How effective is Philosophy for Children in contributing to the affective engagement of pupils in the context of secondary Religious Education?
This paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children (P4C) on pupils’ affective engagement.[1] From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the...
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| Format: | Article |
| Language: | English |
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University of Birmingham Library Services
2017-05-01
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| Series: | Journal of Philosophy in Schools |
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| Online Access: | https://jps.bham.ac.uk/articles/69 |