Simone Thornton, BFA, DipArts, BA (hons), PhD
Affiliations: | 2022- | School of Humanities and Social Inquiry | University of Wollongong (Australia) |
Area:
Environmental philosophy, educational philosophyWebsite:
https://scholars.uow.edu.au/simone-thorntonGoogle:
"Simone Thornton"Bio:
Dr Simone Thornton is a lecturer in philosophy in the School of Humanities and Social Inquiry at the University of Wollongong, where she teaches environmental philosophy, global ethics and the meaning of life, and is an honorary lecturer at the University of Queensland. Her research interests intersect social, political, environmental and educational philosophy with a focus on eco-rational thinking. She has three books: Eco-rational education: An educational response to environmental crisis (2024); Teaching Democracy in an Age of Uncertainty: Place-responsive learning (2022) (with Gilbert Burgh); Philosophical Inquiry with Children: The development of an inquiring society in Australia (2019) (co-editor); and has published articles and book chapters.
Parents
Sign in to add mentor| Gilbert Burgh | grad student | University of Queensland | ||
| (Co-author and collaborator) | ||||
Collaborators
Sign in to add collaborator| Gilbert Burgh | collaborator | 2014- | School of Humanities and Social Inquiry |
Publications
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| Burgh G, Thornton S. (2019) Ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability Childhood & Philosophy. 15: 1-20 |
| Thornton S. (2019) The educational cost of philosophical suicide: what it means to be lucid Educational Philosophy and Theory. 51: 608-618 |
| Thornton S, Graham M, Burgh G. (2019) Reflecting on place: environmental education as decolonisation Australian Journal of Environmental Education. 35: 239-249 |
| Burgh G, Thornton S. (2016) Lucid education: resisting resistance to inquiry Oxford Review of Education. 42: 165-177 |
| Burgh G, Thornton S. (2016) Inoculation against Wonder: Finding an antidote in Camus, pragmatism and the community of inquiry Educational Philosophy and Theory. 48: 884-898 |