Philosophy and Education as Thaumatropic Inquiry: Case Studies of Shifting Identities in Dangerous Times

• In Event: Creative Philosophical Responses to the Challenges of Education

Abstract

This paper describes the qualitative findings of a three-year grant project that provided two cohorts of 25, PreK-12 educators with professional development related to ethics and philosophy in the classroom. Each cohort of educators was first provided a graduate course in philosophy of education dedicated to ethics, philosophical inquiry, democratic education, and controversy in the classroom. Next, participants were asked to engage their students in ethical and philosophical inquiry in their respective classroom. The findings provide clarity as to why educators resist philosophical inquiry in the classroom and how teacher educators and professional development providers can more effectively prepare educators to lead philosophical inquiry in the classroom. Specifically, this study highlights the much-needed identity work that must occur for in-service educators to feel confident embarking on a curriculum engaged with complexity, controversy, and inquiry in the classroom.

Authors

• Jessica Heybach, Western Michigan University

• Austin Pickup, Aurora University