thinking united. and inquiry? (Pr) 2.20 – 3.20 9. (1hr) 10, 11. (2 x 30mins) 22. Jen Glaser: Going Deeper in 23, 24. (2 x 30mins) Peter Ellerton: Values of Louise Gusterson and Crofton our Thinking (W) Christian Espano et al: On the Inquiry: critical thinking as a Downs School Team: Our Similarities and Differences of values education journey towards a whole school Lipman and Matthews’s (W) (SS) approach to Philosophy for Philosophy for Children (Th) Children (Pr) Karen Shuker, and Sondra Kate Kennedy White: Thinking Bacharach: Children’s Mathematically - embedding activism and guerrilla Philosophy into Mathematics philosophy (Pr) lessons (W) (YC) Afternoon Tea 3.50 – 4.35 12. Matthew Wills: The 13. Bridget Comer: Philosophy 25. Vanya Kovach: What 26. Michael Hand: Russell’s Community of Inquiry in High for Children: A Viable Solution stimulus? An exploration of the ‘Philosophy for laymen’ and School and the Philosothon. (SS) to Addressing the Inequalities pros and cons of different stimuli the case for philosophy in in New Zealand Education? (R) for inquiry.(W) schools (Th) 4.40 – 5.25 14. Amy Austin: Critical 15. Gil Burgh and Simone 27. Sondra Bacharach and Esther 28. Peter Worley: Why closed thinking for all learners: Thornton: Philosophy goes to Marshall: Thinking about questions are better than democratising our classrooms School in Australia: A history Feelings: How Can Philosophy open questions in enquiries (R) 1982 – 2016 (Th) Promote Social and Emotional (Pr) Development in Students? (R) W = Interactive Workshop R = Session on Research Pr = Session focussed on practice (but not necessarily fully interactive) Th – Theorizing in relation to Philosophy in Schools SS = Secondary School focus YC = Session focused on working with young children
thinking united. (Pr) and inquiry? 2.20 – 3.20 9. (1hr) Peter Ellerton: Values of Inquiry: critical thinking as a values education (W) (SS) 10, 11. (2 x 30mins) Louise Gusterson and Crofton Downs School Team: Our journey towards a whole school approach to Philosophy for Children (Pr) Kate Kennedy White: Thinking Mathematically - embedding Philosophy into Mathematics lessons (W) (YC) 22. Jen Glaser: Going Deeper in our Thinking (W) 23, 24. (2 x 30mins) Christian Espano et al: On the Similarities and Differences of Lipman and Matthews’s Philosophy for Children (Th) Karen Shuker, and Sondra Bacharach: Children’s activism and guerrilla philosophy (Pr) Afternoon Tea 3.50 – 4.35 12. Matthew Wills: The Community of Inquiry in High School and the Philosothon. (SS) 13. Bridget Comer: Philosophy for Children: A Viable Solution to Addressing the Inequalities in New Zealand Education? (R) 25. Vanya Kovach: What stimulus? An exploration of the pros and cons of different stimuli for inquiry.(W) 26. Michael Hand: Russell’s ‘Philosophy for laymen’ and the case for philosophy in schools (Th) 4.40 – 5.25 14. Amy Austin: Critical thinking for all learners: democratising our classrooms (R) 15. Gil Burgh and Simone Thornton: Philosophy goes to School in Australia: A history 1982 – 2016 (Th) 27. Sondra Bacharach and Esther Marshall: Thinking about Feelings: How Can Philosophy Promote Social and Emotional Development in Students? (R) 28. Peter Worley: Why closed questions are better than open questions in enquiries (Pr) W = Interactive Workshop R = Session on Research Pr = Session focussed on practice (but not necessarily fully interactive) Th – Theorizing in relation to Philosophy in Schools SS = Secondary School focus YC = Session focused on working with young children