Maughn Rollins Gregory

Maughn Rollins Gregory
Montclair State University · Department of Educational Foundations

PhD, JD, MA, BA

About

60
Publications
31,632
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851
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Introduction
Maughn Rollins Gregory is a Professor of Educational Foundations at Montclair State University where he directs the Institute for the Advancement of Philosophy for Children. He is also the Vice President for Personnel (Grievance Officer) for American Federation of Teachers, Local 1904. His research interests include Socratic, Social Justice, and Contemplative Pedagogies, and Philosophy for/with Children. One of his current projects is 'Philosophy for Children Founders.'

Publications

Publications (60)
Article
Full-text available
Before he originated the field of philosophy for children, Matthew Lipman spent nearly twenty years teaching at Columbia University and its affiliated colleges under the tutelage of the American philosopher Justus Buchler. In those years Lipman's scholarship focused on Buchler's naturalist metaphysics, which was informed by Buchler's scholarship on...
Article
Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews,...
Article
In this article we respond to the reviews by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in or...
Article
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In the last two decades, some authors in the philosophy for children movement have theorized that the community of philosophical inquiry can be a form of spiritual practice, of the care of the self, or a wisdom practice (De Marzio, 2009; Gregory, 2009, 2013, 2014;Gregory & Laverty, 2009). Yet, it is unclear if philosophy for children is, by itself,...
Article
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the story circle as a practice of democratic, critical inquiry natalie m. fletcher université de montréal, canada 1 orcid id: 0000-0002-0052-2429 maughn rollins gregory montclair state university, united states of america 2 orcid id: 0000-0003-4293-5798 peter shea independent scholar (retired), united states of america 3 orcid id: 0000-0002-8225-74...
Article
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and...
Article
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Since the American philosopher Charles Sanders Peirce (1839-1914) originated the idea of a ‘community of inquiry’ to describe and promote the norms of scientific inquiry, that idea has been used to characterize a wide variety of educational programs, academic disciplines, and institutional, governmental, and political practices. Matthew Lipman (192...
Article
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The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal prac...
Book
Full-text available
Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and...
Chapter
In this chapter, I first provide a brief account of the philosophy for children movement's origins in the work of Matthew Lipman (1923-2010), Gareth B. Matthews (1929-2011), and Ann Margaret Sharp (1942-2010). I recount the movement's major accomplishments--in critical thinking, ethics education, and democratic education--and its principal critique...
Book
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Philosophy for Children Founders offers a critical re-assessment of the work of the founders of Philosophy for Children – a movement encompassing all approaches to the philosophical practice of children and adolescents – in light of developments inside and outside that movement. Within the span of fifty years, philosophical practice for children an...
Chapter
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The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a gr...
Chapter
Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry...
Article
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Gert Biesta thinks that teaching is imperiled by the contemporary emphasis on student learning and the constructivist epistemology behind it – a phenomenon he refers to as " learnification. " For him, learning transforms the world into an object of understanding and adaption, positioning the self at its center. Biesta criticizes P4/wC for falling i...
Book
Full-text available
In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp repres...
Chapter
Matthew Lipman wrote his first philosophical novel for children, Harry Stottlemeier’s Discovery, in 1969. Philosophy of childhood has become an established, inter-disciplinary field. Scholarship in Philosophy for children (P4C) is regularly published in top-ranked journals and by university presses in philosophy, education and other academic discip...
Book
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This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational s...
Chapter
Jennifer Glaser and Maughn Rollins Gregory open up salient political, existential, epistemological and practical questions about texts and how to read them in the context of P4C and religious education. In their chapter ‘Education, identity construction and cultural renewal: The case of philosophical inquiry with Jewish Bible’ the authors suggest c...
Article
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally...
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ohn Dewey wrote of moral education as growth from impul-sive behavior to a “reflective morality,” involving the pursuit of ends-in-view identified through practices of critical reflection and social interac-tion. The essays in this section explore a variety of such practices as a philosophical approach to K–12 ethics education. The essays draw on,...
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Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practic...
Article
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John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educa...
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Reflection on our ways of living, and especially on what is wrong with those ways ofliving, has always been a vital function of philosophy…. [T]he ancient questions,‘Am I living as I am supposed to live?’ ‘Is my life something more than vanity, orworse, mere conformity?’ ‘Am I making the best effort I can to reach … my un-attained but attainable sel...
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As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and...
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The writings of Simone Weil support a feminist philosophy of education that locates freedom in self-determined creative work within contexts of necessity. In particular, Weil’s discussion of Force, the Good, Work, Method and Time provide criteria for a feminist philosophy of education, in terms of educational ends and means. Philosophy for Children...
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Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open...
Chapter
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Philosophy serves to determine and clarifying the meaning of experience, and to make experience more meaningful, in both of the senses that Dewey distinguished: to broaden the range and amplify the value of qualities we experience, and to multiply their relevant ties to other experiences. Children’s experience is replete with philosophical meaning,...
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In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogi...
Article
Full-text available
In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogi...
Article
Full-text available
Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular k...
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Douglas Walton's taxonomy of dialogue types facilitates a normative analysis of different types of dialogue practiced in Philosophy for Children. The overarching goal of a dialogue in Philosophy for Children is for the participants to arrive at reasonable philosophical judgments. This goal determines the types and uses of dialogue appropriate to P4...
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This essay concerns relationships among value experience, value inquiry, and value theory. Five stages of value experience are distinguished, comprising a narrative of the attempt to enhance certain kinds of experience. A multi-level model of value inquiry is presented, beginning with improvement of immediate situations and moving to meta-level inq...
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In pragmatist social theory communities faced with significant troubles or opportunities inquire after their advantage and reconstruct their habits and their environments. Three programs of philosophical practice—Socratic Dialogue, the Philosophy Café and Philosophy for Children—cultivate citizenly virtues necessary for this process. They facilitat...
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In this article I present behavioural analyses of particular constructions of democ-racy and the ethic of care, in order to determine whether care is a democratic virtue. I analyse Carol Gilligan's concept of care as a complex of six virtues or behavioural dispositions: acquaintance, mindfulness, moral imagining, solidarity, tolerance and self-care...

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