Examining the role of Philosophical Inquiry on Critical Thinking in Irish Post-Primary Classrooms
| dc.contributor.author | Petkovic, Vladan | |
| dc.date.accessioned | 2025-04-14T10:26:33Z | |
| dc.date.available | 2025-04-14T10:26:33Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | https://iasc.hiberniacollege.com/handle/20.500.13012/251 | |
| dc.language.iso | en | |
| dc.subject | philosophical inquiry, PI, critical thinking, philosophy, junior cycle, senior cycle | |
| dc.title | Examining the role of Philosophical Inquiry on Critical Thinking in Irish Post-Primary Classrooms | |
| dc.type | Dissertation | |
| dspace.entity.type | Publication | |
| html.description.abstract | The following study aims to investigate the role of philosophical inquiry (PI) on critical thinking skills upon students in the post-primary environment. It enquires as to the potential benefits that may be uprooted from implementing PI and Philosophy as an optional or mandatory subject in the post-primary Junior cycle (JC) and Senior cycle (SC) environment. This study uses qualitative methods; primarily semi-structured interviews (N=5). The data is examined using thematic analysis. Examination of the qualitative results revealed extremely positive student outcomes and classroom experiences using PI. However, limitations also appear in the context of Philosophy as a difficult subject to assess at SC level and an overall decline in critical thinking and student autonomy in the post-primary environment. Finally, recommendations are made to educational policymakers to recognise the value of PI in fostering cognitive development in the Irish educations system. |