Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula.

Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed.

This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.

chapter |6 pages

Editorial Introduction The philosophical classroom

An Australian story
ByGilbert Burgh, Simone Thornton

part I|14 pages

The development of philosophy for children in Australia

chapter 1|16 pages

Philosophy for children comes to Australia

ByLaurance J. Splitter, Jennifer Glaser

chapter 2|9 pages

Getting started

The early use of the IAPC curriculum
ByJennifer Glaser, Anita Bass

chapter 3|14 pages

The federation debate

Creating an Australasian network
ByLaurance J. Splitter, May Leckey

chapter 4|9 pages

From newsletters to an Australasian journal and beyond

ByStephan Millett

chapter 5|14 pages

Australian practices go overseas

ByMegan Jane Laverty

part II|16 pages

Ideas into books

chapter 6|14 pages

‘Memo to Harry Stottlemeier and friends: you are not wanted here!’

Reflections on the idea of a philosophy curriculum in Australia
ByLaurance J. Splitter

chapter 7|9 pages

‘What’s so special about a story?’

Revisiting the IAPC text-as-story paradigm
ByJennifer Glaser

chapter 8|13 pages

Resourceful teachers and teacher resources

BySusan Wilks

chapter 9|12 pages

From picture books to science in the classroom

ByTim Sprod

chapter 10|10 pages

Writing for children and teachers

A philosophical journey
ByPhilip Cam

chapter 11|12 pages

Connecting concepts and developing thinking classrooms

ByClinton Golding

part III|11 pages

Philosophy in schools

chapter 12|11 pages

Teacher education and professional development

ByJanette Poulton

chapter 13|16 pages

Philosophy and the curriculum

ByMonica Bini, Peter Ellerton, Sue Knight, Stephan Millett, Alan Tapper

chapter 14|13 pages

Philosophy in schools across Australia

ByKate Kennedy White, Liz Fynes-Clinton, Lynne Hinton, Jill Howells, Emmanuel Skoutas, Daniel Smith, Matthew Wills

chapter 15|14 pages

Philosophy in public and other educational spaces

BySelena Prior, Susan Wilks

chapter 16|16 pages

Australian research into the benefits of philosophy for children

ByStephan Millett, Rosie Scholl, Alan Tapper

chapter 17|18 pages

Philosophy for children goes to university

ByJennifer Bleazby, Christina Slade

part IV|2 pages


chapter 18|15 pages

Growing up with philosophy in Australia

235Philosophy as cultural discourse
BySimone Thornton, Gilbert Burgh

chapter |4 pages


Edited ByGilbert Burgh, Simone Thornton