Connecting knowledge to life outside the school. To integrate examination into classroom learning and make it more flexible. To enriching the curriculum so that it goes beyond textbooks.
News Philosophy in the curriculum Ina Working Party was established to promote the inclusion of Philosophy in the National Curriculum. The Case for Inclusion of Philosophy in the National Curriculum The case for inclusion of philosophy in the national curriculum has several parts.
First, philosophy will make a significant contribution to general educational goals for young Australians. Second, philosophy will make a pre-eminent contribution to some of the general capabilities that young Australians are to acquire, and it will make an especially effective contribution to the acquisition of a wide range of these general capabilities.
Third, there are independent reasons why philosophy ought to be a discrete learning area in the national curriculum. Finally, prima facie plausible challenges to the inclusion of philosophy in the national curriculum can be met. If young Australians are to be successful learners who are able to think deeply and logically, then young Australians will need to acquire the basic skills of philosophical inquiry: If young Australians are to be confident individuals who make rational and informed decisions about their own lives, then, again, young Australians will need to acquire basic philosophical competence, for the capacity for serious thought about what makes for rational and informed decision making is also the special provenance of philosophy.
Philosophy and General Capabilities a As with many disciplines, philosophy can contribute to the development of almost all of the general capabilities. However, there are some general capabilities to which philosophy will make a distinctive contribution, i.
These general capabilities are: Moreover, all of the intellectual activities that are referred to under this label are the proper focus of, and are enhanced by participation in, philosophical inquiry. Theories about problem solving, decision making, and critical thinking are themselves philosophical theories; worthwhile engagement in reflection upon processes of problem solving, decision making and critical thinking must be philosophical in nature.
This is precisely the approach which is taken in philosophy. Philosophical inquiry is, by its very nature, intimately linked to creativity. Intellectual flexibility, open-mindedness, adaptability, and readiness to try new ways of thinking about things are hallmarks of well-conducted philosophical inquiry.
Ethics is one of the central areas of philosophy. The study of philosophy builds capacity for deep and serious ethical reflection and ethical argument.
The study of philosophy increases understanding of disputes about the place of ethics and values in human life. This point is important in the context of the National Curriculum for two reasons. Clearly, both approaches are not only logically inadequate, but also pose social dangers.
Much of this research is reviewed in Hofer, B. An overview, with implications for education can be found in Kuhn, D. In particular, philosophy provides an extraordinarily effective means of developing general capabilities in self-management, teamwork and social competence.
Teamwork and Social Competence: The development of social competence and the capacity to work as a member of a team is greatly enhanced by the standard method of teaching philosophy in K, namely, through the establishment of communities of inquiry.
When rightly understood, communities of inquiry are, ipso facto, communities of philosophical inquiry: There are aspects of self-management to which philosophy makes an essential contribution. Of course, there is considerable cross-over between self-management and social competence and capacity for teamwork: A last point to note in this section is that philosophy has a particular contribution to make in the area of civics and citizenship.
Philosophy is the discipline that teaches students how to make reasoned judgments about what is a good society—by contrast with other disciplines that give some of the relevant facts about the way in which society actually operates—and it is also the discipline that teaches students to be democratic—as opposed to those disciplines that teach students about democracy.BIE’s understanding of critical thinking is influenced greatly by the ideas of Roland Case and The Critical Thinking arteensevilla.com notes that critical thinking is not a different type of thought, a handspring of the mind that vaults above ordinary thinking.
There are also strategies for developing critical and creative thinking for teachers to try. The National Curriculum of placed a strong emphasis on the development of skills for life and work, personal learning and thinking skills and using creativity and critical thinking in problem solving.
21st Century Skills Early Learning Framework The 21st Century Skills Early Learning Framework and Guide offer a practical tool for practitioners and advocates to integrate 21st century skills into . Bard College offers a rigorous undergraduate curriculum in the liberal arts and sciences from its historic 1,acre campus in the Hudson Valley of New York State.
Curriculum connections National Literacy and Numeracy Learning Progressions students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems.
In the Australian Curriculum: History, critical thinking is.
This high level competition showcases the best of MESA National Engineering Design Competition (NEDC) teams as they use their critical thinking, creativity, and teamwork to deliver an engineering-based solution to a heart warming challenge.