ERIC Number: ED320849
Record Type: RIE
Publication Date: 1989-Sep
Reference Count: N/A
Philosophical Inquiry in Teacher Education. Issue Paper 89-6.
Floden, Robert E.; Buchmann, Margret
This paper analyzes how philosophy enters into inquiry in teacher education, in writings by both philosophers and nonphilosophers. Examples illustrate philosophical activities (such as conceptual and logical analysis, positing and explaining distinctions, evoking shared ideas and values), as well as showing that philosophy plays an important part in arguments not obviously philosophical. Commentary clarifies ways in which people can be moved to do philosophical inquiry, how much inquiry can be carried out, and how its quality may be judged. Authors whose work is discussed include Buchmann, Combs, Dewey, Gage, Scheffler, Shulman, Wilson, and Zeichner. (Author)
Descriptors: Abstract Reasoning, Concept Formation, Educational Philosophy, Foundations of Education, Higher Education, Inquiry, Teacher Education, Teaching Methods
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.20).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.