Philosophical inquiry as a tool for well-being
Quickfall, A. (2021) Philosophical inquiry as a tool for well-being. In: Contemporary Approaches to Behaviour and Mental Health in the Classroom. Connecting Research with Practice in Special and Inclusive Education . Routledge, London, pp. 147-160. ISBN 9780367474270
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Abstract
This chapter examines using philosophy in schools with children. Philosophy, at its simplest, is engaged with actively thinking and reflecting about a range of topics and ideas. As we have seen in the chapters throughout this book, many approaches to supporting children, specifically those that step away from behaviourism, have a reflective and ‘thinking’ element. This was seen in the preceding chapters on restorative practices and solution focused approaches, but is a recurrent thread in sociological and systems theory approaches to behaviour. Aimee’s chapter will consider in depth how philosophy can support children’s well-being and impact on their behaviour. This chapter aims to: • Explore the research literature on philosophical inquiry with children • Describe one of many ways in which philosophical inquiry can be used with children • Consider three case studies of children in communities of inquiry
| Item Type: | Book Section |
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| Additional Information: | © 2022 Routledge. This is an author accepted manuscript of a chapter published in Contemporary Approaches to Behaviour and Mental Health in the Classroom. Uploaded in accordance with the publisher's self-archiving policy. |
| Divisions: | School of Teacher Development |
| Depositing User: | Aimee Quickfall |
| Date Deposited: | 24 Jan 2022 10:03 |
| Last Modified: | 30 May 2023 02:40 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/921 |
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