AUSTRALASIAN CATALOGUE OFCURRICULUM MATERIALS AND TEACHER RESOURCES

Books

Gilbert Burgh, Terri Field & Mark Freakley. (2006) Ethics and the Community of Inquiry: Education for Deliberative Democracy (Thomson Social Science Press)

Ethics and the Community of Inquiry develops a practical philosophy of education that addresses professional values and conduct and pedagogical practice within a framework of democratic education. The authors propose a philosophy of genuine inquiry to integrate curriculum, teaching and learning, and to place deliberative democracy at the centre of education reform.

Mark FreakleyGilbert Burgh (2000)Engaging with Ethics: Ethical Inquiry for Teachers(Social Science Press)

This book adopts a ‘community of inquiry’ approach to the teaching of professional ethics to pre-service teachers. It is designed to assist students to bridge the gap between ethical theories and their practical experiences as beginning professionals. The first part of the book articulates the framework for the approach taken while the second part provides a series of fictional ethical vignettes set consisting of school teachers and their students in a local school.

Mark Freakley, Gilbert BurghLyne Tilt MacSporran. (2008) Values Education in Schools:A resource book for student inquiry(ACER Press)

Values Education in Schools is an important new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

Philip Cam. (1994) Thinking Together: Philosophical Inquiry for the Classroom (Primary English Teaching Association/Hale and Iremonger)

Written for primary school teachers with an interest in developing children's thinking skills, Thinking Together shows how children's literature and other material can be used to help children raise puzzles and problems that will encourage them to think.It explores the idea of a classroom community of inquiry, and shows teachers how to use questioning techniques, group discussion, and other activities to achieve growth in thinking skills.

Philip Cam. (1993, 1997)Thinking Stories(Hale & Iremonger)

  • Philosophical Inquiry for Children, Books 1-3
  • Teachers Resource/Activity Book, 1-3

The first two books in this series contain a collection of illustrated stories from all over the world including the USA, Scotland, Germany, Canada, Taiwan and Australia.Each story has been chosen for its ability to promote children's natural curiosity about issues such as friendship, multiculturalism, magic and make-believe, order in nature, and freedom and rights.The third book contains seven interconnected stories set in an urban Australian community. Illustrated and told in an easy-to-read style using a child narrator as the 'voice' of each incident, these stories explore issues such as friendship, racism, violence, justice, truth and lies, trust and respect. Each book has a teacher's resource and activity book full of discussion plans and exercises to help create a 'community of inquiry' in the classroom.

Philip Cam. (1998) Twister, Quibbler, Puzzler, Cheat: Ten Tall Teasing Tales(Hale & Iremonger)

Explore the truly false and the falsely true in these ten, tall, teasing tales! There's the spaceship computer that's a compulsive liar, the bamboozled barber under the sentence of death, a pair of robots who claim to be the same robot, and the spine-chilling experience of the man who crossed the bridge between Kirov and Vorik. These stories, sometimes humorous, sometimes sinister, introduce the reader to puzzles that have teased the human brain for thousands of years.
Presented in dramatic form and illustrated by lively cartoons.

Philip Cam. (2006) Twenty Thinking Tools: Collaborative Inquiry for the Classroom (ACER Press)

Twenty Thinking Tools is designed to support the development of collaborative inquiry-based teaching and learning through class discussion and small group work. It introduces teachers to the theory and practice of collaborative inquiry, and provides an easy-to-follow guide to the tools that students will acquire as they learn to examine issues and explore ideas.

Philip Cam, Liz Fynes-Clinton, Kathlyn Harrison, Lynne Hinton, Rosie SchollSimon, Vaseo. (2007) Philosophy with young children — a classroom handbook (Australian Curriculum Studies Association)

Philosophy with Young Children is a handbook for teachers of early primary, and is designed to assist teachers in the teaching of philosophy, and in developing skills of inquiry and reasoning in their students, utilising story books. It focuses on twelve stories and includes activities relating to each story with details of the area of philosophy emphasised, philosophical themes to be covered, and activities based on eliciting good questions, exploring concepts and developing reasoning skills.

Chris de Hann, San MacColl & Lucy McCutcheon (1995)Philosophy with Kids(Longman Australia)

  • Books 1-3
  • More Ideas and Activities

Philosophy with Kids covers a series of themes and ideas, including activities designed to develop listening and thinking skills, problem solving and questioning techniques, and cooperative behaviour that are applicable through all the key learning areas.

Clinton Golding. (2002) Connecting Concepts: Thinking Activities for Students (ACER Press)

Connecting Concepts is a classroom resource designed to help teachers turn their classroom into a community of inquiry through exploring concepts such as violence, the mind, culture, knowledge and justice. Includes: discussion ideas and exercises suitable for whole class, group and individual activities using a wide range of learning styles.Clear guidelines, examples and sample questions provide a step-by-step introduction to conceptual analysis in the classroom.

Clinton Golding. (2005) Developing a Thinking Classroom: A Workbook for Professional Learning Teams (Hawker Brownlow)

Unless teachers know and understand the theory of thinking it is likely to be difficult for them to model it for their classes.

Developing a Thinking Classroom provides teachers with information and activities they need to develop a thinking culture in their classrooms.

Clinton Golding. (2006)Thinking with Rich Concepts: Philosophical Questioning in the Classroom (Hawker Brownlow Education)

Provocative topics that really make students use all the thinking tools and strategies at their command. Rich Concepts include: Happiness; Choice; Ownership; Identity; and 10 more that lead students into thoughtful, guided discussion. Student warm-ups to start ideas flowing, then move through various exercises and respond to different statements to really grapple with each concept. Complete with practical teacher's notes, sample discussions and evaluation tools.

Stephan Millett & Alan Tapper. (2007) Philosophy and Ethics: A Resource for Units 2A-2B (Impact Publishing)

Philosophy and Ethicsis written specifically for Units 2A and 2B of the Philosophy and Ethics Course.

This book is loaded with information, photos and activities for all levels.

Felicity Haynes. (1998) The EthicalSchool (Routledge)

The Ethical School discusses case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities.

This book covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.

Judy Keen. (1997)Brain Strain 1 and 2(MacMillan Education)

Judy Keen. (2002)Changing My Mind (Cumquatmay)

Boots that walk by themselves; a boy who becomes a chicken; a father who becomes two fathers; a railway station without a railway and baked beans you can eat over and over again. These short, single-lesson stories springboard students into thoughtful discussion with humour, surprises and lots of fun.

Judy Keen, Don Black & Petra Hanzak.(2002) Changing My Mind - Teacher's Resource Book(Cumquatmay)

Based on Philosophy for Children principles, The Teacher’s Resource Book tells how to stimulate good discussion using the Changing My Mind stories, and contains discussion plans and exercises.

Judy Keen. (2002)The Time Riders' Code(Cumquatmay)

  • Novel
  • Teachers’ Booklet

A journey in time for middle school students, this novel contains challenges in logic, time and place, and questions for discussion.

The Teachers’ Booklet contains answers to the challenges and ideas to further student discussion.

Anne-Maree Olley. A Guide to Thoughtful Discussion (Essential Resources)

Thinking about ... Journal Stories, Books 1-3 / Thinking about Picture Books, Books 1-2 / Time to Think, Books 1-2
This series uses New Zealand School Journals to help students develop discrimination and reasoning skills and to encourage them to consider philosophical concepts. The activities are designed to fit easily into the reading programme, and there are also teacher guides on assessment and evaluation. Suitable for ages 7-12. / Both booksuses plans and activities to stimulate discussion on philosophical concepts in well-known and well-loved picture books. This guide to thoughtful discussion is suitable for students of all ages, right up to senior secondary school level. It comes with ready-to-copy handouts, teacher notes, a checklist of essential thinking skills and evaluation forms. / The books in this series encourage the development of good thinking skills: reflective analysis, reasoning and discrimination. It asks students to consider philosophical concepts and promotes discussion. This series is supported by teacher notes, a checklist of essential thinking skills and evaluation forms. Suitable for ages 6-13

Michael Parker. (1997) The Quest for the Stone of Wisdom (ScholasticAustralia)

This book provides an introduction to the teaching of critical and creative thinking skills using a comic and activities as the stimuli for discussion. It is suitable for upper primary and lower secondary students.

Francesca Partridge, Franck Dubuc, Laurance SplitterTim Sprod. (1999) Places for Thinking (ACER Press)

Complete Kit includes:On a Plain, In a Field, In a Tree, On a Path, and Teacher’s Manual

Designed for children in the first years of school, the series consists of four visually and verbally challenging books that provide a collection of questions and ideas that all children should find intriguing, fascinating, puzzling and worthwhile. The accompanying manual helps teachers and parents to identify the philosophical ideas that emerge from the stories, and to guide children in an investigation of these ideas.

Ann M Sharp & Laurance Splitter. (2000) Making Sense of My World: Instructional Manual to Accompany ‘The DollHospital’(ACER Press)

This manual contains numerous discussion plans and activities designed to foster good thinking, dialogue and community relationships among very young children.

Making Sense of My World is intended to accompany The Doll Hospitalby Ann M Sharp, which centres around Jess, a girl who explores the boundaries of her world with her toy, Roller. A trip to the doll hospital triggers a permanent change in their relationship.

Ann M Sharp & Laurance Splitter. (2000) Discovering Our Voice: Instructional Manual to Accompany ‘Geraldo’ (ACER Press)

Discovering Our Voiceprovides teachers with an accessible way of exploring philosophical concepts with their students.The manual is intended to accompanyGeraldoby Ann M Sharp.Geraldo is a story about a boy who leaves one culture and tries to ‘join’ another. In addition to his feelings of dislocation, he finds that he must learn a new language as well as social and ethical norms. In order to cope with this, he finds a new way of looking at things.

Laurance J Splitter & Ann Margaret Sharp. (1995) Teaching for Better Thinking: The Classroom Community of Inquiry (ACER Press)

Provides a detailed description of what the discipline of philosophy offers to children and teachers. Building on the intimate connection between thinking and philosophy, the central theme is that when the classroom is transformed into a ‘community of philosophical inquiry’, children develop the ability to think in ways which are more reflective, more judicious and more reasonable. Primarily for teachers, teacher educators and others involved in school level education, but will also appeal to parents, youth workers, religious leaders and academics.

Tim Sprod. (1993) Books into Ideas: A Community of Inquiry (Hawker Brownlow Education)

Books Into Ideas uses a Philosophy for Children approach to encourage thinking in young learners. The author explains how teachers can set up a community of inquiry within the classroom and teach questioning techniques at all levels of thinking. Based on 15 published picture books, Books Into Ideas will take your students into the world of literature and critical thinking, interpreting and expressing ideas.

Tim Sprod. (2001) Philosophical Discussion in Moral Education: The community of ethical inquiry (Routledge)

Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.

Susan Wilks. (1996) Critical & Creative Thinking: Strategies for Classroom Inquiry(Eleanor Curtin Publishing)

Critical & Creative Thinking is a valuable resource for teachers. It provides a strong rationale for the role of inquiry in the classroom, a range of activities for encouraging pupil participation, and teaching strategies to develop and refine thinking skills and processes such as: identifying assumptions; prioritising; seeking alternatives; speculating; drawing inferences and identifying faulty logic.

Colleen Abbott &Susan Wilks. (1997) Thinking and Talking Through Literature: Using the Philosophical Inquiry Approach in the Middle Years of Schooling 5-8 (Hawker Brownlow Education)

The approach used in this text is a response to the needs of those teachers who are concerned about improving the skills of oral communication, together with those who are already using the philosophical inquiry approach in their classrooms.

The ideas presented are designed to be used in classrooms using literature as a resource for fostering critical and creative thinking.

Susan Wilks. (2005) Designing a Thinking Curriculum (ACER Press)

This book responds to the challenge of disengagement in the middle years of schooling by providing ideas for the implementation of a thinking curriculum in schools.Teachers, teacher educators and curriculum consultants describe how they have been influenced by theorists, their use of appropriate cognitive theories, and strategies they have developed that will assist students to develop higher order thinking skills. Ways of accommodating a variety of learning styles and establishing supportive school structures are also presented.

Video/Multi-Media Resources

Reasoning and Imagination: Philosophy with Children (1999) (ACER Press)

This 53-minute video provides an introduction to teaching the skills used in philosophical thought. Includes interviews with leading teachers and principals advocating the advantages of communities of inquiry in schools, students from a variety of school environments working together on philosophical problems, and modelling of classroom protocol in ways that highlight the importance of careful and considered dialogue.

Lift Off.Produced by the Australian Children's Television Foundation.

Includes animated short films,‘Munch Kids’,which uses the voices of children recorded discussing a topic, and wrestling with some big questions. They wonder about the solutions to environmental and personal issues and other puzzling big ideas. Developed through a philosophy program for children, their words are interpreted in a variety of interesting animated forms, including paper cut-outs, real objects, line drawings, painting, newsprint and photographs, so as the children explore the question, their unscripted insights become alive and dynamic.

‘Munch Kids’ and other segments provide a discussion starter, and are also used in three Australian Children’s Television Foundation cross curricula resource packs:

  • What’s Fair
  • I Think...
  • Chill Out

What's Fair?Values and anti-bullying teaching kit, video and CD. Written and compiled by Val Catchpoole and produced by the Australian Children's Television Foundation. Years 5-8.

What’s Fair?is a cross-curricular resource for ethical inquiry comprised of a teachers' guide book, video clips from the TV series ‘What’s Fair’ and website.It is designed to focus on a range of themes relevant to English, Studies of Society and Environment, and Health and Physical Education – Human Relations. It aims to support teachers in developing ethical inquiry as part of these curriculum areas. It is also well suited for use within Lifeskills programs designed to foster positive student behaviours within a supportive school environment.

I Think ... Cross curriculum teaching kit. Written and compiled by Susan Wilks Colleen Abbott and produced by the Australian Children's Television Foundation. Years 1-7.

I Think... is a practical, cross-curricular resource which uses TV to explore philosophical themes with children. The teaching kit comprises a Teachers' Guide book, video anthology and website. It is based on the animated short films‘Munch Kids’ from the‘Lift Off’ series, in which children discuss important, puzzling big ideas and wonder about the solutions to environmental and personal issues.