@article {Bartels:2018:0726-416X:23,
title = "Philosophical Enquiry as Part of Democratic Education",
journal = "Curriculum and Teaching",
parent_itemid = "infobike://jnp/ct",
publishercode ="jnp",
year = "2018",
volume = "33",
number = "1",
publication date ="2018-06-01T00:00:00",
pages = "23-38",
itemtype = "ARTICLE",
issn = "0726-416X",
eissn = "2201-0602",
url = "https://www.ingentaconnect.com/content/jnp/ct/2018/00000033/00000001/art00003",
doi = "doi:10.7459/ct/33.1.03",
keyword = "democratic citizenship education, critical thinking, dialogue in education, philosophy with children, diversity in education",
author = "Bartels, Rob and Onstenk, Jeroen and Veugelers, Wiel",
abstract = "Philosophy for Democracy is a research project which aims to examine whether and how Philosophy with Children contributes to the development of democratic skills and attitudes. Philosophy with Children seeks to develop childrens critical thinking, their ability to judge, enhance
their dialogical skills and attitudes and to contribute to their dealing with differences. These are important competencies for a citizen in a democratic society. In this study we enquire these aims in four primary schools. We have used Goodlads curriculum model. In this model, a curriculum
is divided into six levels: the underlying view or rationale; manuals and other resources; the interpretation by the teacher; the operationalisation in classroom; the experiences of the children and the results of the curriculum. At each of these levels we have enquired Philosophy with Children
in relation to democratic education.",
}