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The Extent to Which Philosophical Inquiry Through the Integrated The University of Notre Dame Australia ResearchOnline@ND Theses 2019 A quest for confidence: The extent ot which philosophical inquiry through the integrated pedagogies of the question quadrant and community of inquiry can encourage the exhibition of attributes associated with the critical and creative thinking capability Stephanie Massey Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Education Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. A QUEST FOR CONFIDENCE: THE EXTENT TO WHICH PHILOSOPHICAL INQUIRY THROUGH THE INTEGRATED PEDAGOGIES OF THE QUESTION QUADRANT AND COMMUNITY OF INQUIRY CAN ENCOURAGE THE EXHIBITION OF ATTRIBUTES ASSOCIATED WITH THE CRITICAL AND CREATIVE THINKING CAPABILITY. Stephanie Louise Massey B.A. Hons (University of Manchester), P.G.C.E. (University of Durham) Submitted in fulfilment of the requirements for the degree of Professional Doctorate. School of Education The University of Notre Dame Australia Fremantle Campus March 2019 1 Dedication To Cameron, for being the physical reality of this written legacy. You are the subliminal realisation that dreams really do come true. 2 Declaration of authorship To the best of the candidate’s knowledge, this thesis contains no material previously published by another person, except where due acknowledgement has been made. This thesis is the candidate’s own work and contains no material which has been accepted for the award of any other degree or diploma in any institution. The research presented and reported in this thesis was conducted in accordance with the National Health and Medical Research Council National Statement on Ethical Conduct in Human Research (2007, updated 2018). The proposed research study received human research ethics approval from the Human Research Ethics Committee at The University of Notre Dame, Australia, and the Department of Education Ethics Committee(EC00418), Approval Number #016147F. Signature: Print Name: Date: 3 Abstract With the increasing need for Australian students to be prepared for the ‘world of work’ once they have finished their schooling (Gonski et al., 2018), it is important for schools to offer opportunities to develop the necessary skills required for adulthood. Western Australian schools have the responsibility of ensuring that all students develop the General Capabilities stipulated by the Australian Curriculum, Assessment, and Reporting Authority (2009). One of these capabilities is ‘critical and creative thinking’. One of the ways to develop students’ ability to think critically and creatively is through philosophical inquiry adopting an integrated pedagogy of Cam’s (2006) Question Quadrant and Lipman’s (2003) Community of Inquiry. While the research on the inclusion of such pedagogies has been undertaken in primary and senior secondary schools, there is a paucity of research at the lower secondary school level. The purpose of the research project is to bridge this problem by addressing three research aims. Firstly, to investigate how lower secondary students exhibit the attributes associated with the ‘critical thinking’ capability through philosophical inquiry. Secondly, to investigate how lower secondary students exhibit the attributes associated with the ‘creative thinking’ capability through philosophical inquiry. Finally, to explore the extent to which lower secondary students perceived the contribution of philosophical inquiry through an integrated pedagogy assisted them to become more confident learners. Employing a theoretical framework based on the epistemology of constructionism, and a theoretical perspective of interpretivism through the lens of symbolical interactionism, this research established a Philosophy Club at three Western Australian secondary schools. The research employs an integrated technique: namely, Cam’s Question Quadrant and Lipman’s Community of Inquiry from which to gather data. The data was analysed using discourse analysis to assess the student voice, and reflections of participating students. The research is designed to provide insight from a student (rather than a teacher) based perspective in the field of education. 4 The findings from the research group themselves around five key themes of the impact in implementing philosophical inquiry with lower secondary students. Firstly, by exhibiting skills that train students for future schooling. Secondly, by preparing students for the ‘world of work’. Thirdly, permitting students to strengthen the knowledge they obtain in all learning areas. Fourthly, enabling students to voice their ideas with like-minded peers to attribute meaning and become more confident learners. Lastly, by encouraging a sense of belonging, students can engage within a democratic community and reflect on their experience of the Philosophy Club sessions. 5 Acknowledgements The preparation of this thesis has involved the valued contributions of many people. Firstly, I would like to express my sincere gratitude to my supervisor Professor Chris Hackett. Chris, thank you. Throughout this journey you have shown me unwavering support, invaluable advice, care, compassion, and professionalism. I could not have wished for a better supervisor, and I feel privileged to have been under your tutelage. Secondly, Dr Laura D’Olimpio. Laura, thank you for your support, philosophical clarity and motivation over the years. I would not have managed to be as involved in Philosophy in Schools if it was not for you. Thirdly, I would like to thank the Australian Government, The University of Notre Dame, and the Research Office for giving me the opportunity to complete the project, and always being on hand to get the job done. The project was financially supported with an IFRRS scholarship which afforded me the ability to complete the study as an international student. Fourthly, I would like to express how immensely grateful I am towards the three participating schools: the participating teachers who helped make the research become a reality and for their continued support during the process; and of course, the students who attended the sessions each week with enthusiasm, an insatiable thirst for knowledge, and a level of professionalism expected far beyond their years. You were the inspiration to complete the project, and have enabled me to reflect with joy and laughter. Finally, the production of the thesis would not have been possible without the support of my friends who I now consider family. To Kyle, thank you for encouraging me through the final stages to get the project over the line, and presented in its final and complete form. To Marty, thank you for your unshakable faith in my abilities. Your complete and constant support, together with your genuine interest in the project kept me motivated to strive for excellence. To Jenn, your involvement through the ethics 6 clearance process was truly appreciated. To Jen, James, and Rosy for always being there to lighten the mood. To Champ, for encouraging me to leave the house. To Adam, for supporting me through the early stages and affording me the ability to bring the project to life. To my parents, for always teaching me to challenge myself, and to never give up. Thank you. 7 Table of contents Content Page A QUEST FOR CONFIDENCE: THE EXTENT TO WHICH PHILOSOPHICAL INQUIRY THROUGH THE INTEGRATED PEDAGOGIES OF THE QUESTION QUADRANT AND COMMUNITY OF INQUIRY CAN ENCOURAGE THE EXHIBITION OF ATTRIBUTES ASSOCIATED WITH THE CRITICAL AND CREATIVE THINKING CAPABILITY. .................................................................... 1 Declaration of authorship ............................................................................................. 2 Abstract ........................................................................................................................ 4 Acknowledgements ...................................................................................................... 6 Table of contents .......................................................................................................... 8 List of Tables ............................................................................................................. 14 List of Figures ............................................................................................................ 16 Glossary of Terms ...................................................................................................... 17 Table of Abbreviations ............................................................................................... 20 Chapter One: The Research Problem Defined ........................................................... 21 1.1 Introduction ...................................................................................................... 21 1.2 The Research Problem ..................................................................................... 22 1.3 Purpose of the Research ................................................................................... 25 Critical Thinking ...................................................................................................
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