Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging
This research paper shares findings related to our use of Engaged Philosophical Inquiry (EPI) with a group of young children (aged 3-4) as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions relate...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Birmingham Library Services
2017-05-01
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| Series: | Journal of Philosophy in Schools |
| Subjects: | |
| Online Access: | https://jps.bham.ac.uk/articles/67 |