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Full-Text Articles in Education
On The Relevance Of Cognitive Neuroscience For Community Of Inquiry, Mark Weinstein, Dan Fisherman
On The Relevance Of Cognitive Neuroscience For Community Of Inquiry, Mark Weinstein, Dan Fisherman
Department of Educational Foundations Scholarship and Creative Works
Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction and its canonization in current educational thought contemporary cognitive neuroscience presents a fundamental challenge to the viability of the …
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome …
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the best story, in a discursive location in which there are always multiple stories. Finally, I raise the issue of children's philosophical …