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

Text quickfall_philosophical enquiry_2022.pdf - Accepted Version Restricted to Repository staff only until 30 May 2023. Download (389kB)

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
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:	24 Jan 2022 10:03
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/921

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