Effective moral education requires children to engage in ethical inquiry. Ethical inquiry requires students to cultivate all aspects of their thinking, including critical, creative, and caring thinking (which includes active, affective, and valuative thinking). Only the discipline of Philosophy for Children, the narrative-and-discussion-based…

Part of a series of philosophical readers, this story for elementary school children presents two characters, Kio and Gus, who are sensitive to ideas, language, and the world around them. The book consists largely of dialogue as each character narrates his/her story. In the course of a summer, Kio visits his grandfather's farm and befriends Gus,…

Examines whether elementary school children have the interest or ability to understand philosophy. Suggests that philosophical thinking among children should be encouraged and that it should take place in the terms and concepts of ordinary language with which children are comfortable. (Author/DB)

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)

Holds that ethical inquiry, as a "craft," causes students in this area to be "apprentices," and the classroom a "community of inquiry" wherein the tools, methods, practices, and procedures of the craft are imparted. States that the generic procedures of reasoning, necessary for moral reasoning, should be taught within…

Students in grades three and four are introduced to the concepts of abstract reasoning, ambiguity, and interpersonal relationships in this philosophic reader. The story involves mystery and myth and works with literary techniques of similie and metaphor. Pixie is introduced as a precocious character who is impatient with other people, a tease, and…

Designed to accompany "Pixie," a philosophy reader for students in grades three and four, this instructional manual presents discussion plans, games, philosophical activities, and reasoning exercises so that the concepts in the reader can be readily operationalized in the classroom. The "Pixie" program focuses on abstract reasoning, ambiguity, and…

This manual contains classroom exercises which can be used to supplement each chapter of the story "Mark," (ED 189 016) designed to help adolescents formulate a philosophy of values. The purpose of both "Mark" and "Social Inquiry" is to identify key social issues in the social sciences and expose students to the conflicting concepts at the heart…

Mark is the central character in this story designed to help adolescents formulate a philosophy of values. The story is well suited for use in high school social studies courses and/or in philosophy or guidance units. Mark's thoughts and actions are reported as he interacts with his family, friends, acquaintances, and individuals of authority…

A philosophy reader for seventh and eighth graders, "Lisa" presents a story about daily experiences of a group of schoolchildren. The story is a sequel to ED 103 298. "Lisa" focuses on ethical and social issues such as lying and truth-telling, fairness, naturalness, and what are rules and standards. Other issues such as job and sex discrimination,…

This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable…

This instructional manual is designed to accompany "Lisa," a philosophy reader for 7th, 8th, and 9th grade students (ED 137 215). The aim of the course is to encourage children to consider and reflect upon their moral values. Concerned with ethics, "Lisa" is an attempt to understand moral conduct. Emphasis is on having the students learn to think…