Table of Contents

About the authors Acknowledgments Introduction Part I - Deliberative Ethics and Democracy 1. Normative ethics The moral and ethical environment Understanding ethics Moral and non-moral spheres Why be moral? Action-based ethical theories Non-consequentialism Contracts and rights Consequentialism Challenges to action-based theories Virtue ethics: an ethic of agency Ethic of care: a situation ethic Ethical decision-making: facing the realities 2. Philosophy as inquiry Philosophy in education Philosophy as collaboration Philosophy matters Metacognition: thinking about thinking Philosophy and value inquiry 3. Towards a philosophy of genuine inquiry Genuine inquiry Challenges to genuine inquiry Relationship between inquirers and the world Cartesian dualism and educational inquiry The objectivity of genuine inquiry Insight through genuine inquiry 4. Genuine inquiry and ethics education Pedagogical and professional practice Contextualism Values education Ethics education: internalising civic values 5. Education and democracy Democracy Liberal citizenship: rights and duties Communitarian models of democracy Democracy and deliberation Democracy and education Democratic education as school-governance Education for democracy Self-governance and the development of democratic dispositions Democratic education: a developmental approach Part II - Pedagogical Principles for Developing Communities of Inquiry 6. Developing a community of ethical inquiry The role of the teacher as facilitator Thinking collaboratively The framework for inquiry 7. Setting up a community of inquiry Physical setting for dialogue Collaborative learning groups Inter-group discussion The facilitators role Effective communication Potential obstacles to a community of inquiry Self and peer assessment Strategies for assessing student performance 8. Reading and observing The facilitators role Stimulus materials Textual stimulus materials Selecting stimulus materials Getting acquainted with philosophy Reading and observing Writing your own stimulus materials 9. Suggesting The facilitators role Generating questions Philosophical questions Procedural and substantive inquiry Procedural questions Substantive questions Combining procedural and substantive questioning Setting an agenda Making connections Prioritising 10. Deliberating The facilitators role Engaging in creative thinking Exploration and developing innovative ideas Elaborating and building on ideas Preliminary review Engaging in critical thinking Conceptual exploration Reasoning Reasoning obstacles Thinking collaboratively 11. Concluding Procedural and substantive closure The facilitators role Re-engaging with the world 12. Beyond the classroom: A case study Creating and implementing the vision Philosophy Staff development School community Educational community interest Results Student outcomes Engagement in metacognitive processes Cases of social reconstruction Some conclusions Afterword Appendix A Suggested reading Appendix B Resources Bibliography Index