Professor Clinton Golding, Profiles

MA(Hons) (Auckland), DipProfEthics (Auckland), PhD (Melbourne)

About Clinton

I offer support and development for teachers and supervisors, especially for planning, evaluating and improving teaching, and teaching awards. I also offer support for postgraduate thesis students, with a special focus on structure, critical thinking, interdisciplinary research, engaging with the literature, productive writing, and planning for academic careers.

I have taught in a range of tertiary faculties including Medicine, Business, Education, Arts and Land & Environments (which includes Engineering and Architecture). Based on my expertise as an educator and facilitator, I have won several local, national and international teaching awards in Australia and New Zealand, and have been invited to develop numerous partnerships and consultancies in Australia, New Zealand and Singapore with educational, corporate, cultural and government organisations, especially in the areas of thinking, ethics and leadership.

Prior to my 2011 appointment to HEDC at the University of Otago, I was a senior lecturer at the University of Melbourne, Graduate School of Education from 2004-2010.

Go to my website clintongolding.com for a list of all my publications, including downloadable articles and chapters and videos of some of my presentations. You can also read my blog 'Thinking about Teaching'.

Teaching

Postgraduate workshops and consultations

Thesis writing, Engaging with the literature, The research journey, Structuring a thesis, Critical thinking, Examiner practices: What thesis students need to know; and Preparing for academic careers.

Staff workshops and consultations

Reinvigorating your teaching; Planning your teaching; Cultivating thinking and clinical reasoning; Inquiry learning; Assessing thinking; Quality supervision.

Teaching awards

2016 University of Otago Award for Excellence in Teaching
2011 Australian Teaching Excellence Award
2011 University of Melbourne Citation for outstanding contributions to building Graduate Attributes: Building knowledge across disciplines
2010 Australian citation for outstanding contribution to student learning
2009 University of Melbourne Barbara Falk Teaching Excellence Award
2008 Melbourne Graduate School of Education, Teaching Excellence Award

Research interests

My research takes a philosophical interdisciplinary approach to issues of teaching, learning and research. My research specialisms include education for thinking, educational theory and philosophy of education, teaching and learning methods, philosophical education, teacher support and development, and the nature of disciplinary and interdisciplinary teaching and research. See my publications for more specific examples.

Supervision

I welcome proposals from suitable candidates from any discipline and who are interested in educational theory or who want to research education for thinking - for example, clinical reasoning, thinking like a teacher, inquiry or critical thinking. I am also open to supervise postgraduates in any area related to my research interests.

Current students

Joy Rudland – PhD, Eustress in Medical Education

Past students

Salmah Kassim – PhD (2020), The impact of international experiences on women's career development
Stu Hayes – PhD (2020), Tourism Education
Rachel Tan – PhD (2019), The impact of globalisation on an emerging research university in a developing country
Kim Brown – PhD (2018), Peer learning for postgraduate research students
Mary Furnari – PhD (2018) Reflecting on culture in medicine: Second-year medical students' online discussions
Swee Kin Loke – PhD (2018) Explaining how students can learn the dispositional components of physical world action by performing virtual world actions
Rebecca McDiarmid – MHEd (2016) Exploring the development of reflective writing in student nurses
Rebecca Fraser – MClinEd (2016) Teaching Psychiatric formulation: Making explicit the clinical reasoning used by psychiatrists
Althea (Alfie) Blakey – PhD (2016) Cultivating student thinking and values in medical education: What teachers do, how they do it, and who they are
Sharon Sharmini – PhD (2015) Assessing publication-based theses
Lai Kuen Chong – PhD (2013) How Are Teachers' Pedagogic Practices and Students' Learning Influenced by What They Know about Teaching for Metacognition?
Barbara Munro – MEd (2012) Developing thinkers in English for Academic Purposes
Paul Nugent – MEd (2009) Interpreting Thinking Routines
Selena Prior – MEd (2008) Multidimensional Thinking
Augustine Goh – MEd (2005) The role of critical thinking in social studies assessment
Cynthia Lim – MEd (2005) Teaching for Transfer in a Thinking Curriculum: perspectives of legal educators

Publications

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development, 39(4), 834-850. doi: 10.1080/07294360.2019.1692791 Journal - Research Article

Hayes, S., Tucker, H., & Golding, C. (2020). Exploring ‘deep learning’ during an international tourism field school. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100229. doi: 10.1016/j.jhlste.2019.100229 Journal - Research Article

Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830 Journal - Research Article

Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., Bristowe, Z., & Waller, A. (2020). Good teaching as care in higher education. Higher Education, 79, 1-19. doi: 10.1007/s10734-019-00392-6 Journal - Research Article

Wald, N., & Golding, C. (2020). Why be a head of department? Exploring the positive aspects and benefits. Studies in Higher Education, 45(11), 2121-2131. doi: 10.1080/03075079.2019.1578736 Journal - Research Article

2020

Journal - Research Article

Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830

Wald, N., & Golding, C. (2020). Why be a head of department? Exploring the positive aspects and benefits. Studies in Higher Education, 45(11), 2121-2131. doi: 10.1080/03075079.2019.1578736

2019

Chapter in Book - Research

Golding, C. (2019). Connecting concepts and developing thinking classrooms. In G. Burgh & S. Thornton (Eds.), Philosophical inquiry with children: The development of an inquiring society in Australia. (pp. 131-141). London, UK: Routledge. doi: 10.4324/9780429431821

Journal - Research Article

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081

Scott, C. A., McLean, A., & Golding, C. (2019). How peer mentoring fosters graduate attributes. Journal of Peer Learning, 12(1), 29-44. Retrieved from https://ro.uow.edu.au/ajpl/vol12/iss1/3

Sole, G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study. New Zealand Journal of Physiotherapy, 47(1), 49-58. doi: 10.15619/NZJP/47.1.06

Golding, C. (2019). Discerning student thinking: A practical theoretical framework for recognising or informally assessing different ways of thinking. Teaching in Higher Education, 24(4), 478-492. doi: 10.1080/13562517.2018.1491024

Journal - Professional & Other Non-Research Articles

Wald, N., & Golding, C. (2019). Careers intelligence: Why be a head of department [Why being a department head can be so rewarding]. Times Higher Education. Retrieved from https://www.timeshighereducation.com/news/careers-intelligence-why-be-head-department

Conference Contribution - Published proceedings: Abstract

Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. (2019). Teaching and learning circles: An initiative aimed at enhancing teaching culture and practice. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) 42nd Annual Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Support in a challenging experiential learning environment. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 181-182). Renmark, Australia: ANZAHPE. [Abstract]

Working Paper; Discussion Paper; Technical Report

Rogers, T., Wass, R., Timmermans, J., & Golding, C. (2019). A framework for enhancing teaching culture and practice. (pp. 1-17). Wellington, New Zealand: Ako Aotearoa. Retrieved from https://ako.ac.nz/knowledge-centre/teaching-and-learning-circles-a-framework-for-enhancing-teaching-culture-and-practice/a-framework-for-enhancing-teaching-culture-and-practice-report/

2018

Chapter in Book - Research

Golding, C., Wilkinson, T., & Gamble Blakey, A. (2018). Cultivating critical thinkers. In C. Delany & E. Molloy (Eds.), Learning and teaching in clinical contexts: A practical guide. (1st ed.) (pp. 29-44). Sydney, Australia: Elsevier.

Journal - Research Article

Golding, C. (2018). Thinking together with Philip Cam: Theories for practitioners and assessing thinking. Journal of Philosophy in Schools, 5(2), 17-34.

Gamble Blakey, A., & Golding, C. (2018). ‘Of course they’re bloody scared!’ Managing medical student fear to better cultivate thinking. Medical Science Educator, 28(1), 165-173. doi: 10.1007/s40670-017-0524-z

Journal - Research Other

Golding, C. (2018). Educational theory without labels. Educational Philosophy & Theory, 50(14), 1643-1644. doi: 10.1080/00131857.2018.1459501

Conference Contribution - Verbal presentation and other Conference outputs

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. (2018, June). Identifying stressor criteria that hinder or challenge junior clinical medical student learning. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

2017

Chapter in Book - Research

Golding, C. (2017). Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In M. R. Gregory, J. Haynes & K. Murris (Eds.), The Routledge international handbook of philosophy for children. (pp. 65-73). Abingdon, UK: Routledge.

Golding, C. (2017). Reasonableness instead of rationality. In S. Naji & R. Hashim (Eds.), History, theory and practice of philosophy for children: International perspectives. (pp. 102-106). Abingdon, UK: Routledge. doi: 10.4324/9781315208732

Journal - Research Article

Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1), 46-60. doi: 10.1080/23265507.2017.1300862

Golding, C. (2017). For example? A philosophical case study of some problems when abstract educational theory ignores concrete practice. Journal of Philosophy of Education, 51(2), 476-490. doi: 10.1111/1467-9752.12236

Conference Contribution - Published proceedings: Abstract

Casey, B., Knowles, A., Linsell, C., Golding, C., Hibbert, S., & Shemmell, J. (2017). Improving undergraduate student outcomes with proactive numeracy learning support: "Building Academic Numeracy". Proceedings of the Ako Aotearoa Southern Hub Projects Colloquium. (pp. 8). Wellington, New Zealand: Ako Aotearoa. Retrieved from https://ako.ac.nz/co-funding/regional-hub-project-fund/projects-in-progress-colloquia-2017

Anderson, V., Rangi, A., Eteuati, E., Wass, R., Golding, C., & Rabello, R. (2017). The 'good teaching' project. Proceedings of the Ako Aotearoa Southern Hub Projects Colloquium. (pp. 2). Wellington, New Zealand: Ako Aotearoa. Retrieved from https://ako.ac.nz/co-funding/regional-hub-project-fund/projects-in-progress-colloquia-2017

Anderson, V., Rangi, A., Eteuati, E., Wass, R., Golding, C., & Rabello, R. (2017). "I think they need to realise how influential they really are": What can we learn from university students' conceptions of 'good teaching' and 'effective learning'? Proceedings of the Talking Teaching Conference. Retrieved from https://akoacademy.ac.nz/programme

Golding, C. (2017). Educating for thinking: How can we teaching and assess thinking? Proceedings of the Talking Teaching Conference. Retrieved from https://akoacademy.ac.nz/programme

Adam, L., & Golding, C. (2017). An improvement approach: How can we use student evaluations to improve teaching? Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Anderson, V., Wass, R., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). Reframing ‘curriculum transformation’ through attention to university students’ conceptions of good teaching. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). How do we foreground students’ voices to inform good practice (or curriculum change)? Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Conference Contribution - Verbal presentation and other Conference outputs

Sole, G., Hale, L., Skinner, M., & Golding, C. (2017, November). Framework for teaching clinical reasoning skills to under-graduate physiotherapy students and models for learning. Verbal presentation at the Southern Physiotherapy Symposium 8, Queenstown, New Zealand.

2016

Journal - Research Article

Loke, S.-K., & Golding, C. (2016). How to do things with mouse clicks: Applying Austin’s speech act theory to explain learning in virtual worlds. Educational Philosophy & Theory, 48(11), 1168-1180. doi: 10.1080/00131857.2016.1138394

Golding, C., & Adam, L. (2016). Evaluate to improve: Useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41(1), 1-14. doi: 10.1080/02602938.2014.976810

Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Can you increase teacher engagement with evaluation simply by improving the evaluation system? Assessment & Evaluation in Higher Education, 41(2), 286-300. doi: 10.1080/02602938.2015.1007838

Conference Contribution - Published proceedings: Abstract

Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2016). Insights from the Good Teaching Project: 'Photovoice' as a means for letting students speak. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://herdsa.org.nz/ternz/2016

Adam, L., & Golding, C. (2016). Evaluate to improve: Useful approaches to student evaluation. Proceedings of the Sir John Walsh Research Institute Research Symposium. (pp. 19). Retrieved from http://www.otago.ac.nz/sjwri/news/otago621026

Sole, G., Hale, L., Skinner, M., & Golding, C. (2016). Framework for teaching clinical reasoning skills to under-graduate physiotherapy students and models for learning. Proceedings of the Physiotherapy New Zealand Conference. (pp. 106). Retrieved from https://pnz.org.nz/conference

2015

Journal - Research Article

Golding, C., Adam, L., Scott, C., Acheson, C., Johnson, K., Brook, P., McLean, A., Smith, N., … Hunter, C., & Kumar, V. (2015). Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors. ATLAANZ Journal, 1.

Golding, C. (2015). The Community of Inquiry: Blending philosophical and empirical research. Studies in Philosophy & Education, 34(2), 205-216. doi: 10.1007/s11217-014-9420-9

Sharmini, S., Spronken-Smith, R., Golding, C., & Harland, T. (2015). Assessing the doctoral thesis when it includes published work. Assessment & Evaluation in Higher Education, 40(1), 89-102. doi: 10.1080/02602938.2014.888535

Conference Contribution - Published proceedings: Abstract

Golding, C. (2015). What is teaching? A concept game. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2015/

2014

Journal - Research Article

Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: An action research project with allied health clinical educators. BMC Medical Education, 14(20). doi: 10.1186/1472-6920-14-20

Golding, C. (2014). A handy account of philosophy in schools. Journal of Philosophy in Schools, 1(1), 68-88.

Golding, C. (2014). The educational design of textbooks: A text for being interdisciplinary. Higher Education Research & Development, 33(5), 921-934. doi: 10.1080/07294360.2014.890573

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19(6), 671-684. doi: 10.1080/13562517.2014.901958

Golding, C., Sharmini, S., & Lazarovitch, A. (2014). What examiners do: What thesis students should know. Assessment & Evaluation in Higher Education, 39(5), 563-576. doi: 10.1080/02602938.2013.859230

Journal - Research Other

Golding, C. (2014). Blinkered conceptions of academic development. International Journal for Academic Development, 19(2), 150-152. doi: 10.1080/1360144X.2013.855935

Conference Contribution - Published proceedings: Abstract

Delany, C., Lysk, J., Golding, C., & Kameniar, B. (2014). Exploring clinical reasoning: Making thinking visible [Workshop]. Proceedings of the Association for Medical Education in Europe (AMEE) Conference: Excellence in Education. (pp. 290). Retrieved from http://www.amee.org/conferences/amee-2014

Conference Contribution - Verbal presentation and other Conference outputs

Golding, C. (2014, October). Advice for research students. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Student Caucus Workshops, Dunedin, New Zealand.

2013

Journal - Research Article

Delany, C., Golding, C., & Bialocerkowski, A. (2013). Teaching for thinking in clinical education: Making explicit the thinking involved in allied health clinical reasoning. Focus on Health Professional Education, 14(2), 44-56.

Golding, C. (2013). The teacher as guide: A conception of the inquiry teacher. Educational Philosophy & Theory, 45(1), 91-110. doi: 10.1080/00131857.2012.715387

Golding, C. (2013). We made progress: Collective epistemic progress in dialogue without consensus. Journal of Philosophy of Education, 47(3), 423-440. doi: 10.1111/1467-9752.12010

Journal - Research Other

Golding, C. (2013). Must we gather data? A place for the philosophical study of higher education. Higher Education Research & Development, 32(1), 152-155. doi: 10.1080/07294360.2012.744712

Conference Contribution - Published proceedings: Abstract

Spronken-Smith, R., McLean, A., Golding, C., Loke, S. K., Sandover, S., Partridge, L., … Leger, A. (2013). Connecting undergraduate researchers in the global space: The Matariki Undergraduate Research Network. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: The Place of Learning and Teaching. Retrieved from https://www.openconf.org/herdsa2013

Schwartz, P., & Golding, C. (2013). What would you do? Discussing problematic teaching situations [Workshop]. In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 64). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Conference Contribution - Verbal presentation and other Conference outputs

Golding, C., & Wass, R. (2013, November). Sharpening a tool for teaching: The zone of proximal development. Verbal presentation at the New Zealand Association for Research in Education (NZARE) National Conference: Creativity in Research: Generative Inquiries for Educational Futures, Dunedin, New Zealand.

Other Research Output

Golding, C. (2013, April). The community of inquiry as a philosophical-empirical method of educational research. Higher Education Development Centre Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

2012

Chapter in Book - Research

Golding, C., & Baik, C. (2012). Interdisciplinary assessment. In L. Clouder, C. Broughan, S. Jewell & G. Steventon (Eds.), Improving student engagement and development through assessment: Theory and practice in higher education. (pp. 138-149). Abingdon, UK: Routledge.

Golding, C. (2012). An interdisciplinary approach. In H. Bender (Ed.), Reshaping environments: An interdisciplinary approach to sustainability in a complex world. (pp. 256-274). New York, NY: Cambridge University Press.

Journal - Research Article

Golding, C., Gurr, D., & Hinton, L. (2012). Leadership for creating a thinking school at Buranda State School. Leading & Managing, 18(1), 91-106.

Golding, C. (2012). Epistemic progress: A construct for understanding and evaluating inquiry. Educational Theory, 62(6), 677-693. doi: 10.1111/edth.12004

2011

Journal - Research Article

Golding, C. (2011). The many faces of constructivist discussion. Educational Philosophy & Theory, 43(5), 467-483.

Golding, C. (2011). A conception of philosophical progress. Essays in Philosophy, 12(2), 200-223.

Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370. doi: 10.1080/07294360.2010.499144

Journal - Research Other

Golding, C. (2011). Educating philosophically: The educational theory of Philosophy for Children. Educational Philosophy & Theory, 43(5), 413-414. doi: 10.1111/j.1469-5812.2010.00741.x

Golding, C. (2011). [Review of the book Values in higher education teaching]. International Journal for Academic Development, 16(2), 179-181. doi: 10.1080/1360144X.2011.568752

Conference Contribution - Published proceedings: Abstract

Golding, C. (2011). How can we teach and assess thinking? In K. Shephard, T. Harland & A. Cohen (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 57). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Golding, C. (2011). The origins of inquiry learning: How can Dewey illuminate current practice? Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/Ternz/2011/programme.html

Golding, C. (2011). An analysis of philosophical progress illustrated by papers from Rawls, David Lewis, Kripke & Singer. Proceedings of the Joint Australasian Association of Philosophy (AAP) and New Zealand Division of the Australasian Association of Philosophy (AAPNZ) Annual Conference. Retrieved from http://www.aap-conferences.org.au/past-conferences/AAP-AAPNZ2011-home/

2010

Chapter in Book - Research

Golding, C. (2010). What philosophical practices are conducive for philosophy education for democracy? In D. R. J. Macer & S. Saad-Zoy (Eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights. (pp. 93-106). Bangkok, Thailand: UNESCO.

Journal - Research Article

Golding, C. (2010/2011). Positioning interdisciplinary graduate research (or, how to avoid painful misunderstandings with your supervisors and examiners). Traffic, 12, 17-37.

Conference Contribution - Published proceedings: Full paper

Golding, C. (2010). Interdisciplinary processes: Constructing a text-book for educating for interdisciplinarity. In S. Howard (Ed.), Proceedings of the Australian Association for Research in Education (AARE) Education Research Conference: Making a Difference. Retrieved from http://aare.edu.au/10pap/abs10.htm#G

Golding, C. (2010). "We made progress": Progress in dialogue across difference, where the difference remains. In S. Howard (Ed.), Proceedings of the Australian Association for Research in Education (AARE) Education Research Conference: Making a Difference. Retrieved from http://aare.edu.au/10pap/abs10.htm#G

Conference Contribution - Published proceedings: Abstract

Golding, C. (2010). A community of inquiry about the connections between learning, teaching, research and knowledge exchange. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 31). Retrieved from http://www.herdsa.org.nz/Ternz/2010/programme.html

Conference Contribution - Verbal presentation and other Conference outputs

Golding, C. (2010, July). Philosophy teaching: How to think, or what to think? Verbal presentation at the Australasian Association of Philosophy (AAP) Conference, Sydney, Australia.

2009

Authored Book - Research

Golding, C. (2009). Integrating the disciplines: Successful interdisciplinary subjects. Melbourne, Australia: Centre for the Study of Higher Education, University of Melbourne, 26p.

Journal - Research Article

Golding, C. (2009). “That's a better idea!”: Philosophical progress in Philosophy for Children. Childhood & Philosophy, 5(10), 223-269.

Golding, C. (2009). Epistemic positions and Philosophy for Children. Farhang, (69), 83-115.

Golding, C. (2009). Making sense. Educational Philosophy & Theory, 41(7), 814-817. doi: 10.1111/j.1469-5812.2009.00588.x

Journal - Research Other

Golding, C. (2009). [Review of the book A life teaching thinking]. Critical & Creative Thinking, 17(2), 165-166.

Golding, C. (2009). Ross Phillips' Logic Game. Critical & Creative Thinking, 17(1), 15-24.

2008

Chapter in Book - Research

Golding, C. (2008). Philosophical questions: Their nature and function. In C. Tan (Ed.), Philosophical reflections for educators. (pp. 193-201). Singapore: Cengage Learning Asia.

Conference Contribution - Published proceedings: Abstract

Golding, C. (2008). The philosophy teacher as guide: Balancing following the inquiry where it leads with introducing philosophical knowledge. Proceedings of the XXII World Congress of Philosophy (WCP). Retrieved from http://www.wcp2008.or.kr/program/download_absList.asp?se=27

Conference Contribution - Verbal presentation and other Conference outputs

Golding, C. (2008, December). Dissemination of knowledge and autonomous student inquiry: The case of the philosophical community of inquiry. Verbal presentation at the 37th Philosophy of Education Society of Australasia (PESA) Annual Conference, Brisbane, Australia.

2007

Chapter in Book - Research

Golding, C. (2007). Lynne Hinton: Leadership as inquiry. In P. Duignan & D. Gurr (Eds.), Leading Australia's schools. (pp. 5-12). Winmalee, Australia: Australian Council for Educational Leaders.

Journal - Research Article

Golding, C. (2007). Types of philosophical questions. Critical & Creative Thinking, 15(1), 36-48.

Conference Contribution - Published proceedings: Full paper

Golding, C. (2007). Pragmatism, constructivism and Socratic objectivity: The pragmatist epistemic aim of Philosophy for Children. Proceedings of the Philosophy of Education Society of Australasia (PESA) Annual Conference. Retrieved from http://www.pesa.org.au/index.php?page=./abstract07.html

2006

Authored Book - Research

Golding, C. (2006). Thinking with rich concepts. Melbourne, Australia: Hawker Brownlow Education, 80p.

Journal - Research Article

Golding, C. (2006). What is Philosophy in Schools? Critical & Creative Thinking, 14(1), 1-19.

Conference Contribution - Published proceedings: Full paper

Golding, C. (2006). The nature of philosophical questions. Proceedings of the 35th Philosophy of Education Society of Australasia (PESA): Politics, Business and Education Annual Conference: The Aims of Education in the Twenty-First Century. Retrieved from http://www.pesa.org.au/index.php?page=./conference.html

2005

Chapter in Book - Research

Golding, C. (2005). Creating a thinking school. In S. Wilks (Ed.), Designing a thinking curriculum. (Revised ed.) (pp. 29-41). Melbourne, Australia: ACER Press.