01 Pages : 1-9
References
- Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
- Adam, A., & Manson, T. M. (2014). Using a Pseudoscience Activity to Teach Critical Thinking. Teaching of Psychology, 41(2), 130–134. https://doi.org/10.1177/0098628314530343
- Bartlett, D. J., & Cox, P. D. (2002). Measuring change in students' critical thinking ability: implications for health care education. Journal of allied health, 31(2), 64–69.
- Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta- Analysis. Review of Educational Research, 78(4), 1102–1134 https://doi.org/10.3102/0034654308326084
- Bleazby, J. (2006). ‘Autonomy, democratic community, and citizenship in philosophy for children: Dewey and philosophy for children’s rejection of the individual/community dualism’. Analytic teaching, Vol. 26, No. 1. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Autonomy%2C+democratic+community%2C+and+citizenship+in+philosophy+for+children%3A+Dewey+and+philosophy+for+children%E2%80%99s+rejection+of+the+individual%2Fcommunity+dualism&btnG=
- BURGH, G., & YORSHANSKY, M. (2011). Communities of Inquiry: Politics, power and group dynamics. Educational Philosophy and Theory, 43(5), 436–452 https://doi.org/10.1111/j.1469-5812.2007.00389.x
- Camhy, D. G. (2014). ‘Teaching thinking-The practice of philosophy with children’. pp. 31- 47. www.rhodes.aegean.gr/tepaes/filosofia-eisai-edo/Anakinosis/Anakinosis3.pdf
- Cassidy, C., & Christie, D. (2013). Philosophy with children: talking, thinking and learning together. Early Child Development and Care, 183(8), 1072–1083. https://doi.org/10.1080/03004430.2013.77350
- Catanach, A. H., Croll, D. B., & Grinaker, R. L. (2000). Teaching Intermediate Financial Accounting Using a Business Activity Model. Issues in Accounting Education, 15(4), 583–603. https://doi.org/10.2308/iace.2000.15.4.583
- DANIEL, M., & AURIAC, E. (2011). Philosophy, Critical Thinking and Philosophy for Children. Educational Philosophy and Theory, 43(5), 415–435 https://doi.org/10.1111/j.14695812.2008.00483.x
- Dewey, J. (1933). How we think. New York: D.C. Heath.
- Dombayci, M. A. (2014). ‘Models Of Thinking Education and Quadruple Thinking’. International Journal on New Trends in Education & their Implications (IJONTE), 5(4) http://www.ijonte.org/FileUpload/ks63207/File/02a.dombayci.pdf
- Garratt, D., & Piper, H. (2012). Citizenship education and philosophical enquiry: Putting thinking back into practice. Education, Citizenship and Social Justice, 7(1), 71–84. https://doi.org/10.1177/1746197911432592
- Gorard, S., Siddiqui, N., & See, B. H. (2018). Philosophy for children : evaluation report and executive summary. Dera.ioe.ac.uk. https://dera.ioe.ac.uk/id/eprint/32011
- Green, L., & Condy, J. (2016). Philosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre- service teachers’ perceptions. South African Journal of Education, 36(1), 1–8 https://doi.org/10.15700/saje.v36n1a1140
- Haynes, J. (2002) Children as Philosophers: Learning through enquiry and dialogue in the primary classroom. Abingdon: Routledge Falmer
- Haynes, T. & Bailey, G. (2003). Are you and your basic business students asking the right questions? Business Education Forum, 57(3), 33-37.
- Johnson, T. W. (1987). Philosophy for Children and Its Critics - Going beyond the Information Given. Educational Theory, 37(1), 61–68. https://doi.org/10.1111/j.1741-5446.1987.00061.x
- Kousar, R., & Afzal, M. (2021). ‘The effects of problem based learning on critical thinking and problem solving skills among midwifery students’. Pakistan Journal of Medical & Health Sciences, 15(4), 722-725.
- Kumar, M., & Natarajan, U. (2007). ‘A problem- based learning model: Showcasing an educational paradigm shift’. Curriculum Journal, 18(1), 89–102.
- Lam, C.-M. (2012). ‘Continuing Lipman's and Sharp's Pioneering Work on Philosophy for Children: Using Harry to Foster Critical Thinking in Hong Kong Students’. Educational Research and Evaluation, 18(2), 187-203.
- Lipman, M. (2003). Thinking in education. (2nd ed .) Cambridge: Cambridge University Press.
- Lipman, M. (2008). ‘Philosophy for children’s debt to Dewey’. In Pragmatism, education and children:international philosophical perspectives, eds. M. Taylor, H. Scheier, P. Ghiraldelli Jr, 143–152. Amsterdam: Rodopi.
- Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom (2nd ed.). Philadelphia: Temple University Press.
- Loes, C. N., & Pascarella, E. T. (2017). ‘Collaborative learning and critical thinking: Testing the Link’. The Journal of Higher Education, 88(5), 726-753.
- Magnussen, L., Ishida, D., & Itano, J. (2000). ‘The impact of the use of inquiry-based learning as a teaching methodology on the development of critical thinking’
- Marashi, S. M. (2008). ‘Teaching Philosophy to Children: A New Experience in Iran’. Analytic Teaching, 27(1), 12-15.
- Millet, S., & Tapper, A. (2011). ‘Benefits of collaborative Philosophical Inquiry in Schools’. Educational Philosophy and Theory. 44(5), http://pactiss.org/wp-content/uploads/2011/11/Millett-and-Tapper-2011-Benefits-of-Collaborative-Inquiry-in.pdf
- Minick, N. (2005). The development of Vygotskys' Thought: an introduction to thinking and speech. In Daniels, H (Eds.), An introduction to Vygotsky. (pp. 33- 58). New York: Routledge.
- Naji, S. (2005). An Interview with Matthew Lipman. Thinking: The Journal of Philosophy for Children, 17(4), 12-20.
- Naseri, S., Gorjian, Z., Ebrahimi, M. R., & Niakan, M. (2017). ‘Critical thinking in P4C (Philosophy for children) educators: An intervention study’. International Journal of Scientific Study, Vol. 5(7), 108-113.
- Ngai, E. W. T. (2007). ‘Learning in introductory e-commerce: A project-based teamwork approach. Computers and Education, 48(1), 17–29.
- Ok, A., & Toy, B. Y. (2011). ‘Reflections of prospective teachers toward a critical thinking-based pedagogical course: A case study’. International Journal of Educational and Pedagogical Sciences, 5(2), 247-255.
- Poulton, J. (2014). ‘Is There Any Future for P4C in Australia?’. Thinking: The Journal of Philosophy for Children, 20(3), 27-29.
- Priestley, M., Biesta, G., & Robinson, S. (2013). ‘Teachers as agents of change: Teacher agency and emerging models of curriculum’. Reinventing the curriculum: New trends in curriculum policy and practice, pp.187-206.
- Rashid, S., & Qaisar, S. (2017). ‘Development of attitude through critical thinking’. Pakistan Journal of Education, 34(1), 20029.
- Saraoghu, H., Yobaccio, E., & Louton, D. (2000). ‘Teaching dynamic processes in finance: How can we prepare students for an age of rapid and continual change?’ Financial Practice & Education, 10(2), pp.231.
- Scott, J. N., Markert, R. J., & Dunn, M. M. (1998). ‘Critical thinking: change during medical school and relationship to performance in clinical clerkship’s. Medical education, 32(1), 14-18.
- Siddiqui, N., Gorard, S., & See, B. H. (2017). Non- cognitive impacts of philosophy for children (pp. 1-49). School of Education, Durham University.
- Siddiqui, N., Gorard, S., & See, B. H. (2019). ‘Can programmes like Philosophy for Children help schools to look beyond academic attainment?’ Educational Review, 71(2), 146- 165.
- Splitter, L. (2011). ‘Identity, Citizenship and Moral Education’. Educational Philosophy and Theory. 43(5), 484- 505
- Zinaida, C., & Irma, R. (2019). ‘P4C in Action’. Proceedings of 9th International Research Conference on Education, Language and Literature. (pp. 59-65). Tbilisi, Georgia.
- Zulkifli, H., & Hashim, R. (2020). Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research, 19(2), 29-45
- Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
- Adam, A., & Manson, T. M. (2014). Using a Pseudoscience Activity to Teach Critical Thinking. Teaching of Psychology, 41(2), 130–134. https://doi.org/10.1177/0098628314530343
- Bartlett, D. J., & Cox, P. D. (2002). Measuring change in students' critical thinking ability: implications for health care education. Journal of allied health, 31(2), 64–69.
- Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta- Analysis. Review of Educational Research, 78(4), 1102–1134 https://doi.org/10.3102/0034654308326084
- Bleazby, J. (2006). ‘Autonomy, democratic community, and citizenship in philosophy for children: Dewey and philosophy for children’s rejection of the individual/community dualism’. Analytic teaching, Vol. 26, No. 1. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Autonomy%2C+democratic+community%2C+and+citizenship+in+philosophy+for+children%3A+Dewey+and+philosophy+for+children%E2%80%99s+rejection+of+the+individual%2Fcommunity+dualism&btnG=
- BURGH, G., & YORSHANSKY, M. (2011). Communities of Inquiry: Politics, power and group dynamics. Educational Philosophy and Theory, 43(5), 436–452 https://doi.org/10.1111/j.1469-5812.2007.00389.x
- Camhy, D. G. (2014). ‘Teaching thinking-The practice of philosophy with children’. pp. 31- 47. www.rhodes.aegean.gr/tepaes/filosofia-eisai-edo/Anakinosis/Anakinosis3.pdf
- Cassidy, C., & Christie, D. (2013). Philosophy with children: talking, thinking and learning together. Early Child Development and Care, 183(8), 1072–1083. https://doi.org/10.1080/03004430.2013.77350
- Catanach, A. H., Croll, D. B., & Grinaker, R. L. (2000). Teaching Intermediate Financial Accounting Using a Business Activity Model. Issues in Accounting Education, 15(4), 583–603. https://doi.org/10.2308/iace.2000.15.4.583
- DANIEL, M., & AURIAC, E. (2011). Philosophy, Critical Thinking and Philosophy for Children. Educational Philosophy and Theory, 43(5), 415–435 https://doi.org/10.1111/j.14695812.2008.00483.x
- Dewey, J. (1933). How we think. New York: D.C. Heath.
- Dombayci, M. A. (2014). ‘Models Of Thinking Education and Quadruple Thinking’. International Journal on New Trends in Education & their Implications (IJONTE), 5(4) http://www.ijonte.org/FileUpload/ks63207/File/02a.dombayci.pdf
- Garratt, D., & Piper, H. (2012). Citizenship education and philosophical enquiry: Putting thinking back into practice. Education, Citizenship and Social Justice, 7(1), 71–84. https://doi.org/10.1177/1746197911432592
- Gorard, S., Siddiqui, N., & See, B. H. (2018). Philosophy for children : evaluation report and executive summary. Dera.ioe.ac.uk. https://dera.ioe.ac.uk/id/eprint/32011
- Green, L., & Condy, J. (2016). Philosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre- service teachers’ perceptions. South African Journal of Education, 36(1), 1–8 https://doi.org/10.15700/saje.v36n1a1140
- Haynes, J. (2002) Children as Philosophers: Learning through enquiry and dialogue in the primary classroom. Abingdon: Routledge Falmer
- Haynes, T. & Bailey, G. (2003). Are you and your basic business students asking the right questions? Business Education Forum, 57(3), 33-37.
- Johnson, T. W. (1987). Philosophy for Children and Its Critics - Going beyond the Information Given. Educational Theory, 37(1), 61–68. https://doi.org/10.1111/j.1741-5446.1987.00061.x
- Kousar, R., & Afzal, M. (2021). ‘The effects of problem based learning on critical thinking and problem solving skills among midwifery students’. Pakistan Journal of Medical & Health Sciences, 15(4), 722-725.
- Kumar, M., & Natarajan, U. (2007). ‘A problem- based learning model: Showcasing an educational paradigm shift’. Curriculum Journal, 18(1), 89–102.
- Lam, C.-M. (2012). ‘Continuing Lipman's and Sharp's Pioneering Work on Philosophy for Children: Using Harry to Foster Critical Thinking in Hong Kong Students’. Educational Research and Evaluation, 18(2), 187-203.
- Lipman, M. (2003). Thinking in education. (2nd ed .) Cambridge: Cambridge University Press.
- Lipman, M. (2008). ‘Philosophy for children’s debt to Dewey’. In Pragmatism, education and children:international philosophical perspectives, eds. M. Taylor, H. Scheier, P. Ghiraldelli Jr, 143–152. Amsterdam: Rodopi.
- Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom (2nd ed.). Philadelphia: Temple University Press.
- Loes, C. N., & Pascarella, E. T. (2017). ‘Collaborative learning and critical thinking: Testing the Link’. The Journal of Higher Education, 88(5), 726-753.
- Magnussen, L., Ishida, D., & Itano, J. (2000). ‘The impact of the use of inquiry-based learning as a teaching methodology on the development of critical thinking’
- Marashi, S. M. (2008). ‘Teaching Philosophy to Children: A New Experience in Iran’. Analytic Teaching, 27(1), 12-15.
- Millet, S., & Tapper, A. (2011). ‘Benefits of collaborative Philosophical Inquiry in Schools’. Educational Philosophy and Theory. 44(5), http://pactiss.org/wp-content/uploads/2011/11/Millett-and-Tapper-2011-Benefits-of-Collaborative-Inquiry-in.pdf
- Minick, N. (2005). The development of Vygotskys' Thought: an introduction to thinking and speech. In Daniels, H (Eds.), An introduction to Vygotsky. (pp. 33- 58). New York: Routledge.
- Naji, S. (2005). An Interview with Matthew Lipman. Thinking: The Journal of Philosophy for Children, 17(4), 12-20.
- Naseri, S., Gorjian, Z., Ebrahimi, M. R., & Niakan, M. (2017). ‘Critical thinking in P4C (Philosophy for children) educators: An intervention study’. International Journal of Scientific Study, Vol. 5(7), 108-113.
- Ngai, E. W. T. (2007). ‘Learning in introductory e-commerce: A project-based teamwork approach. Computers and Education, 48(1), 17–29.
- Ok, A., & Toy, B. Y. (2011). ‘Reflections of prospective teachers toward a critical thinking-based pedagogical course: A case study’. International Journal of Educational and Pedagogical Sciences, 5(2), 247-255.
- Poulton, J. (2014). ‘Is There Any Future for P4C in Australia?’. Thinking: The Journal of Philosophy for Children, 20(3), 27-29.
- Priestley, M., Biesta, G., & Robinson, S. (2013). ‘Teachers as agents of change: Teacher agency and emerging models of curriculum’. Reinventing the curriculum: New trends in curriculum policy and practice, pp.187-206.
- Rashid, S., & Qaisar, S. (2017). ‘Development of attitude through critical thinking’. Pakistan Journal of Education, 34(1), 20029.
- Saraoghu, H., Yobaccio, E., & Louton, D. (2000). ‘Teaching dynamic processes in finance: How can we prepare students for an age of rapid and continual change?’ Financial Practice & Education, 10(2), pp.231.
- Scott, J. N., Markert, R. J., & Dunn, M. M. (1998). ‘Critical thinking: change during medical school and relationship to performance in clinical clerkship’s. Medical education, 32(1), 14-18.
- Siddiqui, N., Gorard, S., & See, B. H. (2017). Non- cognitive impacts of philosophy for children (pp. 1-49). School of Education, Durham University.
- Siddiqui, N., Gorard, S., & See, B. H. (2019). ‘Can programmes like Philosophy for Children help schools to look beyond academic attainment?’ Educational Review, 71(2), 146- 165.
- Splitter, L. (2011). ‘Identity, Citizenship and Moral Education’. Educational Philosophy and Theory. 43(5), 484- 505
- Zinaida, C., & Irma, R. (2019). ‘P4C in Action’. Proceedings of 9th International Research Conference on Education, Language and Literature. (pp. 59-65). Tbilisi, Georgia.
- Zulkifli, H., & Hashim, R. (2020). Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research, 19(2), 29-45
Cite this article
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APA : Noor, S., Lodhi, H., & Shafiq, F. (2022). Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver. Global Social Sciences Review, VII(IV), 1-9. https://doi.org/10.31703/gssr.2022(VII-IV).01
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CHICAGO : Noor, Soofia, Huma Lodhi, and Farah Shafiq. 2022. "Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver." Global Social Sciences Review, VII (IV): 1-9 doi: 10.31703/gssr.2022(VII-IV).01
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HARVARD : NOOR, S., LODHI, H. & SHAFIQ, F. 2022. Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver. Global Social Sciences Review, VII, 1-9.
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MHRA : Noor, Soofia, Huma Lodhi, and Farah Shafiq. 2022. "Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver." Global Social Sciences Review, VII: 1-9
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MLA : Noor, Soofia, Huma Lodhi, and Farah Shafiq. "Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver." Global Social Sciences Review, VII.IV (2022): 1-9 Print.
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OXFORD : Noor, Soofia, Lodhi, Huma, and Shafiq, Farah (2022), "Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver", Global Social Sciences Review, VII (IV), 1-9
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TURABIAN : Noor, Soofia, Huma Lodhi, and Farah Shafiq. "Quality Enhancement of Pre-Service Teacher Education Using Philosophy for Community (P4C) as a Teaching Maneuver." Global Social Sciences Review VII, no. IV (2022): 1-9. https://doi.org/10.31703/gssr.2022(VII-IV).01