The reflective model and AIDS education through philosophy for children

Abstract

The following dissertation is divided into five chapters. Chapter 1 discusses the difference between the tribal model and the reflective model. Chapter 2 elaborates the point of how the reflective model creates a community of inquiry within the classroom. Chapter 3 makes a review of the Guidance and Counselling Programme about AIDS education and it provides a critical evaluation of the programme through the reflective model's perspective. Chapter 4, then suggests a note about the environment of the Philosophy for Children's classroom and it emphasizes the facilitator's role in the teaching of Philosophy for Children through the use of stories. The final chapter makes a concluding note about the dissertation and it proposes a story and its activities that can be used in teaching about AlDS awareness.