https://shawnreeves.net//wiki/index.php?action=history&feed=atom&title=Integrate_philosophy 2026-08-02T18:20:41Z Revision history for this page on the wiki MediaWiki 1.43.0 https://shawnreeves.net//wiki/index.php?title=Integrate_philosophy&diff=2404&oldid=prev 2013-08-04T00:10:54Z

<p></p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 17:10, 3 August 2013</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Consider this abstract of &quot;Enlivening the curriculum: The power of philosophical inquiry&quot; by Sue Knight and Carol Collins (Theory and Research in Education November 23, 2010 vol. 8 no. 3 305-318):</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Consider this abstract of &quot;Enlivening the curriculum: The power of philosophical inquiry&quot; by Sue Knight and Carol Collins (Theory and Research in Education November 23, 2010 vol. 8 no. 3 305-318):</div></td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students’ understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students’ understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.</div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[[Category:Physics teaching‏‎]]</ins></div></td></tr> </table>

Shawn https://shawnreeves.net//wiki/index.php?title=Integrate_philosophy&diff=1145&oldid=prev 2010-11-27T02:06:53Z

<p>Created page with &#039;Consider this abstract of &quot;Enlivening the curriculum: The power of philosophical inquiry&quot; by Sue Knight and Carol Collins (Theory and Research in Education November 23, 2010 vol.…&#039;</p> <p><b>New page</b></p><div>Consider this abstract of &quot;Enlivening the curriculum: The power of philosophical inquiry&quot; by Sue Knight and Carol Collins (Theory and Research in Education November 23, 2010 vol. 8 no. 3 305-318):<br /> :In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students’ understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.</div>

Shawn