Using the philosophy of mindfulness is an innovative way to teach about perception. By participating in a mindfulness awareness practice, engaging in an activity with all your senses and being in the moment without judgment, students learn about the concepts of perception and mindfulness; analyze their personal perception process before and after…

Philosophy for Children (otherwise known as P4C) can help develop cooperative and peer learning and transform them into a method for developing critical and creative thinking skills. The purpose of this booklet is to describe what Philosophy for Children (P4C) is and how to implement it in the classroom. It consists of seven sections, each with a…

"Dreaming in the Classroom" provides teachers from virtually all fields with a uniquely informative guidebook for introducing their students to the universal human phenomenon of dreaming. Although dreaming may not be held in high esteem in mainstream Western society, students at all education levels consistently enjoy learning about…

Co-written by a professor of philosophy and a practising primary school teacher, "Philosophy for Young Children" is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries--enough for a year's work--that have all been successfully tried, tested and enjoyed with young children from the age of three…

This article provides an example of a social studies lesson from Turkish educational context in order to facilitate comparison with examples of social studies lessons from other parts of the world. This lesson was recorded in a 7th grade class at a middle school in one of the metropolitan neighborhoods in Istanbul. According to the current…

Differing philosophies of education associated with John Dewey, Robert Maynard Hutchins, Jerome Bruner, and A. S. Neill are outlined. Implications of each philosophy for mathematics and science teaching are suggested. (MP)

Describes and discusses American philosopher Penelope Maddy's theory which states that mathematics is part of the physical world and parts of it are perceptible. Provides a background to Maddy's realism by discussing other philosophies. Contains 26 references. (ASK)

This textbook is the teacher's answer book for questions and problems in the "Fourteen Weeks Course" in natural philosophy, chemistry, human physiology, and physics.

Argues that the best procedure for teaching the philosophy of geography is to show how philosophical issues arise from geographic concepts, assumptions, and problems. Explores philosophical assumptions inherent in locating things in space and determining their relationships. (Author/KC)

Mathematics, albeit a socio-cultural creation that is mutable and fallible, is a body of knowledge, the objectivity of which is independent of origin or social acceptance. The inclusion of logical necessity in an attempt to elaborate on the objectivity of mathematics is a U-turn. (SAH)

The booklet outlines a philosophy course for gifted high school students. The program is designed to provide both academic substance and higher level critical thinking skill development. Objectives of the program include: (1) becoming more sensitive to life's major alternative goals and the standard means recommended for attaining them; (2)…

Reviews STUDIES IN PLATONIC POLITICAL PHILOSOPHY (Strauss, 1984). Describes Platonic political philosophizing and argues that it is indispensable for the teaching of political science. (JDH)

A college course devoted to radical behaviorism and cognitivism as competing viewpoints is outlined. The course was team taught by a psychologist and a philosopher. Benefits and potential problems are discussed. (Author/RM)

Maintains that art educators should base their theories of art, education, and discipline in the fundamental place of wonder in aesthetic experience. Examines Plato's philosophy to help understand some of the characteristics of wonder. Claims that all human experience has an aesthetic dimension and that wonder can motivate any inquiry. (KM)

Presents a strategy for simplifying the problem of how to approach important questions in the philosophy of science as they apply to sociology. Specifically, the article outlines an axial model for studying and teaching about relationships among various epistemological positions in contemporary sociology. (Author/DB)