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Full Description
Harry Stottlemeier's Discovery, created by Matthew Lipman in 1969, is now a widely used and highly successful tool for teaching philosophy to children. As the original novel of the Philosophy for Children program, its goal is to present major ideas in the history of philosophy, nurturing children's ability to think for themselves. At present, it is taught in 5,000 schools in the United States and has been translated into eighteen languages worldwide. This collection of essays reflects upon the development, refinement, and maturation of Philosophy for Children and on its relationship to the tradition of philosophy itself. The contributors are philosophers themselves who have taught from Lipman's novels or conducted workshops instructing elementary school teachers on how most effectively to utilize the program in their classrooms. "Teaching Harry" raises philosophical issues concerning such concepts as authority, morality, religion, justice, truth, knowledge, beauty, and goodness.Gracing each article with personal experience, the authors recount their own struggles against the claims of philosophers and psychologists who have previously underestimated children's moral capability because of their lack of political and social experience. Author note: Ann Margaret Sharp is Associate Director of the Institute for the Advancement of Philosophy for Children and Professor of Education at Montclair State College. She is also the coauthor (with Matthew Lipman and Frederick S. Oscanyan) of "Philosophy in the Classroom" (Temple). Ronald F. Reed is Director of the Center for Analytic Teaching and Professor of Philosophy and Education at Texas Wesleyan University. He is the author of numerous publications on philosophy for children, including "Talking with Children" and "Rebecca".
Contents
Acknowledgments Introduction Part IPhilosophy for Children 1. On Writing a Philosophical Novel 2. How Old Is Harry Stottlemeier? 3. Integrating Cognitive Skills and Conceptual Contents in Teaching the Philosophy for Children Curriculum Part II: Ethical, Social, and Political Issues 4. Moral Education: From Aristotle to Harry Stottlemeier Michael S. Pritchard 5. Discussion and the Varieties of Authority Ronald F. Reed 6. Women, Children, and the Evolution of Philosophy for Children Ann Margaret Sharp Part III: Metaphysical and Epistemological Problems 7. Discovering Yourself a Person Ann Margaret Sharp 8. Knowledge and the Classroom Martin Benjamin and Eugenio Echeverria 9. Thinking for Oneself Philip C. Guin 10. Critical Thinking: Problem Solving or Problem Creating Michael S. Pritchard 11. The Development of Reasoning in Children through Community of Inquiry John C. Thomas Part IV: Logical Issues 12. A Guided Tour of the Logic in Harry Stottlemeier's Discovery Laurance J . Splitter 13. Standardization Clive Lindop 14. Relationships Clive Lindop 15. Countering Prejudice with Counterexamples Philip C. Guin Part V: Pedagogical Dimension 16. On the Art and Craft of Dialogue Ronald F. Reed 17. Inventing a Classroom Conversation Ronald F. Reed 18. A Letter to a Novice Teacher: Teaching Harry Stottlemeier's Discovery Ann Margaret Sharp Epilogue 19. A Critical Look at Harry Stottlemeier's Discovery Frederick S. Oscanyan 20. A Second Look at Harry Frederick S. Oscanyan Sources and References for Harry Stottlemeier's Discovery Matthew Lipman About the Authors
