Download PDF by Patricia Hannam: Philosophy with teenagers : nurturing a moral imagination

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Additional info for Philosophy with teenagers : nurturing a moral imagination for the 21st century

Sample text

Safe environment . expressing disagreement . cooperative endeavour . practice and development of thinking skills . topics for discussion are based on student interest . topics discussed are philosophical . knowledge is understood as evolving constantly . knowledge is co-constructed . teacher and students are co-enquirers in the search for meaning . a space for the development of a personal and social project. Safe environment The environment must be safe in all respects. Students must know that in a community of enquiry they can express their thoughts and ideas without fear of others making fun of them or ridiculing what they say.

Reason cannot be separated from emotion and good decisions always have an element of both. Kant’s demand that moral reasoning be purified of emotion is, in fact, ‘moral incompetence’ (Fesmire 2003). Fesmire develops this further in his book on Dewey and the moral imagination, where he argues that as it is true that conduct may be warped by emotional biases; it is also true that conduct will be warped by absence of emotion. This does not mean that the aim of the work in the community of inquiry is to create a perfect balance between these two aspects of higher-order thinking.

They also begin to develop their own ideas about friendship: what constitutes a friend and what kinds of friends they want to make. These developmental tasks are not easy for anyone who is actually experiencing adolescence. Being able to talk about their ideas and feelings at this time, and being able to explore different possible avenues of action with a group of peers, gives them a great advantage compared to others who do not share the space of a community of philosophical enquiry. Adolescence as a discrete stage of development has been studied thoroughly only since the end of the 1960s.

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