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B.A. (Hons) Monash; B.Phil Oxford, D.Phil Oxford; FACE* ¡@ ¡@
Office Address:
Room
47,1/F, Block D2 ¡@ ¡@ Teaching Areas Educational Foundations (Development of Educational Thought) Philosophical Orientation to Education Review of Literature and Research in Philosophy for Children Cultivating Dialogue, Questioning and Inquiry in the Classroom Teaching for Better Thinking The Art of Teaching Introduction to Effective Teaching Strategies Identity and diversity: A Cross-Disciplinary Examination (in the Thomas Hunter Honors School) Mathematics Practicum for Student Teachers (Adolescent education) English Practicum for Student Teachers (Adolescent education) ¡@
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Laurance Splitter joined the Hong Kong Institute of Education as Professor in September, 2008. He holds Honors degrees in philosophy and mathematics from Monash University, and Masters and Doctorate degrees in philosophy, from the University of Oxford, where he studied as a Rhodes Scholar. In 1997 he was elected a Fellow of the Australian College of Education*. ¡@ His early work in education centred on introducing philosophy into Australian schools and his long-standing commitment to the teaching of higher-order/critical thinking, inquiry and dialogue to children and adults. From 1988 to June 2001, he was Principal Research Fellow and Director of the Centre for Philosophy with Children and Adolescents, within the Australian Council for Educational Research. Between 2001 and 2008, he taught at several universities in New York City and New Jersey. He has conducted workshops, seminars and conference sessions with educators (school and college level), parent groups, administrators, and students in many countries around the world. He has been a visiting scholar at Montclair State University, NJ and the University of Hong Kong, and has also worked as a consultant on education and personal well-being, with the Victorian, Tasmanian, Hong Kong and Singapore Governments. In August 2005, he spent two weeks at a K-12 college in Tasmania as ¡§Thinker-in-residence¡¨. For more than twenty-five years, he has observed and taught in primary and secondary classes, with a view to modeling what teaching for better thinking looks like in practice. ¡@ ¡@ Dr. Splitter has taught a range of courses at undergraduate and graduate levels, in educational foundations, curriculum/teaching and philosophy. He has also taught courses in philosophy for children, logic and critical thinking, identity politics, and teaching for better thinking. ¡@ Dr. Splitter¡¦s recent scholarly work includes an examination of what constitutes an ¡§authentic¡¨ education in the 21st. Century, how we can cultivate the intellectual and moral dispositions that constitute ¡§good character¡¨ within and across cultural and ethnic boundaries, and the challenge of constructing a sense of self in the context of the groups and collectives with which we identify. He has published widely in the areas of philosophy for children, dialogue and questioning, classroom environments appropriate for cultivating critical, creative and ¡§caring¡¨ thinking, Socratic inquiry, identity politics, gifted education, concept formation, dispositions, authenticity, values and citizenship education, and pedagogy. His publications include scholarly articles as well as papers for teachers and a more general readership, and curriculum resource materials for students and teachers. He is principal co-author of Teaching for Better Thinking: The Classroom Community of Inquiry (ACER, Melbourne, 1995). Currently, he is working on a book entitled The Lives of their Minds: Transforming Schools and Classrooms into Inquiring Communities. In one form or another, all of his work represents an attempt to present education as cultivating the life of the mind. ¡@
Dr. Splitter was
recently appointed an Executive Seminar Moderator to the Aspen
Institute in the USA, where he will utilize his skills as a
facilitator to encourage seminar participants in the art and craft
of deliberative inquiry. He is currently pursuing his agenda of
raising consciousness about the role and importance of dialogue in
dealing with problematic and challenging situations, both within
formal education and more broadly.
¡@ Research Interests Professor Splitter¡¦s research spans both Philosophy and Education, with a common theme being the exploration of how philosophy can contribute to key questions in several disciplines. His early work was in the philosophy of science, specifically the philosophy of biology. His doctoral thesis from the University of Oxford was entitled Natural Kinds and Biological Species and his 1988 paper ¡§Species and identity¡¨ was included in The Philosopher's Annual XI, 1988, 161-186, as one of the ten best philosophy papers to appear in print. In 1982, he ¡§discovered¡¨ Philosophy for Children (P4C), a US-based program designed to introduce pre-college students ¡V including young children ¡V to the intellectual, affective, and social benefits of exploring philosophical issues as members of a classroom community of inquiry. From 1983, he introduced P4C to teachers and students in Australia and, some years later, in New Zealand and Singapore. He was Founding Director of the Australian Institute of Philosophy for Children (1984-1988)) and the Australian Centre for Philosophy with Children and Adolescents, within the Australian Council for Educational Research (1988-2001). He oversaw the establishment of a network of regional, state and national associations, including the Federation of Australian (later, Australasian, including SE Asia) Philosophy in Schools Associations. He also directed a series of professional development workshops and conferences designed to prepare philosophers and educators to introduce philosophy, both to children and to other teachers. As a Consultant with the Institute for the Advancement of Philosophy for Children in the USA, he conducted workshops in many countries around the world, including Australia, USA, Hong Kong, New Zealand, China, Taiwan, Singapore, Thailand, Philippines, Mexico, Colombia, Brazil, England, Bulgaria, Lithuania, Iceland, Austria, Canada, and England. He has presented at many scholarly conferences and modelled the practice of philosophy with children, adolescents and adults on numerous occasions. His published work includes resources for teachers, stories for children, and scholarly papers which explore questions at the intersection of philosophy and education. He has also engaged in many interviews in the print and electronic media. ¡@ Professor Splitter has worked as an invited Consultant with several state and national governments including, in 2001, the Department of Education in Hong Kong, where he developed strategies and programs in critical thinking and inquiry with officers from the PSHE area. ¡@ His current research interests cover two broad areas: first, an intervention study involving teachers and students from several Hong Kong schools, focusing on transforming classrooms into communities of inquiry; secondly, a series of papers examining key educational issues from a philosophical perspective. The latter topics include: The impact of classroom organization and pedagogy on personal and group identity; dialogue, concept development and higher-level thinking in the classroom; a dialogical approach to defining, identifying and cultivating dispositions in the classroom (including teacher education); communities of inquiry, citizenship and democracy; the life of the mind in the age of globalization; moral and spiritual education as forms of inquiry; a critical appraisal of the interaction between education and culture; reconstructing teacher education as a form of inquiry. Professor Splitter is keen to explore these topics from both intra-cultural and trans-cultural perspectives. ¡@ Professor Splitter hopes to contribute to the emerging dialogues both across the Institute and in the broader community, in such areas as citizenship education, spiritual and religious education, outcomes based learning, Liberal Studies, and Professional Studies. In addition to meeting and working with students and teachers in Hong Kong, he is also interested in launching a ¡§Socratic-cafe¡¨ discussion group for members of the public, at some future stage
¡@
Authored books, book chapters, and refereed publications. Splitter, L. Authenticity and constructivism in education. Forthcoming in Studies in Philosophy and Education, 2008. Article viewable at http://dx.doi.org/10.1007/s11217-008-9105-3. ¡@ Splitter, L. Do the groups to which I belong make me me? Reflections on community and identity. Theory and Research in Education 5(3), 2007. 261-280. ¡@ Splitter, L. Delving ever deeper: Gifted students and philosophy. Gifted Education International 22(2/3), 2007. 207-217. ¡@ Splitter, L. Philosophy in a crowded curriculum. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 14(2), 2006. 4-14. ¡@ Splitter, L. Teaching teachers to ¡§teach¡¨ philosophy for children in the US and Australia. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 14(2), 2006. 15-31. ¡@ Splitter, L. Meanings as connections: Implications for teaching and learning. Forthcoming in Inquiry: Critical Thinking across the Disciplines, 25(1), Fall 2005.[1] [1] Official publication dates for this journal are pre-dated with respect to actual date. ¡@ Daniel, M.-F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C. and De la Garza, T.. Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education 54(4), 2005. 334-354. ¡@ Daniel, M-F., Splitter, L., Slade, C., Lafortune, L., Pallascio, R., and Mongeau, P. Dialogical critical thinking: Elements of definitions stemming from the analysis of transcripts of Australian pupils aged 10 to 12. Australian Journal of Education 48(3), 2004. 295-313. ¡@ Splitter, L. Transforming how teachers teach and how children learn. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 11(2) 2003. 40-56 ¡@ Daniel, M.-F., Lafortune, L., Mongeau, P., Slade, C., Splitter, L., De la Garza, T. The development of dialogical critical thinking in children. Inquiry: Critical Thinking across the Disciplines 22(4), 2003. 43-55. [see fn. 1]. ¡@ Daniel, M.-F., Splitter, L., Slade, C., Lafortune, L., Pallascio, R., Mongeau, P. Are the philosophical exchanges of pupils aged 10 to 12 relativistic or inter-subjective? Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 10(2), 2002. 1-19. ¡@ Doig, B., Groves, S., Splitter, L. Primary mathematics practice: The Victorian position. In J. Bobis, B. Perry & M. Mitchelmore (Eds). Numeracy and Beyond: The (Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Vol I. Sydney: Mathematics Education Research Group of Australasia, 2001. 178-185 ¡@ ¡@
Splitter, L. Reflections on identity, culture and community. In P Cam (ed.) Humanitas Asiatica: Toward a Culture of Peace in the Asia-Pacific Region 1(2), 2001. 89-111. ¡@ Splitter, L. Listen to them think: Reflections on philosophy, inquiry and dialogue. In M. Robertson and R. Gerber (eds.) Children¡¦s Ways of Knowing: Learning through Partnerships. Melbourne: ACER Press, 2001. 112-127. ¡@ Splitter, L. Concepts, communities and the tools of good thinking. Inquiry: Critical Thinking Across the Disciplines 19(2), 2000. 11-26. ¡@ Groves, S., Doig, B. & Splitter, L. Mathematics classrooms functioning as communities of inquiry: Possibilities and constraints for changing practice. In T. Nakahara & M. Koyama (Eds), Proceedings of the Twenty-fourth Conference of the International Group for the Psychology of Mathematics Education Vol. III. Hiroshima, Japan: Hiroshima University Press, 2000. 1-8. ¡@ Splitter, L. Thinking, inquiry and community: Teacher perspectives on philosophy for children. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 8(1) 2000, 40-53 and 8(2) 2000. 48-69. ¡@ Splitter, L. Philosophy for Children: Perspectives on children¡¦s thinking. In M. Robertson and R. Gerber (eds.) The Child¡¦s World: Triggers to Learning. Melbourne: ACER Press 2000. 62-81. ¡@ Splitter, L. How philosophy and schools can contribute to moral education. In P. Cam, I. Cha, M. Tamthai and R. Reyes (eds.) Philosophy, Culture and Education. The Asia-Pacific Philosophy Education Network for Democracy and Korean National Commission for UNESCO 1999. 169-190. ¡@ Splitter, L. Some Reflections on continuity and evolution. In Editora Vozes, Petropolis, Brazil, Filosofia para Criancas Em Debate, edited by W. O. Kohan and Bernadina Leal, 1999. 97-107. ¡@ Splitter, L. and Sharp A. Uma Nova Educação: A Comunidade de Investigação na Sala de Aula. Sao Pãulo: Nova Alexandria, 1999. ¡@ Splitter, L. Philosophy and democracy in Asia and the Pacific: Philosophy and civic education. Thinking: The Journal of Philosophy for Children 13(3), 1998. 6-16. ¡@ Splitter, L. Ecologˆqa y educaciˆun moral. In F, G Moriyˆun (ed.) Crecimiento moral y filosofia para niños. Bilbao, Spain: Desclˆme de Brouwer, 1998. 167-196. ¡@ Splitter, L. Some reflections on inquiry, community and philosophy. Inquiry: Critical Thinking Across the Disciplines 17(1), 1997. 29-39. ¡@ Splitter, L. Philosophy and civic education. In P. Cam, I. Cha and M. Tamthai (eds.) Philosophy and Democracy in Asia. The Asia-Pacific Philosophy Education Network for Democracy and Korean National Commission for UNESCO 1997. 161-179. ¡@ Splitter, L. Reference and relationships in Pixie. R. Reed and A. Sharp (eds.) Studies in Philosophy for Children: Pixie. Madrid: Ediciones de la Torre 1996. 99-121. ¡@ Splitter, L. The practice of philosophy in the classroom in Studies in Philosophy for Children: Pixie). Madrid: Ediciones de la Torre (With A. M. Sharp) 1996. 285-314. ¡@ Splitter, L. John Passmore: On teaching to be critical (Landmarks in Critical Thinking Series). Inquiry: Critical Thinking Across the Disciplines 15(3), 1996. 1-16. ¡@ Splitter, L. and Sharp A. La Otra Educaciˆun: Filosofˆqa para Niños y la Comunidad de Indagaciˆun. Buenos Aires: Ediciones Manantial, 1996. ¡@ Splitter, L. (principal co-author) and Sharp A. Teaching for Better Thinking: The Classroom Community of Inquiry. Melbourne: the Australian Council for Educational Research, 1995. ¡@ Splitter, L. Teaching Thinking through Philosophy for Children. Unicorn: The Journal of the Australian College of Education 21(1), 1995. 14-26. Reprinted as On the theme of ¡§Teaching for higher order thinking skills¡¨. Inquiry: Critical Thinking across the Disciplines 14(4), 1995. 52-65. ¡@ Splitter, L. Questioning as the Stimulus to Inquiry, in Das philosophische Denken von Kindern (Children: Thinking and Philosophy), in Proceedings of the 5th International Philosophy for Children Conference, Graz, Austria, June 1992, (D. G. Camhy, ed.). Sankt Augustin: Academia Verlag 1994. 85-97. ¡@ Splitter, L. Thinking about Sexuality: Activities, Discussion Plans and Exercises to accompany 'Simon'', Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 1(2), 1993. 66-75. ¡@ Splitter, L. Simon: A Story about Being the Same and Being Different, Chapter 1 (A story about sexuality and AIDS), Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 1(1), March 1993. 57-62. ¡@ Splitter, L. A guide to the logic in Harry Stottlemeier's Discovery, Studies in Philosophy for Children: Harry Stottlemeier's Discovery Reed, R. and Sharp, A. M. (eds.) Philadelphia, Temple University Press, 1992. 107-24. ¡@ Splitter, L. Dialogue, thinking and the search for meaning. In R. F. Reed (ed.) When We Talk: Essays on Classroom Conversation Texas Wesleyan: Analytic Teaching Press, 1991. 1-17. ¡@ Splitter, L. Critical thinking: What, why, when, how. Educational Philosophy and Theory 23(1), 1991. 89-109. ¡@ Splitter, L. The critical thinker: Abstraction is the key. In H. J. O. Milne (ed.) Gifted Children: Meeting the Challenge of their Special Needs in the Regular Classroom, Queensland Association for Gifted and Talented Children Inc., Brisbane, 1991. 51-58. ¡@ Splitter, L. On teaching children to be better thinkers Unicorn: The Journal of the Australian College of Education, 14(1), 1988. 40-47. ¡@ Splitter, L. Species and identity Philosophy of Science, 55(3), 1988, 323-348 [included in The Philosopher's Annual XI, 1988, 161-186, as one of the ten best philosophy papers to appear in print in 1988]. ¡@ Splitter, L. Discussion: Ghiselin and Mayr on species Biology and Philosophy, 3(4), 1988. 462-467. ¡@ Splitter, L. Philosophy for children and the making of meaning. Looking Towards 2000: The First Years of School Conference Proceedings, Melbourne, April, 1988. 86-103. ¡@ Splitter, L. A guided tour of the logic in Harry Stottlemeier's Discovery, Analytic Teaching 8.2, 1988, pp. 71-86. Revised in Reed and Sharp 1992 (cited above). Translated into Portuguese. ¡@ Splitter, L. Report on Philosophy for Children in Australia. In Camhy, D. (ed.) Philosophy and Children (Graz, Austria: Leykam, 1988). ¡@ Splitter, L. Educational reform through Philosophy for Children, Thinking: The Journal of Philosophy for Children 7(2), 1987. 32-39. ¡@ Splitter, L. On thinking for yourself, Thinking: The Journal of Philosophy for Children 6(3), 1986. 23-24. ¡@ Splitter, L. Review of J. Murphy Evolution, Morality and the Meaning of Life Australasian Journal of Philosophy 63, 1985. 115-117. ¡@ Splitter, L. Philosophy for Children: An important curriculum innovation Thinking: The Journal of Philosophy for Children 5(4), 1985. 47-53. Reprinted in M. Lipman (ed.) Thinking Children and Education, Duboque Iowa: Kendall Hunt 1993. 385-92. ¡@ Splitter, L. Critical review of D. Wiggins Sameness and Substance, Australasian Journal of Philosophy 59, 1981. 229-235. ¡@ Splitter, L. McGinn and essential properties of natural kinds Australasian Journal of Philosophy 58, 1980. 19-25. ¡@ Splitter, L. Critical notice of N. Griffin Relative Identity, Australasian Journal of Philosophy 58, 1980. 298-307.
¡@ ¡@ b. Non-refereed publications: non-refereed articles, abstracts, review essays, book reviews, conference proceedings, edited books, manuals, reports and curricular materials. Splitter, L. Invited chapter for a book entitled Companion to Philosophy in Australia and New Zealand (Ed. Nick Trakakis, Monash University, Australia, Publisher: Monash ePress). In press. ¡@ Splitter, L. Philosophy in a Crowded Curriculum. Key-note address. In H. W. Kam (Ed.) Philosophy in Schools: Developing a Community of Inquiry: Report on the Proceedings of the Conference, 17-18 April 2006, Singapore Teachers Union, Singapore, pp. 56-65.' ¡@ Splitter, L. Training Teachers to ¡§Teach¡¨ Philosophy for Children in the US and Australia. Presented paper. In H. W. Kam (Ed.) Philosophy in Schools: Developing a Community of Inquiry: Report on the Proceedings of the Conference, 17-18 April 2006, Singapore Teachers Union, Singapore, pp. 115-129. ¡@ Splitter, L. Report on Conference for Middle School students in New York City, entitled ¡§Thinking about what Really Matters¡¨ 2006. ¡@ Splitter, L. Report on the introduction of a philosophy elective and other initiatives at the Hunter College Campus Schools (2006). ¡@ Splitter, L. Transforming Classrooms into Thinking and Learning Communities. Workshop notes for educators in Melbourne, Hobart and Singapore (2005). ¡@ Splitter, L. Authentic Learning as Meaning-Making and Getting Serious about Values Education. In CD-Rom of Conference Proceedings, 12th International Conference on Thinking, Melbourne, Australia (2005). ¡@ Splitter, L. Ethics Education as Values Inquiry. Workshop notes for educators in Melbourne, Canberra and Singapore (2004). ¡@ Splitter, L. Using Narrative and Other Resources to Stimulate Thinking and Inquiry. Workshop notes (2004) ¡@ Splitter, L. A Family Story. Unpublished narrative dealing with adolescent depression (2004 ¡@ Splitter, L. What are Values Anyway? Report written for the Sydney Morning Herald (2004). ¡@ Splitter, L. Getting Straight about Gay Marriage. Report of limited circulation (2004). ¡@ Splitter, L. Literacy as Thinking. Workshop notes for educators in Melbourne, Canberra and Singapore (2004). ¡@
Splitter, L. Report on the Admissions Procedures for the Hunter College High School Center for Gifted Studies and Education (2004). ¡@ Splitter, L. A case for transformation and reconstruction: Victorian Education in the 21st. Century. Paper commissioned by the Victorian Government Department of Premier and Cabinet (2002). ¡@ Splitter, L. Report on my visit with the Curriculum Development Institute, July 2001, Education Department, Hong Kong (2002). ¡@ Splitter, L. Transforming the classroom into a community of inquiry. Instructional paper for ¡§Level 1¡¨ professional development, Melbourne, 2002. ¡@ Splitter, L. Thinking as digging deep: An introduction to Philosophy for Children. Instructional paper written for the New Jersey Network for Educational Renewal (2001). ¡@ Splitter, L. Report on the Graduate Skills Assessment (GSA) Construct Evaluation (on Critical Thinking), for ACER (2001). ¡@ Splitter, L. Depression: A response based on the model of ¡§the thinking community¡¨.Paper written for beyondblue: the national depression initiative (2001). ¡@ Splitter, L. The thinking community and philosophy for children. Hand-out for teachers undertaking ¡§Level 1¡¨ professional development training (2001) and NJNER ¡§mini-course¡¨ (2001). ¡@ Splitter, L. Judaism and homosexuality: An attempt to be reasonable. B¡¦Yachad: Journal of the Australian, Asian and New Zealand Union for Progressive Judaism 6(2), 2000. 16-24. ¡@ Splitter, L. Using narrative and other resources to stimulate thinking and inquiry. Hand-out for teachers (2000). ¡@ Splitter, L. Philosophy in schools: A framework for Level 1 training (2000). ¡@ Splitter, L. The Mathematical Adventures of Al Jebra:A story about some kids who are having trouble with their xs and ys¡K.With additional notes for students and teachers. Narrative for middle school students (2000). ¡@ Sharp A. and Splitter, L. Making Sense of My World: Instructional Manual to accompany The Doll Hospital. Melbourne: ACER, 2000). Greek edition published by Atrapos-Editions, 2007. ¡@ Sharp A. and Splitter, L. Kuka Minä Olen. Finnish edition of Making Sense of my World. Oulu: Oulon Yliopisto Press. 2000. ¡@ Sharp A. and Splitter, L. Discovering our Voice: Instructional Manual to accompany Geraldo (with A. M. Sharp) (ACER, 2000). ¡@ Splitter, L (et al) Ethics and Values. A series of essays for secondary students in enrichment programs (8 volumes). Jointly with a number of contributors (Danbury, Connecticut: Grolier Int. and London: Brown Packaging Partworks) (1999). ¡@ Splitter L. and Sprod, T. Places for Thinking: Instructional Manual to accompany four children¡¦s picture books (In a Field, On a Path, On a Plain, In a Tree). ACER 1999. ¡@ Splitter, L., Leigh-Lancaster, D. and Williams, G. Your mathematics class: A classroom community of inquiry? In J. Gough and J. Mousley (eds.) Mathematics: Exploring all Angles. Proceedings of the 35th. Annual Conference of the Mathematical Association of Victoria, 1998. 262-268. ¡@ Splitter, L. Teacher Perspectives on the Teaching of Thinking. A study based on 181 questionnaires distributed to teachers of philosophy around Australia and internationally. (ACER, August 1998). ¡@ Splitter, L. Let¡¦s be reasonable about this: Inquiry, dialogue and community in the classroom. Australian Rationalist 41, Spring 1996. 7-13. ¡@ Splitter, L. The classroom community of inquiry: A teaching and learning environment worth thinking about. Prime Focus: The Professional Journal for Primary School Leaders 2.4, 1996. 4-7. ¡@ Splitter, L. Design and Technology: Valuing our Work (a series of student narratives with accompanying manuals for teachers, dealing with ethical issues in design and technology, produced for use in secondary schools in NSW) (NSW Independent Commission Against Corruption, 1996). ¡@ Splitter, L. Philosophy for Children Strategic Planning Workshop. Myer Foundation Annual Report 1995-1997. ¡@ Splitter, L. Values and civics and citizenship education. Paper prepared for publication by the Curriculum Corporation (Australian Government), March 1996. ¡@ Splitter, L. and Mellor, S. (March 1995) Response to the Civics Expert Group Report: Whereas the People - Civics and Citizenship Education. ¡@ Splitter, L. Philosophy and Community: Thinking and Meaning. The Cappuccino Papers No. 1 (an occasional series of papers published by Imagine the Future), 1995. 45-48. ¡@ Splitter, L. Children, philosophy and citizenship. Educational Alternatives 4(5) 1994. p. 2. ¡@ Splitter, L. Seeking a path to ethical living (Review of How are we to Live by Peter Singer). The Australian Jewish News, Melbourne Edition, January 7 1994. p. 7. ¡@ Splitter, L. and Mellor, S. (November 1994) Report entitled ¡§Civics education: Preliminary submission¡¨, to the Civics Expert Group. ¡@ Splitter, L. The Role of Philosophy in the Primary Curriculum. Proceedings of the Victorian Primary Principals Association Annual Conference, November 1994. Key-note address. ¡@ Splitter, L. Report entitled ¡§Violence, discrimination and the classroom community of inquiry¡¨, to the House of Representatives Standing Committee on Employment, Education and Training, Inquiry into Violence in Schools 1993. ¡@ Splitter, L. Report outlining a conceptual framework for the teaching of thinking, to Board of Studies, NSW Department of Education 1993. ¡@ Splitter, L. Teacher education and teacher networks in Philosophy for Children. Distributed by the Centre as part of an information package. 1993-2001. Revised each year. ¡@ Splitter, L. General background and rationale. Distributed by the Centre as part of an information package. 1993-2001. Revised each year. ¡@ Splitter, L. Philosophy for Children: A whole new way of thinking. Catalogue and book list distributed by the Marketing Division and the Centre as part of an information package. 1993-2000. Revised each year. ¡@ Splitter, L. Peace, Violence, Discrimination and the Classroom Community of Inquiry, Ethos P-6: The Journal of the Victorian Social Studies Teachers Association October 1993. 8- 19. ¡@ Splitter, L. Harry Stottlemeier's Discovery (Australian Edition) (Melbourne: ACER, 1992). ¡@ Splitter, L. Report on Critical thinking competencies, to the Mayer Committee on Key Competencies in Post compulsory Education and Training 1992. ¡@ Splitter, L. Excellence in education: It's worth thinking about. The Age newspaper, Melbourne, June 9 1992. ¡@ Splitter, L. Developing Full Personal Awareness Score: A Periodical Journal for the Teaching Professions 2.2, 1992. 6-7. ¡@ Splitter, L. Philosophy for Children and social education Ethos: Journal of the Victorian Association of Social Studies Teachers Inc., 1989. 39-52. ¡@ Splitter, L. X-Rated videos: What's at stake? The Bulletin, January 1989. 28-29. ¡@ Splitter, L. The sound reasoning of good thinking The Age, January 16, 1989. Reprinted in the Bulletin of the International Council for Philosophical Inquiry with Children 4.1, 1989. 10-11. ¡@ Splitter, L. The case for AIPC. Newsletter of the Philosophy of Education Society of Australasia. May 1986. 2-6. ¡@ Splitter, L. Every child a philosopher Education News 19:2, 1985, 35-38. ¡@ Splitter, L. What philosophy can offer the gifted. Proceedings of the Fifth National Conference on Gifted Education, The University of Melbourne, 1983. 22-27. ¡@ Splitter, L. For the gift of diversity, Tel Emanuel (Magazine of Temple Emanuel, Sydney), 1980.
¡@
a. Grants and related funding: Hong Kong Institute of Education (HK$400,000) Grant for Intervention Study in Hong Kong Schools, 2008. ¡@ Hunter College AEB (US$875) Award for Center for Teaching Excellence, 2008. ¡@ Hunter College High School ((US$7000) for external consultant to teach philosophy elective, 2006-2007. ¡@ Hunter College AEB (US$875) Award for middle schools gifted student conference, 2007. ¡@ Hunter College AEB (US$1550) Award for middle schools gifted student conference, 2006. ¡@ Dean of Education, Hunter College (US$500) for middle schools gifted student conference, 2005. ¡@ Hunter College Campus Schools (US$2100) for facilitation of 5th and 7th grades philosophy classes, 2005. ¡@ Hunter College Presidential, School/Departmental grants (US$4,000 approx.) for conference travel, 2004-7. ¡@ Montclair State University, Global Education Center (US$2000) Grant to visit the University of South Africa, Pretoria, 2003. ¡@ Montclair State University (US$1200): Grant to attend Conference of the Association of Chinese Professors of Social Science, 2002. ¡@ ACER (AU$200,000): Government core research funds for communities of mathematical inquiry projects, 1998-2001. Canadian Council for Social Science Studies (CAN$80,000), project on critical thinking in mathematics, Principal Investigator, Australian component, 1998-2001. ¡@ Australian Research Council (AU$15,000) for a project on mathematics classrooms functioning as communities of inquiry 1999. ¡@ Curriculum Corporation (AU$1500), for preparing a paper and literature review on civics and citizenship education 1996. ¡@ NSW Independent Commission against Corruption (AU$100,000), preparation of curriculum materials on ethics and values in Design and Technology (Years 7-10) Syllabus 1996. ¡@ The Myer Foundation (AU$15000), for a strategic planning workshop in philosophy, and a training workshop in Philosophy for Children 1995-1997. ¡@ Qantas (formerly Australian) Airlines (AU$19000): travel concessions for activities of the Centre of Philosophy for Children, 1989-95. Extensions AU$15000 (1996-1998); AU$12,000 (1999-2001). ¡@ ACER (AU$350,000): Government core research funds for development of philosophy for children 1988-1997. ¡@ Corporate sponsorship (AU$12000): various, 1988-1994. ¡@ Australasian Association of Philosophy (for ¡§Level 2¡¨ professional development workshops)(AU$7,600):1985-1994. ¡@ Commonwealth Government (DEET) (AU$3600): Training workshops July 1989 and February 1992. ¡@ Apple Computer Australia Ltd. (AU$3000): Macintosh SE Hard Disk 20 computer, 1987. ¡@ C. Goldstein and Associates (AU$1900) funding for part-time secretarial assistance to the ¡@ Australian Institute of Philosophy for Children, 1987-1988. ¡@ Allen, Allen and Hemsley (AU$1000): Legal assistance to Australian Institute of Philosophy for Children, 1987. ¡@ University of Wollongong research grants for evaluation of professional development programs 1985: AU$3,500, 1986: $3,200, 1988: $8,000.
¡@ b. Presented scholarship: Conference papers, presentations and invited lectures (1995-Present). October 2008: Invited presentation entitled On being one among others: Diversity and unity in the classroom, Montclair State University, NJ, USA April 2008: Visiting Professor at the University of Hong Kong (presentations of current research) ¡@ October 2007: Invited presentation entitled The groups that define us: Philosophy, education and identity politics, Teachers College, Columbia University, New York.
June 2007: Presentation entitled Do the groups to which I belong make me me? Reflections on community, identity and power, 13th Conference of the International Council for Philosophical Inquiry with Children, Jerusalem, Israel. ¡@ April 2007: Paper presentation entitled Disposed to think; disposed to be: The cultivation of appropriate dispositions using the model of the classroom community of inquiry, presented at the Annual Conference of the American Educational Research Association, Chicago. ¡@ April 2007: Invited Discussant at forum entitled Challenges of difference: moving among and with communities, presented at the Annual Conference of the American Educational Research Association, Chicago. ¡@ October 2006: Presentation entitled Identity politics and the community of inquiry, International Conference on Dialogue, Culture, Philosophy: Philosophy with Children and Youth in a Transcultural Environment, Graz, Austria. ¡@ August 2006: Presentation entitled A functional analysis of skills and dispositions ascriptions, National Institute of Education, Nanyang Technological University, Singapore. ¡@ August 2006: Presentation on the nature of abilities and dispositions, Australian Council for Educational Research, Melbourne, Australia. ¡@ July 2006: Presentation entitled A functional analysis of skills and dispositional ascriptions, Annual Conference of the Victorian Association for Philosophy in Schools, Melbourne. ¡@ May 2006: Presentations on Authenticity, Pedagogy, and Dispositions at International Philosophy for Children Conference, Mendham, NJ. ¡@ April 2006: Key-note addresses entitled Training teachers to ¡¥teach¡¦ Philosophy for Children in the US and Australia, and Philosophy in a crowded curriculum, First National Conference on Philosophy in Schools, Singapore. ¡@ April 2006: Paper presentation entitled Authenticity, personhood and communities of inquiry: An approach to problems of identity and difference, presented at the Annual Conference of the American Educational Research Association, San Francisco. ¡@ April 2006: Invited Discussant at forum entitled Moral Education and Education, presented at the Annual Conference of the American Educational Research Association, San Francisco. ¡@ March 2006: Presentation entitled Philosophy with gifted children and adolescents: working with middle school philosophers, at the 15th Annual Conference of the New Jersey Association for Gifted Children, Princeton NJ. ¡@ December 2005: Symposium presentation on philosophy in schools, American Philosophical Association Annual Conference, New York City. ¡@ November 2005: Presentation entitled Modelling Educator Dispositions through Dialogical Inquiry, 4th Annual Conference on Educator Dispositions, Kentucky. ¡@ August 2005: Presentation on the assessment of affective skills and dispositions, Australian Council for Educational Research, Melbourne, Australia. ¡@ August 2005: Seminar presentation on ¡§Thought Leadership¡¨, Gladstone Park Secondary College, Melbourne, Australia. ¡@ July 2005: Presentations entitled Authentic learning as meaning-making and Getting serious about values education, at the 12th International Conference on Thinking, Melbourne, Australia. ¡@ July 2005: Presentation entitled Schools and classrooms as inquiring communities, at the Hume Global Learning Center, Melbourne, Australia. ¡@ May 2005: Presentations on Authenticity and Pedagogy at International Philosophy for Children Conference, Mendham, NJ. ¡@ April 2005: Presentation entitled Authenticity in education: Quaint idealism or the key to everything that matters?, Montclair State University, NJ. ¡@ November 2004: Presentation entitled Philosophy for children and dealing with taboo issues, 30th Anniversary Conference on Philosophy for Children, Mendham, NJ. ¡@ May 2004: Presentations on Meaning and Pedagogy at International Philosophy for Children Conference, Mendham, NJ. ¡@ March 2004: Presentation entitled An optimum environment for gifted students: Classrooms as communities of inquiry, at the 13th Annual Conference of the New Jersey Association for Gifted Children, Princeton NJ. ¡@ February 2004: Presentation to Department of Curriculum and Teaching at Hunter, on my role as Associate Director of the Center for Gifted Studies and Education ¡@ April 2003: Dialogue and intersubjectivity in primary school children: A cross-cultural study. Paper presented (jointly, with M. F. Daniel) at the 2003 Conference of the American Educational Research Association, Chicago.
¡@ March 2003: Presentation entitled Educating for thinking, the Davidson Center, Jewish Theological Seminary, New York. ¡@ October 2002: Presentation at the Annual Conference of the Association of Chinese Professors of Social Science. Presentation entitled Cultivating dialogue and communal inquiry among Chinese students. San Jose CA. ¡@ July 2002: (With G. Harvey and N. Guantai) Presentation on philosophy for children, Victorian Government Educational Innovations Conference, Melbourne. ¡@ July 2002: Presentations at the Annual Conference of the New Zealand Philosophy for Children Association, Auckland: Key-note presentation entitled ¡§I like philosophy: there¡¦s no true or false¡¨: Objectivity in the inquiring community; Presentations entitled: Three dimensions of inquiry; The implicit and explicit logic in Harry Stottlemeier¡¦s Discovery; Some reflections on building a community of mathematical inquiry. ¡@ June 2002: ¡§I like philosophy: there is no true or false¡¨: Objectivity in the inquiring community. Presentation at the 2002 Conference of the North American Association for Community of Inquiry, New Jersey. ¡@ June 2002: (With Marie-France Daniel, Louise Lafortune, Teresa de la Garza, Richard Pallascio, Christina Slade) Dialogical Critical Thinking: A Study of its Manifestations in Pupils Aged 10 to12. Presentation at the 2002 Conference of the North American Association for Community of Inquiry, New Jersey. ¡@ June 2002: Presentations on philosophy and the teaching of thinking, Department of Philosophy, University of the Philippines and State Department of Education, Manila. ¡@ April 2002: (with M. Laverty) Dialogue in theory and in practice. Presentation to the Middle Atlantic States Philosophy of Education Society Spring Conference, Teachers College, New York City ¡@ December 2001: Presentation to Principals Conference (part of the Thistle program), Newark, NJ. August 2001: Schooling needs a reconstruction, not tinkering at the edges: Transforming schools and classrooms into communities of inquiry. Presentation at 2001 Middle Years of Schooling Conference, Melbourne. ¡@ August 2001: (With B. Doig and S. Groves) Mathematics classrooms as communities of inquiry: Report on research. Presentation at 2001 Middle Years of Schooling Conference, Melbourne. ¡@ July 2001: Plenary speaker at conference on Education and Culture in the Pacific Region, University of the Philippines, Manila. ¡@ July 2001: Presentation at Biennial Conference of the International Council for Philosophical Inquiry with Children, Winchester, UK. ¡@ April 2001: Presentation at Annual Conference of the Victorian Association for Philosophy in Schools, Melbourne. ¡@ January 2001: Visiting Scholar at Montclair University, NJ, USA. Presentations on social justice and citizenship issues. ¡@ December 2000: Mathematics classrooms as communities of inquiry. Presentation (with B. Doig and S. Groves) at the 37th Annual Conference of the Mathematics Association of Victoria, Melbourne. ¡@ November 2000: Mathematics and communities of inquiry. Research forum presented at ACER, Melbourne. March 2000: ¡@ September 2000: Welcoming presentation and presentation entitled The getting of emotional wisdom, Tenth National Conference on Philosophy in Schools, Melbourne. ¡@ May 2000: Mathematics classrooms as communities of inquiry; Three dimensions of inquiry. Presentations at international workshop presentation, Mendham, NJ. ¡@ April 2000: Lecture and demonstration of year 11-12 philosophy, Annual Conference of the Victorian Association for Philosophy in Schools (Melbourne). ¡@ March 2000: Visiting Scholar at the University of Hong Kong. Presentations included: Seminar entitled Values education and teaching for better thinking, Curriculum Development Institute, Education Department; Lecture/discussion on Critical thinking to P.C.Ed. students; Faculty seminar entitled Critical thinking across the curriculum: The contribution of philosophy; Workshop presentation session on developing a community of inquiry, UHK; Lecture entitled Becoming a better critical thinker to undergraduates, UHK; Public presentation entitled How to develop critical, creative and ¡§caring¡¨ thinking in schools, UHK; Seminar entitled Philosophy and children: A natural combination, Curriculum Development Institute, Education Department; Seminar entitled Transforming the classroom into a community of inquiry, Asia Pacific Centre for Education Leadership and School Quality, and Centre for Research and International Collaboration, Hong Kong Institute of Education. ¡@ December 1999: Presentation entitled ¡§Concepts, communities and the tools of good thinking¡¨, at the Fifth UNESCO_ACEID International Conference: Reforming Learning, Curriculum and Pedagogy: Innovative Visions for the New Century, Bangkok, Thailand. ¡@ July 1999: Some reflections on continuity and evolution. Presentation at 9th Conference of the International Council for Philosophical Inquiry with Children, Brasilia, Brazil. ¡@ June 1999: Thought development for children and teenagers: Working toward a better and more peaceful life. Key-note presentation at I Congreso Internacional ¡V Educaciˆun para el desarrollo del pensamiento y formaciˆun ciudadana para la paz (First International Congress ¡V Thought development education and citizen formation for peace), Cali, Colombia. ¡@ May 1999: Philosophy for children: Dialogue, community and prospects for a healthier world. Presentation at New Jersey Regional Association Annual Conference, Monmouth University NJ. ¡@ May 1999: Concept formation; Making sense of the logic in p4c; Alternative approaches to philosophy in the classroom; Can philosophy really contribute to violence-reduction? Presentations at international workshop presentation, Mendham, NJ. ¡@ March 1999: Philosophy for children: A cross-cultural perspective. Presentation at Global Education Center, Montclair State University, NJ. ¡@ February 1999: Passmore on critical thinking: Presentation and discussion at faculty seminar on critical thinking, Montclair State University, NJ. ¡@
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