The University of Queensland

Teaching democracy in an age of uncertainty: place-responsive learning

Burgh, Gilbert and Thornton, Simone (2022). Teaching democracy in an age of uncertainty: place-responsive learning. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003098089

Philosophical inquiry with children: the development of an inquiring society in Australia

Gilbert Burgh and Simone Thornton eds. (2019). Philosophical inquiry with children: the development of an inquiring society in Australia. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429431821

Values education in schools: a resource book for student inquiry Translated by Sayyedah Mobina Shaheri Langroudi

Freakley, Mark, Burgh, Gilbert and MacSporran, Lyne Tilt (2015). Values education in schools: a resource book for student inquiry Translated by Sayyedah Mobina Shaheri Langroudi. Tehran, Iran: Siahroud.

Values education in schools: a resource book for student inquiry

Freakley, Mark, Burgh, Gilbert and Tilt MacSporran, Lyne (2008). Values education in schools: a resource book for student inquiry. Camberwell, VIC, Australia: ACER Press.

Ethics and the Community of Inquiry: Education for Deliberative Democracy

Burgh, G., Field, T. K. and Freakley, M. (2006). Ethics and the Community of Inquiry: Education for Deliberative Democracy. 1 ed. South Melbourne, Victoria: Thomson Social Science Press.

Engaging with Ethics: Ethical Inquiry for Teachers

Freakley, M. and Burgh, G. (2000). Engaging with Ethics: Ethical Inquiry for Teachers. Katoomba, NSW: Social Science Press Australia.

Rethinking teacher preparation for teaching: controversial topics in a community of inquiry

Thornton, Simone, Burgh, Gilbert, Bleazby, Jennifer and Graham, Mary (2023). Rethinking teacher preparation for teaching: controversial topics in a community of inquiry. Philosophy with children and teacher education: global perspectives on critical, creative and caring thinking. (pp. 194-203) edited by Arie Kizel. London, United Kingdom: Routledge. doi: 10.4324/9781003212737-25

Growing up with philosophy in Australia: philosophy as cultural discourse

Thornton, Simone and Burgh, Gilbert (2019). Growing up with philosophy in Australia: philosophy as cultural discourse. Philosophical inquiry with children: the development of an inquiring society in Australia. (pp. 236-249) edited by Gilbert Burgh and Simone Thornton. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429431821-22

The philosophical classroom: an Australian story

Burgh, Gilbert and Thornton, Simone (2019). The philosophical classroom: an Australian story. Philosophical inquiry with children: the development of an inquiring society in Australia. (pp. 1-5) edited by Gilbert Burgh and Simone Thornton. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429431821-1

‘Do not block the way of inquiry’: cultivating collective doubt through sustained deep reflective thinking

Burgh, Gilbert, Thornton, Simone and Fynes-Clinton, Liz (2018). ‘Do not block the way of inquiry’: cultivating collective doubt through sustained deep reflective thinking. Parecidos de familia. Propuestas actuales en Filosofía para Niños [Family Resemblances: Current trends in philosophy for children]. (pp. 47-61) edited by Ellen Duthie, Félix García Moriyón and Rafael Robles Loro. Madrid, Spain: Anaya.

From Harry to Philosophy Park: the development of philosophy for children resources in Australia

Burgh, Gilbert and Thornton, Simone (2017). From Harry to Philosophy Park: the development of philosophy for children resources in Australia. The Routledge international handbook of philosophy for children. (pp. 163-170) edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315726625-34

Making peace education everyone’s business

Thornton, Simone and Burgh, Gilbert (2017). Making peace education everyone’s business. Inclusion, diversity and intercultural dialogue in young people's philosophical inquiry. (pp. 55-65) edited by Ching-Ching Lin and Lavina Sequeira. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6351-065-3

Philosophy in Schools: An Australian perspective

Burgh, Gilbert (2017). Philosophy in Schools: An Australian perspective. History, Theory and Practices of Philosophy for Children: International Perspectives. (pp. 157-166) edited by Saeed Naji and Rosnani Hashim. London, United Kingdom: Routledge. doi: 10.4324/9781315208732

Reconstruction of thinking across the curriculum through the community of inquiry

Nichols, Kim, Burgh, Gilbert and Fynes-Clinton, Liz (2017). Reconstruction of thinking across the curriculum through the community of inquiry. The Routledge international handbook of philosophy for children. (pp. 245-252) edited by Maughn Rollins Gregory, Joanna Haynes and Karin Murris. Abingdon, Oxon United Kingdom: Routledge.

Creative and lateral thinking: Edward de Bono

Burgh, Gilbert (2014). Creative and lateral thinking: Edward de Bono. Encyclopedia of educational theory and philosophy. (pp. 187-189) edited by D. C. Phillips. Thousand Oakes, CA, United Sates: Sage. doi: 10.4135/9781483346229.n86

Citizenship as a Learning Process: Democratic education without foundationalism

Burgh, Gilbert (2010). Citizenship as a Learning Process: Democratic education without foundationalism. Asian-Arab Philosophical Dialogues on Globalization, Democracy and Human Rights. (pp. 59-69) edited by Darryl R.J. Mracer and Souria Saad-Zoy. Bangkok Thailand: UNESCO, Regional Unit for Social and Human Sciences in Asia and the Pacific.

P4C in Australia: Interview with Gilbert Burgh by Saeed Naji

Burgh, Gilbert (2008). P4C in Australia: Interview with Gilbert Burgh by Saeed Naji. Philosophical Inquiry for Children: Interviews with Some Leaders of Philosophy for Children throughout the World. (pp. x-x) edited by Saeed Naji. Tehran, Iran: Institute for Humanities and Cultural Studies.

Aesthetic Encounters of the Human Kind (Foreword)

Burgh, Gilbert (2007). Aesthetic Encounters of the Human Kind (Foreword). Gleaner or Gladiator: the struggle to create. (pp. 6-9) edited by Marshall, Lyne. Tallegalla, Queensland: Art Clique Projects.

From Socrates to Lipman: Making Philosophy Relevant

Burgh, G. (2005). From Socrates to Lipman: Making Philosophy Relevant. Creative Engagements: Thinking with Children. (pp. 25-31) edited by Daniel Shepherd. Oxford, UK: Inter-Disciplinary Press.

Democratic Education: Aligning curriculum, pedagogy, assessment and school governance.

Burgh, G. (2003). Democratic Education: Aligning curriculum, pedagogy, assessment and school governance.. Philosophy, Democracy and Education. (pp. 101-120) edited by Philip Cam. Seoul, Korea: Korean National Commission for UNESCO.

Teaching about climate change in the midst of ecological crisis: responsibilities, challenges, and responsibilities

Bleazby, Jennifer, Burgh, Gilbert, Thornton, Simone, Graham, Mary, Reid, Alan and Finefter-Ronsebluh, Ilana (2023). Teaching about climate change in the midst of ecological crisis: responsibilities, challenges, and responsibilities. Educational Philosophy and Theory, 55 (10), 1087-1095. doi: 10.1080/00131857.2023.2211260

Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy

Bleazby, Jennifer, Thornton, Simone, Burgh, Gilbert and Graham, Mary (2023). Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy. Educational Philosophy and Theory, 55 (10), 1096-1108. doi: 10.1080/00131857.2022.2132933

Place-based philosophical education: reconstructing ‘place’, reconstructing ethics

Thornton, Simone, Graham, Mary and Burgh, Gilbert (2021). Place-based philosophical education: reconstructing ‘place’, reconstructing ethics. Childhood and Philosophy, 17, 1-29. doi: 10.12957/childphilo.2021.54696

The narrow-sense and wide-sense community of inquiry: What it means for teachers

Burgh, Gilbert (2021). The narrow-sense and wide-sense community of inquiry: What it means for teachers. Analytic Teaching and Philosophical Praxis, 41 (1), 12-26.

Review of "In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education, by M.R. Gregory & M.J. Laverty (Eds.)"

Burgh, Gilbert (2020). Review of "In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education, by M.R. Gregory & M.J. Laverty (Eds.)". Journal of Philosophy in Schools, 7 (1), 132-138. doi: 10.46707/jps.v7i.112

Reflecting on place: environmental education as decolonisation

Thornton, Simone, Graham, Mary and Burgh, Gilbert (2019). Reflecting on place: environmental education as decolonisation. Australian Journal of Environmental Education, 35 (3), 239-249. doi: 10.1017/aee.2019.31

Ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability

Burgh, Gilbert and Thornton, Simone (2019). Ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability. Childhood and Philosophy, 15, 43-61. doi: 10.12957/childphilo.2019.42794

The need for philosophy in promoting democracy: a case for philosophy in the curriculum

Burgh, Gilbert (2018). The need for philosophy in promoting democracy: a case for philosophy in the curriculum. Journal of Philosophy in Schools, 5 (1), 38-58. doi: 10.21913/JPS.v5i1.1483

Comparing two inquiry professional development interventions in Science on primary students' questioning and other inquiry behaviours

Nichols, Kim, Burgh, Gilbert and Kennedy, Callie (2017). Comparing two inquiry professional development interventions in Science on primary students' questioning and other inquiry behaviours. Research in Science Education, 47 (1), 1-24. doi: 10.1007/s11165-015-9487-5

Philosophy goes to school in Australia: A history 1982-2016

Burgh, Gilbert and Thornton, Simone (2016). Philosophy goes to school in Australia: A history 1982-2016. Journal of Philosophy in Schools, 3 (1), 59-83. doi: 10.21913/jps.v3i1.1300

Lucid education: resisting resistance to inquiry

Burgh, Gilbert and Thornton, Simone (2016). Lucid education: resisting resistance to inquiry. Oxford Review of Education, 42 (2), 165-177. doi: 10.1080/03054985.2016.1151410

Connecting learning to the world beyond the classroom through collaborative philosophical inquiry

Scholl, Rosie, Nichols, Kim and Burgh, Gilbert (2016). Connecting learning to the world beyond the classroom through collaborative philosophical inquiry. Asia-Pacific Journal of Teacher Education, 44 (5), 436-454. doi: 10.1080/1359866X.2015.1095279

Inoculation against wonder: finding an antidote in Camus, pragmatism and the community of inquiry

Burgh, Gilbert and Thornton, Simone (2016). Inoculation against wonder: finding an antidote in Camus, pragmatism and the community of inquiry. Educational Philosophy and Theory, 48 (9), 884-898. doi: 10.1080/00131857.2015.1079516

Transforming pedagogy through philosophical inquiry

Scholl, Rosie, Nichols, Kim and Burgh, Gilbert (2014). Transforming pedagogy through philosophical inquiry. International Journal of Pedagogies and Learning, 9 (3), 253-272.

Democratic pedagogy

Burgh, Gilbert (2014). Democratic pedagogy. Journal of Philosophy in Schools, 1 (1), 22-44. doi: 10.21913/jps.v1i1.990

Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michelle (2013). Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research, 63, 127-140. doi: 10.1016/j.ijer.2013.01.001

The parallels between philosophical inquiry and scientific inquiry: Implications for science education

Burgh, Gilbert and Nichols, Kim (2012). The parallels between philosophical inquiry and scientific inquiry: Implications for science education. Educational Philosophy and Theory, 44 (10), 1045-1059. doi: 10.1111/j.1469-5812.2011.00751.x

The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michele (2012). The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53, 93-106. doi: 10.1016/j.ijer.2012.02.003

Promoting problem-solving and reasoning during cooperative inquiry science

Gillies, Robyn M., Nichols, Kim and Burgh, Gilbert (2011). Promoting problem-solving and reasoning during cooperative inquiry science. Teaching Education, 22 (4), 429-445. doi: 10.1080/10476210.2011.610448

Communities of inquiry: Politics, power and group dynamics

Burgh, Gilbert and Yorshansky, Mor (2011). Communities of inquiry: Politics, power and group dynamics. Educational Philosophy and Theory, 43 (5), 436-452. doi: 10.1111/j.1469-5812.2007.00389.x

Citizenship as a learning process: Democratic education without foundationalism

Burgh, Gilbert (2009). Citizenship as a learning process: Democratic education without foundationalism. Farhang, 22 (69), 117-138.

Education and Civic Responsibility

Burgh, Gilbert (2007). Education and Civic Responsibility. Professional Voice, 4 (3), 33-37.

Reason, feminism and philosophical education

Burgh, G. (2005). Reason, feminism and philosophical education. Critical & creative t\inking: the Australasian journal of philosophy for children, 12 (1&2), 67-78.

"Seeking Justice as a strategy for teaching and learning in SOSE: the Ring of Gyges, the Veil of Ignorance and the Prisoner's Dilemma"

Burgh, G. (2004). "Seeking Justice as a strategy for teaching and learning in SOSE: the Ring of Gyges, the Veil of Ignorance and the Prisoner's Dilemma". The Social Educator, 22 (3), 25-33.

Philosophy in Schools: Education for democracy or democratic education

Burgh, G. (2003). Philosophy in Schools: Education for democracy or democratic education. Critical and Creative Thinking: The Australasian Journal of Philosophy in Schools, 11 (2), 18-30.

The world of dialogue (a review of Trevor Curnow, ed., Thinking Through Dialogue)

Burgh, G. (2003). The world of dialogue (a review of Trevor Curnow, ed., Thinking Through Dialogue). Analytic Teaching, 23 (2), 65-66.

Philosophy and Education: Integrating Curriculum, Teaching and Learning

Burgh, G. and O'Brien, M. (2002). Philosophy and Education: Integrating Curriculum, Teaching and Learning. Critical & Creative Thinking: The Australasian Journal of Philosophy for Children, 10 (1), 45-58.

Improving teacher education students' ethical thinking using the community of inquiry approach

Freakley, M. and Burgh, G. (1998). Improving teacher education students' ethical thinking using the community of inquiry approach. Analytic Teaching: The Community of Inquiry Journal, 19 (1), 38-45.

Philosophising with Children

Field, Terri and Burgh, Gilbert (1995). Philosophising with Children. The History Teacher, 31 (1), 45-47.

Talking with Girls: Philosophy in the classroom

Field, Terri, Jordan, S. and Burgh, Gilbert (1993). Talking with Girls: Philosophy in the classroom. Queensland Teachers Union Professional Magazine, 11 (2), 19-23.

Philosophy for children in Australia: then, now, and where to from here?

Burgh, Gilbert and Thornton, Simone (2016). Philosophy for children in Australia: then, now, and where to from here?. 45th Annual Conference of the Philosophy of Education Society of Australasia, Melbourne, Australia, 5-8 December 2015. PESA.

Engagement as dialogue: Camus, pragmatism and constructivist pedagogy

Burgh, Gilbert and Thornton, Simone (2015). Engagement as dialogue: Camus, pragmatism and constructivist pedagogy. Education as Philosophies of Engagement: 44th Annual Conference of the Philosophy of Education Society of Australasia (PESA), Hamilton, New Zealand, 22-25 November 2014. Claremont, WA, Australia: Philosophy of Education Society of Australasia.

Culturally inclusive design in a multicultural society: dualism, monism, and holism

Park, Ji Yong and Burgh, Gilbert (2013). Culturally inclusive design in a multicultural society: dualism, monism, and holism. KODDCO 2013 International Design Conference, New York, NY, USA, 2 August, 2013. Gyeonggi-do, Korea: 한국디지털디자인협의회 KODDCO.

Philosophy for children: Towards pedagogical transformation

Scholl, R., Nichols, K. and Burgh, G. (2009). Philosophy for children: Towards pedagogical transformation. Annual Conference of the Australian Teacher Education Association (ATEA), Albury, NSW, Australia, 28 June - 1 July 2009. Bathurst, NSW, Australia: Australian Teacher Education Association.

Professional development and training: A case of initiative, inventiveness and re-adaptability

Burgh, G. (2009). Professional development and training: A case of initiative, inventiveness and re-adaptability. XXII World Congress of Philosophy, Seoul, Korea, 30 July - 5 August, 2008. Lewiston, United States: The Edwin Mellen Press.

Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning

Burgh, Gilbert (2009). Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning. The Ownership and Dissemination of Knowledge, Philosophy of Education Society of Australasia Conference, The Queensland University of Technology, 4-7 December 2008. Brisbane, Australia: Philosophy of Education Society of Australasia.

Actualising research-led teaching and learning within university curriculum

O'Brien, M., Byers, H. K., Huber, T. L., Jacobsen, I., Bulmer, M., Burgh, G., Crosthwaite, C. A., Harrison, J. and Hughes, C. P. (2005). Actualising research-led teaching and learning within university curriculum. Effective Teaching and Learning Conference, The University of Queensland, Brisbane, Australia, 3-4 November, 2005.

Learning for democracy: Caring, dialogue and deliberative communities

Burgh, G. and Davey, S. L. (2004). Learning for democracy: Caring, dialogue and deliberative communities. Education and Social Action Conference, Sydney, Australia, 6-8 December 2004. Sydney, Australia: University of Technology, Sydney.

Human Resource Development in the Asia-Pacific Region: Implications for education (English/trans. Vietnamese)

Burgh, G. (2003). Human Resource Development in the Asia-Pacific Region: Implications for education (English/trans. Vietnamese). Res. on Culture, Man & Human Res. at the Beginning of 21st Cen, Hilton Hotel, Hanoi, Vietnam, 27-28 November 2003. Hanoi, Vietnam: Inst, of Human Studies, Nat. Ctr for Soc. Sci & Humanities.

Revisioning SOSE: Examining the Role of Philosophy in Contemporary Social Education [OBRO1469]

O'Brien, M. and Burgh, G. (2001). Revisioning SOSE: Examining the Role of Philosophy in Contemporary Social Education [OBRO1469]. AARE Annual Conference, University of Western Australia, Freemantle, WA, December, 2001. Australia: Australian Association for Research in Education.

Preserve and protect: how far should governments go in restricting people’s freedoms in the name of public health?

Jetten, Jolanda, Birch, Stephen, Gilks, Charles, Ananian-Welsh, Rebecca, Burgh, Gilbert and Thorpe, Karen (2020, 12 15). Preserve and protect: how far should governments go in restricting people’s freedoms in the name of public health? Contact Magazine

Is demarchy possible? : a case for ruling and being ruled in turn

Burgh, Gilbert (1998). Is demarchy possible? : a case for ruling and being ruled in turn. PhD Thesis, Department of Philosophy, The University of Queensland. doi: 10.14264/uql.2017.152