The need for philosophy in promoting democracy: a case for philosophy in the curriculum

Burgh, Gilbert (2018) The need for philosophy in promoting democracy: a case for philosophy in the curriculum. Journal of Philosophy in Schools, 5 1: 38-58. doi:10.21913/JPS.v5i1.1483


Author Burgh, Gilbert
Title The need for philosophy in promoting democracy: a case for philosophy in the curriculum
Journal name Journal of Philosophy in Schools
Publication date 2018-04-01
Year available 2018
Sub-type Article (original research)
DOI 10.21913/JPS.v5i1.1483
Open Access Status DOI
Volume 5
Issue 1
Start page 38
End page 58
Total pages 21
Place of publication Canterbury, Kent, United Kingdom
Publisher Canterbury Christ Church University
Language eng
Abstract The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires an emphasis on citizen preparation, but significantly more than the existing curriculum can provide, namely, the acquisition of knowledge and skills to improve students’ social and intellectual capacities and dispositions as future citizens. To this end, I argue for a model of democratic education that emphasises philosophy functioning educationally, whereby students have an integral role to play in shaping democracy through engaging in philosophy as collaborative inquiry that integrates pedagogy, curriculum and assessment. I contend that only philosophy can promote democracy, insofar as philosophical inquiry is an exemplar of the kind of deliberative inquiry required for informed and active democratic citizenship. In this way, philosophy can make a fundamental and much needed contribution to education.
Keyword Philosophy in schools
Philosophy education
Curriculum
Pedagogy
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Historical and Philosophical Inquiry
 
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Created: Mon, 16 Apr 2018, 19:16:03 EST by Dr Gilbert Burgh on behalf of School of Historical and Philosophical Inquiry