Bat Milk and Other Life Stories: Philosophy for Children Applied to the Teaching of University Science

Abstract

Introduction:  The disciplines of science have traditionally been regarded as a natural venue for the practice of critical thinking.  Matthew Lipman (1987) notes that in the sciences critical thinking is primarily construed as a problem solving strategy but suggest that "...we see critical thinking as the internalization of inquiry in general, and not just of scientific or philosophical inquiry...."  He also identifies critical thinking as only one of a complex of higher-order thinking skills that also incorporates creative and caring thinking (Lipman, 1994).  All of these are essential not only for the practice of science but for the understanding of evaluation of scientific activity by nonscientists.  Because of the effectiveness of the Philosophy for Children pegagogical program in fostering those habits of mind considered to be valuable in science, importing Philosophy for Children into the science classroom seems to be a logical move.  Mark Weinstein (1988) has suggested three ways in which the Philosophy for Children's "pedagogical framework based on community of inquiry" might be extended to teaching in various academic disciplines: