Gilbert Burgh
Biographic Data
| ID | 5397751 |
|---|---|
| NAME | Gilbert Burgh |
| GIVEN NAMES | Gilbert |
| FAMILY NAME | Burgh |
| SIGNATURE | BURGH G |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0003-3183-6348 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
An enduring partnership
Roberto Franzini Tibaldeo’s (2023) book, Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution, is an historical-genealogical approach to the history, ideas and pr...
Teaching about climate change in the midst of ecological crisis
Responding to climate change ‘controversy’ in schools
Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical…
Teaching Democracy in an Age of Uncertainty
The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education an…
Inoculation against Wonder
In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which info…
The Parallels Between Philosophical Inquiry and Scientific Inquiry
The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the …
Communities of Inquiry
The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model…
Responding to climate change ‘controversy’ in schools
Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical…
Teaching about climate change in the midst of ecological crisis
Communities of Inquiry
The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model…
The Parallels Between Philosophical Inquiry and Scientific Inquiry
The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the …
Communities of Inquiry
The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model…
The Parallels Between Philosophical Inquiry and Scientific Inquiry
The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the …
Inoculation against Wonder
In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which info…
Teaching Democracy in an Age of Uncertainty
The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education an…
Responding to climate change ‘controversy’ in schools
Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical…
Teaching about climate change in the midst of ecological crisis
An enduring partnership
Roberto Franzini Tibaldeo’s (2023) book, Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution, is an historical-genealogical approach to the history, ideas and pr...
Sociology (6 works) · Political science (5 works) · Education and Critical Thinking Development (4 works) · Higher education (4 works) · Law (4 works) · Philosophy of education (4 works) · Psychology (4 works) · Epistemology (3 works) · Law (3 works) · Pedagogy (3 works)