How
can I improve my practice
so as to help my pupils
to philosophise?
Written and submitted in part fulfilment
of the requirement
for the
Degree of Master of Arts Education
at the
University of the West of England, Bristol
Mary Roche
April 2000
Module Number: UTC RD1 TM
Assessment Criteria for the Dissertation
A: Conceptual Domain
|
LM
|
The assignment demonstrates that the student can use and/
organise coherently relevant ideas, perspectives or theories to interpret and/or
explore issues under study and in addition can critically analyse and/or
evaluate those ideas, perspectives or theories showing the ability to
synthesise and/or transform ideas in the process of developing an argument.
|
B: Literature
Domain
|
LM
|
The assignment demonstrates that the student can
reference an extensive range of relevant literature and utilise it in the
development of analysis and discussion of ideas, including critical
engagement with that literature
|
C: Contextual
Domain
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LM
|
The assignment demonstrates that the student has an
awareness of the significance of relevant contextual factors (e.g. personal,
locational, historical, political etc) influencing the area of study and is
able to critically engage with the contextual significance.
|
D: Research Domain
|
LM
|
The assignment demonstrates that the student can plan for
and execute a small scale enquiry in a systematic and reflexive manner,
identifying and explaining methodological and epistemological issues around
the research process and critically analysing and evaluating research
outcomes.
|
E: Ethical Domain
|
LM
|
The assignment demonstrates that the student has an
awareness of ethical issues arising in or associated with the area of study,
showing sensitive engagement with an appropriate ethical framework for
interpretation of ideas or for practice.
In addition, there is exploration of some of the problematics arising
in relation to ethical dilemmas or decisions.
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F: Values Domain
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LM
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The assignment demonstrates that the student can clearly
identify and analyse the basis of their own value position and where
relevant, the value position of others in relation to the area of study, and
critically evaluate associated claims to knowledge.
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G: Action Domain
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LM
|
The assignment demonstrates that the student can explore
the relationship between theory and practice in the workplace, and use
reflection to develop personal theory and refine professional practice, with
due regard to issues of equity and social justice, critically evaluating professional
development needs and/or outcomes.
|
Many people have helped bring about this dissertation and I
am indebted to all of them.
I would especially like to acknowledge the support and
guidance of my tutor Dr. Jean McNiff who is such a wonderful teacher and
friend.
My colleagues on the MA Ed course have helped make these
past two years fun and have always been generous with their help and
support. Thank you Breda, Catherine,
Con, Kevin, Mary, Maire-Aine and Siobhan.
I am grateful to my teaching colleagues Paula, Catherine,
Aileen and Tom for their support and encouragement. The collaborators in the research – my pupils and their parents -
have also been wonderfully patient, tolerant and co-operative.
Thank you too to Emma and Sarah for all the proof reading
and encouragement.
Most of all I wish to acknowledge the love and support of my
husband, Charlie. He is invaluable as a
patient editor, proof-reader, sounding board and technical expert.
Thank you, Charlie.
This dissertation is
dedicated to him.
Assessment
Criteria for the Dissertation...................................................................... II
Acknowledgements........................................................................................................ III
Table of
Contents........................................................................................................... IV
Abstract.................................................................................
.
Introduction...................................................................................................................... 1
Outline of
chapters........................................................................................................ 1
Chapter
One..................................................................................................................... 3
Contextualisation.......................................................................................................... 3
Personal
background................................................................................................... 3
Relevance
of the research to my own practice.............................................................. 6
Relevance
of the research to my workplace................................................................. 7
Relevance
of the research to the wider educational field................................................ 8
Rationale
for the research............................................................................................ 9
Main focus
of study..................................................................................................... 10
What do I
mean by philosophising?............................................................................ 13
What do I
mean by ‘Thinking Time’?.......................................................................... 14
Chapter
Two................................................................................................................... 16
Contextualisation
of theory........................................................................................ 16
An
overview of Lipman’s ‘philosophy for/with children’ movement............................. 16
Learning
processes –Skinner, Piaget, and Vygotsky – where does philosophising with
children fit in? 19
Chapter
Three................................................................................................................ 23
Methodology................................................................................................................ 23
Overview
of research paradigms................................................................................ 23
The nature
of research............................................................................................... 25
The
empirical paradigm............................................................................................. 27
The
interpretive paradigm.......................................................................................... 28
The action
research paradigm.................................................................................... 30
My action
research design......................................................................................... 31
Ethical
Considerations............................................................................................... 34
Chapter 4........................................................................................................................ 36
The Study..................................................................................................................... 36
Introduction:
A chaotic beginning............................................................................... 36
What I
wanted to show............................................................................................. 36
What I
need to show:................................................................................................ 37
My action
research project......................................................................................... 39
Aims......................................................................................................................... 39
What did I
wish to investigate and why?..................................................................... 39
Was I
living out my values in my practice?.................................................................. 41
What did I
think I could do about it?.......................................................................... 42<