Table of Contents
About the editor
List of contributors
Editor introduction
Part 1: Transforming teacher education and teacher training
with Philosophy for/with Children
- Teacher Education: Developments, characteristics, and
challenges
Ayelet Becher
- Philosophy for/with Children, Teacher Training, and value
transmission: Contradictions, problems, and a solution
Viktor Gardelli
- Using Philosophy for/with Children in initial Teacher Education
as a pedagogical approach to challenge neoliberalism in
education
Rhiannon Love
- The teacher in a community of (philosophical) inquiry: "Sage on
the side and guide on the stage"
Laurance J. Splitter
- Philosophy for/with Children and teachers’ perspectives: the
need to understand teachers’ beliefs and values
Ben Kilby
- Transforming Teacher Education with Philosophy for
Children
Lizzy Lewis
- Philosophical teaching-and-learning: Professional development
for every teacher
Roger Sutcliffe
Part 2: Between professional knowledge, assessment, and
professional development
- Moving beyond official prescriptions towards a professional
pedagogy of reasoning and dialogue in initial teacher
education
Roger Sutcliffe and Diane Swift
- Committing to concepts: making explicit the significance of
philosophical dialogues in the professional formation of
teachers
Diane Swift
- Training Philosophy for Children Facilitators via technology
and peer assessment
Keith J. Topping
- Teacher interventions in the community of philosophical
inquiry: Standards-referenced assessment tools
Janette Poulton
Part 3: Embedding Philosophy for/with Children to Teacher
Education
- Embedding Philosophy for/with Children in initial Teacher
Education: a stealth model
Rhiannon Love and Emma Goto
- Integrating Philosophy for/with Children within a final year
teacher education curriculum in South Africa
Lena Green and Janet Condy
- From philosophy in school to a philosophy school: philosophy
workshops to revive the thirst for knowledge
Edwige Chirouter
- Contagious commitment: what might a Philosophy for Children
summer camp offer Teacher Education programs?
Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and
Susan T. Gardner
Part 4
Challenging the curriculum with philosophical topics
- Philosophy from the corners: Incorporating philosophical
inquiry into a crowded curriculum
Wendy C. Turgeon
- Education in the context of uncertainty
Susan T. Gardner
- Philosophising with children: Uncertainty as a challenge
for teachers and a learning opportunity in an age of risk
Kerstin Michalik
- Philosophy for/with Children and learning for sustainability:
Lessons for teachers
Claire Cassidy
- Rethinking teacher preparation for teaching controversial
topics in a community of inquiry
Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary
Graham
Part 5: Becoming a Philosophy for Children teacher:
Challenges and opportunities
- Becoming a Philosophy for Children teacher through informal
training: Challenges, opportunities and conducive conditions
Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki
- Becoming philosophical student teachers
Jude Penny
- What conflicts do teachers face in the process of transforming
their professional identities through Philosophy for Children in
their first years of practice?
Wakako Good and Eriko Yamabe
About the Author
Arie Kizel is Associate Professor at the
Department of Learning and Instructional Sciences at the Faculty of
Education, University of Haifa, Israel. He is the Co-Founder and
President of the Mediterranean Association for Philosophy with
Children. During 2017-2022 he was the President of the
International Council of Philosophical Inquiry with Children
(ICPIC).
