Overview

This book examines moral responsiveness and thinking in a mixed gender class of primary school children, and offers a theoretical perspective on children's ability to think together about morality in a community of enquiry and on related issues of pedagogy. It tracks development in children's moral awareness, looking at gains and losses from middle to late childhood, and focuses on cognitive skills, notions of moral rectitude, and interpersonal relationships and friendship. The study demonstrates how, through participation in a community of enquiry such as 'Thinking Time -- Philosophy with Children' (children sit in a circle, engaging in dialogue, with the teacher as facilitator), children become more thoughtful and develop respect and responsiveness as well as other traits of character that are central to democratic citizenship. The author analyses children's thinking in response to a wide range of content, on issues of justice, freedom and responsibility, rights and duties, inclusiveness, and friendship. Gender differences are also examined. With the increasing emphasis on education for citizenship in the school curriculum comes an awareness that 'children's voice' and 'agency' need to be respected and promoted. Social Personal and Health Education, Values Education, and Education for Citizenship are becoming more critical in an environment where there is a sense of crisis and concern about the fabric of democratic society. In presenting a new paradigm -- research with rather than on children, entering into their life-world which their teacher shares -- the author demonstrates the potential of children to reflect in a concerned way on issues that concern them and society as a whole.

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9781845191757

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Reviews

Russell s book reaches beyond its Irish context to an international audience including anyone concerned with building character and promoting citizenship in education. All too often classroom discussions are considered to be just talk and a waste of time. Indeed, even when students excel at the virtues of collaborative philosophical inquiry, still this need not necessarily translate into moral action. However, this research shows how the very practice of classroom discussion within a community of enquiry format can itself be a form of moral action. That is why pursuing both research and practice of this kind is so important. How Children become Moral Selves offers a rare textual opportunity for readers worldwide to eavesdrop on the moral deliberations of a single group of children over more than four years in the company of an experienced, concerned and knowledgeable guide. As methodologically well-grounded qualitative research set within a multi-disciplinary theoretical framework, it achieves its purpose and it showcases what it is not to miss the moral complexities and nuances of children s talk in classroom discussions. Journal of Moral Education

Russell's book reaches beyond its Irish context to an international audience including anyone concerned with building character and promoting citizenship in education. All too often classroom discussions are considered to be 'just talk' and a waste of time. Indeed, even when students excel at the virtues of collaborative philosophical inquiry, still this need not necessarily translate into moral action. However, this research shows how the very practice of classroom discussion within a community of enquiry format can itself be a form of moral action. That is why pursuing both research and practice of this kind is so important. ...How Children become Moral Selves offers a rare textual opportunity for readers worldwide to eavesdrop on the moral deliberations of a single group of children over more than four years in the company of an experienced, concerned and knowledgeable guide. As methodologically well-grounded qualitative research set within a multi-disciplinary theoretical framework, it achieves its purpose and it showcases what it is not to miss the moral complexities and nuances of children's talk in classroom discussions. --Journal of Moral Education

<p> Russell's book reaches beyond its Irish context to an international audience including anyone concerned with building character and promoting citizenship in education. All too often classroom discussions are considered to be 'just talk' and a waste of time. Indeed, even when students excel at the virtues of collaborative philosophical inquiry, still this need not necessarily translate into moral action. However, this research shows how the very practice of classroom discussion within a community of enquiry format can itself be a form of moral action. That is why pursuing both research and practice of this kind is so important. ...How Children become Moral Selves offers a rare textual opportunity for readers worldwide to eavesdrop on the moral deliberations of a single group of children over more than four years in the company of an experienced, concerned and knowledgeable guide. As methodologically well-grounded qualitative research set within a multi-disciplinary theoretical framework, it achieves its purpose and it showcases what it is not to miss the moral complexities and nuances of children's talk in classroom discussions. -- Journal of Moral Education

Russell's book reaches beyond its Irish context to an international audience including anyone concerned with building character and promoting citizenship in education. All too often classroom discussions are considered to be 'just talk' and a waste of time. Indeed, even when students excel at the virtues of collaborative philosophical inquiry, still this need not necessarily translate into moral action. However, this research shows how the very practice of classroom discussion within a community of enquiry format can itself be a form of moral action. That is why pursuing both research and practice of this kind is so important. ...How Children become Moral Selves offers a rare textual opportunity for readers worldwide to eavesdrop on the moral deliberations of a single group of children over more than four years in the company of an experienced, concerned and knowledgeable guide. As methodologically well-grounded qualitative research set within a multi-disciplinary theoretical framework, it achieves its purpose and it showcases what it is not to miss the moral complexities and nuances of children's talk in classroom discussions. -- Journal of Moral Education

Author Information

Josephine Russell is a teacher with experience of both primary and post-primary education. She received her PhD from St. Patrick's College, Dublin City University, and has a special interest in philosophical enquiry with children.

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