Joanna Haynes is a Lecturer in Education Studies at the University of Plymouth.

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• Preface to Second Edition Introduction PART I Voices from the classroom 1.Thought-provoking conversations 2.Making room for children to participate PART II Thinking about thinking 3.A distinctive approach to thinking through dialogue 4.What kind of thinking are we teaching? 5.Thinking, democracy and citizenship PART III Teaching through enquiry and dialogue 6.Encouraging listening 7.Respecting children’s ideas 8.Relaxing, meditating and being silent 9.Feeling for the philosophical 10.Working with different age groups 11.Holding and extending threads of thinking 12.Planning and monitoring progress in enquiry PART IV The benefits of philosophy with children 13.Developing teaching skills through philosophy 14.Thinking and learning in the whole curriculum 15.What difference can philosophy make to learning? References Index

Joanna Haynes is a Lecturer in Education Studies at the University of Plymouth.

Select Guide Rating

• Preface to Second Edition Introduction PART I Voices from the classroom 1.Thought-provoking conversations 2.Making room for children to participate PART II Thinking about thinking 3.A distinctive approach to thinking through dialogue 4.What kind of thinking are we teaching? 5.Thinking, democracy and citizenship PART III Teaching through enquiry and dialogue 6.Encouraging listening 7.Respecting children’s ideas 8.Relaxing, meditating and being silent 9.Feeling for the philosophical 10.Working with different age groups 11.Holding and extending threads of thinking 12.Planning and monitoring progress in enquiry PART IV The benefits of philosophy with children 13.Developing teaching skills through philosophy 14.Thinking and learning in the whole curriculum 15.What difference can philosophy make to learning? References Index