Philosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre-service teachers’ perceptions

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dc.contributor.authorGreen, Lena
dc.contributor.authorCondy, Janet
dc.date.accessioned2018-05-24T12:53:13Z
dc.date.available2018-05-24T12:53:13Z
dc.date.issued2016
dc.description.abstractIn this paper, we argue that philosophical enquiry, as practised using community of enquiry pedagogy, is an appropriate implementation strategy for Curriculum and Assessment Policy Statement (CAPS) if the principles that underlie the curriculum are to be taken seriously. Matthew Lipman’s Philosophy for Children Programme and its community of enquiry pedagogy were intended as a classroom means to enhance children’s critical, creative, caring and collaborative thinking and prepare them for democratic citizenship. A previous study suggested that pre-service teachers benefitted from exposure to this pedagogy. The aim of this study was to explore the extent to which pre-service teachers, after a brief experiential introduction to community of enquiry pedagogy, perceived its relevance to the CAPS curriculum. The research was positioned within an interpretivist qualitative paradigm with an emphasis on shared construction of meanings. In 2013 the final-year student group consisted of seventy-four students, of whom 30 volunteered to participate in focus group discussions at the end of the year. Themes were identified within the data and are reported within the following broad categories: perceived relevance to the general requirements of the CAPS curriculum, perceived relevance to specific curriculum areas, and constraints on implementation. Discussion focuses on the insights of participants, potential challenges, some limitations of the research and our plans to address them.en_US
dc.description.accreditationDHET
dc.identifier.citationGreen, L. & Condy, J. (2016). Philosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre-service teachers’ perceptions. South African Journal of Education, 36(1): # 1140en_US
dc.identifier.issn0256-0100
dc.identifier.urihttp://dx.doi.org/10.15700/saje.v36n1a1140
dc.identifier.urihttp://hdl.handle.net/10566/3732
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherUniversity of Pretoriaen_US
dc.rightsThe South African Journal of Education is an Open Access journal which means that all articles are available on the internet to all users immediately after publication. Non-commercial use and distribution in any medium is permitted, provided the author and the journal are properly credited.
dc.status.ispeerreviewedTRUE
dc.subjectCAPS curriculumen_US
dc.subjectCitizenship educationen_US
dc.subjectCognitive educationen_US
dc.subjectCommunity of enquiry pedagogyen_US
dc.subjectCritical thinkingen_US
dc.subjectPhilosophy for childrenen_US
dc.subjectPre-service teachersen_US
dc.titlePhilosophical enquiry as a pedagogical tool to implement the CAPS curriculum: Final-year pre-service teachers’ perceptionsen_US
dc.typeArticleen_US

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