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Reading: Plato, metacognition and philosophy in schools

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Plato, metacognition and philosophy in schools

Author:

Peter Worley

King’s College London, GB
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Abstract

In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not only provides us with a practical, pedagogical method for developing a metacognitive attitude, but also for doing so through doing philosophy. I conclude by making a case for philosophy’s inclusion in our school systems by appeal to those aspects of philosophy (the conceptual, the self-consciousness and the epistemological) that are metacognitive or that are conducive to developing metacognition, as revealed by the insights afforded us by Plato’s Meno and Theaetetus.

How to Cite: Worley, P., 2018. Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 5(1), pp.76–91. DOI: http://doi.org/10.21913/jps.v5i1.1486
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Published on 05 Apr 2018.
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