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Papers by Richard E Morehouse
Analytic Teaching and Philosophical Praxis, 2013
Beginning Qualitative Research, 2002
Journal of Didactics of Philosophy
A group of philosophers in Australia inspired by the work of Matthew Lipman and Margret Sharp (19... more A group of philosophers in Australia inspired by the work of Matthew Lipman and Margret Sharp (1980) 1 set out to teach philosophy in schools. Their efforts over about thirty years led to the development of an inquiry society in Australia. While this is an ambitious task and many efforts are moving in opposition such as curriculum efforts that were and are excessively career-oriented and, to that extent, anti-intellectual, this group of philosophers, educators, administrators, and classroom teachers continued toward the goal of an inquiry society. This book creatively integrates several strains of this development in a more or less chronological manner.
Describes the various processes involved in conducting qualitative research
Analytic Teaching and Philosophical Praxis, Apr 30, 2021
Review by Richard Morehouse s I sat to read this book and write a review of it, I planned to read... more Review by Richard Morehouse s I sat to read this book and write a review of it, I planned to read the whole text quickly and then go back to a thorough and careful reading. After reading the first chapter, I changed my approach. I already had my pencil out, and the marginal notes had begun to grow. So, I reoriented my approach and read slowly and carefully. With that strategy in hand, I will start the review by first providing an overview of each of the two sections of this work.
Beginning Qualitative Research, 2002
La presente investigacion/intervencion tiene por objeto analizar la incidencia que las practicas ... more La presente investigacion/intervencion tiene por objeto analizar la incidencia que las practicas de ensenanza tienen en los procesos de oralidad y lectura de los estudiantes pertenecientes al grado primero en la sede Laura Vicuna, institucion educativa Manuel Maria Mallarino de Cali. Se parte de la necesidad de enfatizar el trabajo de la oralidad y la lectura desde el aula, pretendiendo fortalecer la competencia comunicativa de los estudiantes fundamentandonos en la idea que todas las vivencias y actividades que realiza el ser humano estan mediadas por la comunicacion, es decir que establece multiples relaciones comunicativas con sus pares y su entorno, de ahi la importancia de presentar una propuesta didactica que intervenga las practicas de ensenanza en torno a la implementacion de actividades ludicas y vivenciales permitiendoles no solo participar activamente en ellas sino tambien el desarrollo de estas generando asi un aprendizaje significativo, fortaleciendo su expresion oral y...
This paper takes a three-pronged approach to answering the question regarding the relationship be... more This paper takes a three-pronged approach to answering the question regarding the relationship between democracy and community of inquiry and other progressive pedagogies. First, a definition of a democratic educational environment will be provided within the larger context of democracy in general. Next, I will explore a number of democratic educational environments within a community of inquiry framework. Then, community of inquiry and Dewey’s theory of democracy are examined together. This background leads to an overview of what a democratic community of inquiry looks like. I end by replaying the major themes of this paper. "In its perfect sense, democracy “is not a fact and never will be.” Nonetheless, without a guiding idea we would never engage in the work to eliminate the “restrictive and disturbing elements” which prevent a fuller flowering of democratic life."[Citing John Dewey in The Public and Its Problems, 1927 (Boisvert, 1998, p. 57)].
Introduction: This series of books and accompanying guides as a group are labeled “Academic Philo... more Introduction: This series of books and accompanying guides as a group are labeled “Academic Philosophy: and Uncommonly Creative, Imaginative & Challenging Curriculum” in the promotional brochure. Sharon Kaye is the author of the series but there are two different illustrators. Jordon Novak illustrates Question Mark, Theo Rising, and Mark and Theo make their case and Christopher Tice illustrates the rest of the series. The first three sets of teacher materials are labeled Teacher Manual, while the last three sets of teacher materials are called Philosophical Curriculum Guidebooks. Each set of materials for the teacher is also labeled levels, A through F. As the included brochure states, the alphabetic labeling is provided for flexibility when using these materials in different grade levels, for example A (ages 5 and up), B (ages 6 and up), and so on.
Analytic Teaching and Philosophical Praxis, 2013
Beginning Qualitative Research, 2002
Journal of Didactics of Philosophy
A group of philosophers in Australia inspired by the work of Matthew Lipman and Margret Sharp (19... more A group of philosophers in Australia inspired by the work of Matthew Lipman and Margret Sharp (1980) 1 set out to teach philosophy in schools. Their efforts over about thirty years led to the development of an inquiry society in Australia. While this is an ambitious task and many efforts are moving in opposition such as curriculum efforts that were and are excessively career-oriented and, to that extent, anti-intellectual, this group of philosophers, educators, administrators, and classroom teachers continued toward the goal of an inquiry society. This book creatively integrates several strains of this development in a more or less chronological manner.
Describes the various processes involved in conducting qualitative research
Analytic Teaching and Philosophical Praxis, Apr 30, 2021
Review by Richard Morehouse s I sat to read this book and write a review of it, I planned to read... more Review by Richard Morehouse s I sat to read this book and write a review of it, I planned to read the whole text quickly and then go back to a thorough and careful reading. After reading the first chapter, I changed my approach. I already had my pencil out, and the marginal notes had begun to grow. So, I reoriented my approach and read slowly and carefully. With that strategy in hand, I will start the review by first providing an overview of each of the two sections of this work.
Beginning Qualitative Research, 2002
La presente investigacion/intervencion tiene por objeto analizar la incidencia que las practicas ... more La presente investigacion/intervencion tiene por objeto analizar la incidencia que las practicas de ensenanza tienen en los procesos de oralidad y lectura de los estudiantes pertenecientes al grado primero en la sede Laura Vicuna, institucion educativa Manuel Maria Mallarino de Cali. Se parte de la necesidad de enfatizar el trabajo de la oralidad y la lectura desde el aula, pretendiendo fortalecer la competencia comunicativa de los estudiantes fundamentandonos en la idea que todas las vivencias y actividades que realiza el ser humano estan mediadas por la comunicacion, es decir que establece multiples relaciones comunicativas con sus pares y su entorno, de ahi la importancia de presentar una propuesta didactica que intervenga las practicas de ensenanza en torno a la implementacion de actividades ludicas y vivenciales permitiendoles no solo participar activamente en ellas sino tambien el desarrollo de estas generando asi un aprendizaje significativo, fortaleciendo su expresion oral y...
This paper takes a three-pronged approach to answering the question regarding the relationship be... more This paper takes a three-pronged approach to answering the question regarding the relationship between democracy and community of inquiry and other progressive pedagogies. First, a definition of a democratic educational environment will be provided within the larger context of democracy in general. Next, I will explore a number of democratic educational environments within a community of inquiry framework. Then, community of inquiry and Dewey’s theory of democracy are examined together. This background leads to an overview of what a democratic community of inquiry looks like. I end by replaying the major themes of this paper. "In its perfect sense, democracy “is not a fact and never will be.” Nonetheless, without a guiding idea we would never engage in the work to eliminate the “restrictive and disturbing elements” which prevent a fuller flowering of democratic life."[Citing John Dewey in The Public and Its Problems, 1927 (Boisvert, 1998, p. 57)].
Introduction: This series of books and accompanying guides as a group are labeled “Academic Philo... more Introduction: This series of books and accompanying guides as a group are labeled “Academic Philosophy: and Uncommonly Creative, Imaginative & Challenging Curriculum” in the promotional brochure. Sharon Kaye is the author of the series but there are two different illustrators. Jordon Novak illustrates Question Mark, Theo Rising, and Mark and Theo make their case and Christopher Tice illustrates the rest of the series. The first three sets of teacher materials are labeled Teacher Manual, while the last three sets of teacher materials are called Philosophical Curriculum Guidebooks. Each set of materials for the teacher is also labeled levels, A through F. As the included brochure states, the alphabetic labeling is provided for flexibility when using these materials in different grade levels, for example A (ages 5 and up), B (ages 6 and up), and so on.