IP 89-6 Philosophical inquiry in teacher education.
Abstract
This paper analyzes how philosophy enters into inquiry in teacher education, in writings by both philosophers and nonphilosophers. Examples illustrate philosophical activities (such as conceptual and logical analysis, positing and explaining distinctions, evoking shared ideas and values), as well as showing that philosophy plays an important part in arguments not obviously philosophical. Commentary clarifies ways in which people can be moved to do philosophical inquiry, how much inquiry can be carried out, and how its quality may be judged. Authors whose work is discussed include Buchmann, Combs, Dewey, Gage, Scheffler, Shulman, Wilson, and Zeichner.