-31.
Hagaman, S. (1992) 'Pentimento: Conversations in the Art Classroom', in R.F. Reed (Ed) When We Talk: Essays on Classroom Conversation, (Fort Worth: Analytic Teaching Press).
Jespersen, P. (1993) 'Problems with Philosophy for Children', Analytic Teaching: The Community of Inquiry Journal, November. [accessed from website 13 November 2006] http://home12.inet.tele.dk/fil/phil4child.htm
Latta, M.M. (2001) 'Letting Aesthetic Experience Tell its Own Tale', Journal of Aesthetic Education, 35(1), pp. 45-51.
Lipman, M. (1988) Philosophy Goes to School, (Philadelphia: Temple University Press).
Lipman, M. (1991) Thinking in Education, (New York: Cambridge University Press).
Lipman, M. (1992a) 'How Old is Harry Stottlemeier?', in A.M. Sharp & R.F. Reed (Eds) Studies in Philosophy for Children: Harry Stottlemeier's Discovery, (Philadelphia: Temple University Press).
Lipman, M. (1992b) 'On Writing a Philosophical Novel', in A.M. Sharp & R.F. Reed (Eds) Studies in Philosophy for Children; Harry Stottlemeier's Discovery, (Philadelphia: Temple University Press).
Morehouse, R. (1992) 'Conversation and Cognition', in R.F. Reed (Ed) When We Talk: Essays On Classroom Conversation, (Texas: Analytic Teaching Press).
Sharp, A. M. & Reed, R. F. 1992 (eds) Studies in Philosophy for Children: Harry Stottlemeier's Discovery, (Philadelphia: Temple University Press).
Wilks, S. (2001) 'Aesthetic Education: A New Reflection in the Mirror', Thinking: The Journal of Philosophy for Children, 15(4), pp. 34-43." name="eprints.referencetext" />
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<meta content="The educational program 'Philosophy for Children' (Matthew Lipman), has been developed through the International Association for the Advancement of Philosophy for Children (Montclair State University, New Jersey). It advocates transforming classrooms into 'communities of inquiry', to yield significant and beneficial outcomes for future societies. This vision is outwardly political, consciously optimistic, and potentially extremely powerful:
"To convert classrooms into communities of inquiry moves us beyond arguments and theories into the realm of concrete actions aimed at changing the world for the better" (Sharp & Reed, 1992:171-172).
Yet, philosophical inquiry is understood in this program as a strictly linguistic activity - stimulated by reading and explored through conversation. This paper asserts that the framework for fostering life-long reflective thought set-up in 'Philosophy for Children' is not only satisfied by the practice of art making, but also enhanced in crucial ways through physical engagement in creating (for both amateur and professional art maker). The question remains: can visual art practice be said to be a form of philosophical inquiry?
Sharp, A. M. & Reed, R. F. 1992 (eds) Studies in Philosophy for Children: Harry Stottlemeier's Discovery (Philadelphia: Temple University Press)." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Visual art as philosophical inquiry: expanding pedagogic possibilities in the quest for a community of reflective thinkers</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Tudor, Bec</span> (2006) <xhtml:em>Visual art as philosophical inquiry: expanding pedagogic possibilities in the quest for a community of reflective thinkers.</xhtml:em> In: ACUADS 2006 Conference: Thinking the Future: Art, Design and Creativity, 27-29 September, Melbourne, Victoria.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2296' );" href="http://eprints.utas.edu.au/1821/1/Tudor_ACUADS_2006.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2296' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2296"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1821/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1821/1/Tudor_ACUADS_2006.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />80Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.acuads.com.au/conf2006/art_ed.htm#Tudor">http://www.acuads.com.au/conf2006/art_ed.htm#Tudor</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">The educational program 'Philosophy for Children' (Matthew Lipman), has been developed through the International Association for the Advancement of Philosophy for Children (Montclair State University, New Jersey). It advocates transforming classrooms into 'communities of inquiry', to yield significant and beneficial outcomes for future societies. This vision is outwardly political, consciously optimistic, and potentially extremely powerful:
"To convert classrooms into communities of inquiry moves us beyond arguments and theories into the realm of concrete actions aimed at changing the world for the better" (Sharp & Reed, 1992:171-172).
Yet, philosophical inquiry is understood in this program as a strictly linguistic activity - stimulated by reading and explored through conversation. This paper asserts that the framework for fostering life-long reflective thought set-up in 'Philosophy for Children' is not only satisfied by the practice of art making, but also enhanced in crucial ways through physical engagement in creating (for both amateur and professional art maker). The question remains: can visual art practice be said to be a form of philosophical inquiry?
Sharp, A. M. & Reed, R. F. 1992 (eds) Studies in Philosophy for Children: Harry Stottlemeier's Discovery (Philadelphia: Temple University Press).</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Conference or Workshop Item (Paper)</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">ISBN: 978-0-9758360-1-9</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">education, pedagogy, philosophy, children, visual, art, intelligence, Lipman, community, reflective, thinking, inquiry, creativity, school, citizens, society, future</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/410202.html">410000 The Arts > 410200 Visual Arts and Crafts > 410202 Fine Arts (incl. Sculpture and Painting)</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330102.html">330000 Education > 330100 Education Studies > 330102 History and Philosophy of Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/440100.html">440000 Philosophy and Religion > 440100 Philosophy</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1821</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Ms Rebecca Tudor</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">21 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1821;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1821">item control page</a></p>
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