Philosophy with Teenagers: Nurturing a moral imagination for the 21st century,Used

ReviewThis work by Patricia Hannam and Eugenio Echeverria is one of the first attempts to show us how we might use the Community of Philosophical Inquiry to go about a reconstruction of education that would render students the cognitive, social and emotional skills they need to live consciously and actively in a globalized world. (Ann Margaret Sharp, Montclair State College, USA)Nurturing philosophical enquiry and developing international partnerships across schools ensure that young people explore the moral dimensions of global citizenship. (Olga Stanojlovic, Director, Schools in Education, British Council)A timely and very welcome book, Philosophy with Teenagers shows how philosophical enquiry offers a way of developing and nurturing the skills and moral sensibilities needed to thrive as an adolescent in an uncertain and demanding age. Intellectually coherent, perceptive and bursting with good sense, it will be an invaluable source of inspiration for hardpressed secondary teachers looking for practical ways to reconcile their own educational values, the demands of the 21st century classroom and a world needing as never before to find ways of talking and listening to its many peoples. (Dr Barry Hymer, Director of Still Thinking UK)'One sees the experience of the authors shining through the text, the practical has been tested, and presumably works in certain circumstances with certain young people. It has the air of authentic education, which resonated with my own work both with young people and undergraduate students I could imagine that it would work for me.' Richard Davies, BERA, 2009.Title mention in CPDUpdate, October 2009'This book will be of value to any school or teacher looking to develop the community of philosophical enquiry in their context and the book has many features which can be easily translated into practical settings and many other pointers for further developmental work. The section on different subjects raises further questions on how the approach could come to characterise the approach to study in that subject area... The book succeeds, in only 180 pages, in whetting the appetite and providing clear ways forward for the practitioner as well as thought through rationales. The combination of the two authors, one an experienced UK practitioner who is familiar with English school systems, the other a Latin American Director of a Centre for P4C, provides a welcome breadth which ranges from English policy to UN education developments. While it is written with the English curriculum in mind, it will have wider application' (Escalate)'Hannam and Echeverria offer an introduction to the 'community of philosophical enquiry' (P4C), a framework for teaching thinking skills. Such communities set the stage for teachers and students to become coenquirers together in a safe environment where philosophical topics are discussed following the lead of student interest. Educators, mostly secondary teachers, find this method to be one whose exploration model complements the adolescent identity search and development. Likewise, students benefit from examining and practicing the kind of critical and clear thinking demanded by life in a changing global world. Opportunities are also suggested for applying philosophical inquiry to specific subjects, to crosscurricular projects, and to general classroom practice.' Eithne O'Leyne, BOOK NEWS, Inc.Hannam and Echeverria suggest, 'Adolescents growing into responsible global citizens in the global village need to develop highlevel capabilities in order to be able to reflect critically about what they see. If there is to be an authentic empathy and respect, there will have to be a kind of awakening of conscience...' (p.41). This type of citizenship has to grow from meaningful interactions with other religions and cultures. Through this idea, youth will be able to listen to others' views without needing to dominate others with their own perspectives. They will be able