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Relevant bibliographies by topics / School philosophy

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Dissertations / Theses
Books
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Academic literature on the topic 'School philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School philosophy"

1

Worley, Peter. "PHILOSOPHY IN PHILOSOPHY IN SCHOOLS." Think 8, no. 23 (2009): 63–75. http://dx.doi.org/10.1017/s1477175609990066.

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There has recently been a great deal written about philosophy in schools and in this article I shall be addressing some of the main concerns raised in objection to philosophy with young people. By young people I have in mind those in primary school from reception through to Year 6 (ages 4–11).

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Kamara, Mohamed. "Grade-School Philosophy." Thinking: The Journal of Philosophy for Children 12, no. 1 (1994): 20–21. http://dx.doi.org/10.5840/thinking199412141.

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Whittle, Sean. "Philosophy in Schools: A Catholic School Perspective." Journal of Philosophy of Education 49, no. 4 (March 18, 2015): 590–606. http://dx.doi.org/10.1111/1467-9752.12131.

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Benjamin, David. "Philosophy in High School." Thinking: The Journal of Philosophy for Children 8, no. 4 (1990): 43–44. http://dx.doi.org/10.5840/thinking19908411.

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Jonathan, Ruth. "Philosophy Goes to School." Cogito 3, no. 3 (1989): 263–64. http://dx.doi.org/10.5840/cogito19893351.

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Oblova, Liudmyla. "Рhilosophical understanding of philosophy. Higher school without philosophy." Grani 24, no. 3 (March 30, 2021): 104–11. http://dx.doi.org/10.15421/172132.

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The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

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Oblova, Liudmyla. "Рhilosophical understanding of philosophy. Higher school without philosophy." Grani 24, no. 2 (February 28, 2021): 110–18. http://dx.doi.org/10.15421/172119.

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The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

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Verharen, Charles C. "Democratizing Philosophy: School for Life, Life for School." ATHENS JOURNAL OF EDUCATION 7, no. 2 (April 8, 2020): 139–52. http://dx.doi.org/10.30958/aje.7-2-1.

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Rajský, Andrej. "Toward a Philosophy of Moral Education." Forum Pedagogiczne 6, no. 2/1 (November 16, 2016): 281–91. http://dx.doi.org/10.21697/10.21697/fp.2016.2.18.

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The paper focuses on one project of moral education that is taking place in Slovakia in a form of a school subject. Ethics Education has been implemented in Slovakia since 1993/1994 as a school subject in the 2nd grade of primary schools and since 2004/2005 in the 1st grade of primary schools. The subject Ethics Education is based on education toward prosociality in the intentions of a Spanish prosocial psychologist Robert Roche Olivar. The aim of the paper is to examine a philosophical connection between moral education and education towards prosociality.

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Gehrett, Christine. "Doing Philosophy in High School." Inquiry: Critical Thinking Across the Disciplines 19, no. 2 (2000): 27–35. http://dx.doi.org/10.5840/inquiryctnews200019219.

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Dissertations / Theses on the topic "School philosophy"

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Hart, Jacquelyn D. "Differences in attitudes and educational philosophy of selected and nonselected applicants for public school administrative positions." Gainesville, FL, 1985. http://www.archive.org/details/differencesinatt00hart.

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Costello, Patrick J. M. "Against unjustifiable indoctrination : philosophy in the primary school." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:14331.

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HUSS, JOHN A. "MIDDLE LEVEL TEACHERS AND THEIR ACCEPTANCE OF THE MIDDLE SCHOOL PHILOSOPHY." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974390765.

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Brown, Joseph C. "A case study of a school implementing a constructivist philosophy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001765.

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Nixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.

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The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

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Binkley, Debora K. "Implementing the total quality management philosophy in an elementary school." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374773381.

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Binkley, Debora Katherine. "Implementing the Total Quality Management philosophy in an elementary school /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610786337.

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Kaminski, Dean L. "A study contrasting the philosophy and roles of the junior high school and middle school and their affect on adolescent development." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kaminskid.pdf.

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Grondin, Jean. "Hermeneutics is a Way of Doing Philosophy rather Than a School." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/112908.

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張克偉 and Hak-wai Cheung. "A study of the Wang Yangming school in Taizhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31214009.

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Books on the topic "School philosophy"

1

Philosophy goes to school. Philadelphia: Temple University Press, 1988.

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National Association of School Nurses (U.S.). Philosophy of school health services and school nursing. [Scarborough, ME]: The Association, 1989.

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Omatseye, Jim Nesin E. Educational philosophy and the African school. Benin City, Nigeria: Jodah Publications, 1992.

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The philosophy of the Austrian School. London: Routledge, 1993.

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Cubeddu, Raimondo. The philosophy of the Austrian School. London: Routledge, 1993.

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6

Philosophy: Stuff you forgot from school. New York: Reader's Digest Association, 2011.

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Fujita, Masakatsu, ed. The Philosophy of the Kyoto School. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8983-1.

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8

Waks, Leonard J. Technology's school: The challenge to philosophy. Greenwich, Conn: Jai Press, 1995.

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M, Mason Charlotte. School education. Wheaton, Ill: Tyndale House, 1989.

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10

Arthur, Harvey. Pythagoras and his philosophy. Ottawa: J. Hope, 1996.

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Book chapters on the topic "School philosophy"

1

Roeper, George, and Annemarie Roeper. "The Roeper Philosophy." In The Roeper School, 43–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-419-2_3.

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Høyrup, Jens. "Abbacus School." In Encyclopedia of Renaissance Philosophy, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-02848-4_1135-1.

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Wilson, Terri S. "Charter Schools, Free Schools, and School Choice." In International Handbook of Philosophy of Education, 1279–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_88.

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Hutt, Ethan L. "School Development and School Reforms." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_4-1.

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Hutt, Ethan L. "School Development and School Reforms." In Encyclopedia of Educational Philosophy and Theory, 2068–73. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_4.

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Wagner, Andreas, and Anselm Spindler. "School of Salamanca." In Encyclopedia of Renaissance Philosophy, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-02848-4_692-1.

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Beyleveld, Deryck. "Sheffield Natural Law School." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-007-6730-0_58-1.

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Murawski, Roman. "Lvov-Warsaw School of Philosophy." In The Philosophy of Mathematics and Logic in the 1920s and 1930s in Poland, 55–161. Basel: Springer Basel, 2014. http://dx.doi.org/10.1007/978-3-0348-0831-6_3.

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Stokell, Kathy, Diane Swift, and Babs Anderson. "P4C in the primary school." In Philosophy for Children, 66–71. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-7.

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Keta, Masako. "Philosophy of Overcoming Nihilism." In The Philosophy of the Kyoto School, 217–29. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8983-1_16.

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Conference papers on the topic "School philosophy"

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Mochalov, Dmitrii Petrovich. "Philosophy And Methodology Of History In The "Mechanist" School Of Soviet Philosophy." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.149.

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Kornienko, A. G. "Dialog of Cultures (East and West) in the Karl Jaspers’ Philosophy." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0038.

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The article sets forth the tasks of the historian of philosophy within the dialogue of cultures on the example of Karl Jaspers' philosophy. It explores the origins and characteristics of the methodology of comparative philosophy of history and the history of philosophy as well as status of the researcher within the context of the elaborated methodology.

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Avdeeva, V. S. "Actor of collective representations in the comparative history of philosophy." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0035.

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The article discusses the problem of the actor of collective representations in the comparative history of philosophy. It is proposed to emphasize the status of a researcher in comparative methodology and, thus, move from a dialogue of cultures (within the framework of the philosophy of culture) to an interdisciplinary dialogue (within the framework of the history of philosophy and historiography). Along with that historian of philosophy is considered as an actor of collective representations, transforming meanings and concepts based on the attitudes of national culture.

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Yurchuk, E. V. "Territorization and deterritorization of philosophy historians: transformations of practices." In VI Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2018. http://dx.doi.org/10.32460/ishmu-2018-6-0006.

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Pavlíková, Martina, and Marián Ambrozy. "EXTREMELY GIFTED STUDENTS AND TEACHING PHILOSOPHY IN SECONDARY SCHOOL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1556.

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Pavlíková, Martina, and Marián Ambrozy. "POSTER PROJECTS IN TEACHING PHILOSOPHY AT UPPER SECONDARY SCHOOL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1559.

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Solovyeva, Tatiana. "Philosophy Of Interpenetration Of Traditions And Innovations In Primary School Teacher Training." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.63.

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Thahir, Andi, Tin Fitri, and Rahmahwaty Rahmahwaty. "Proposal Integrated Curriculum of Islamic Elementary School in Islamic Education Philosophy Frame." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289332.

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Ambrozy, Marian. "THE RELATIONSHIP BETWEEN PHILOSOPHY AND HISTORY IN THE CONTEXT OF GRAMMAR SCHOOL TUITION." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.049.

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Bungai, Joni, and Indra Perdana. "Implementation of Dayaknese Educational Philosophy Pintar Harati at Elementary School in Palangka Raya." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.47.

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