Philosophy for Children and the Reconstruction of Philosophy
Philosophy for children (p4c)
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Philosophy for Children Philosophy for Children (P4C)(P4C)
- A tool for use within the Learning Challenge Curriculum (LCC)
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Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC
Initial experiences of trying P4C
What we already know ?
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Philosophy in a slide!Philosophy in a slide! As I understand it... Philosophy is the process of endeavouring to
answer big questions. For example; What is knowledge? What is art? What is a valid argument?
Branches: Logic; aesthetics; metaphysics; ethics; political
Philosophy is rooted in thinking
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Philosophy for childrenPhilosophy for children
P4C is a curriculum developed by an philosophy academic: Professor Matthew Lipman
Curriculum had philosophy at its core and aimed to promote reasoning and reflection, alongside social and emotional development
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Which is your favourite superhero Which is your favourite superhero and why?and why?
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The 4Cs of P4CThe 4Cs of P4CCaring thinking (listening)
Collaborative thinking (responding and supporting with reason)
Critical thinking (responding and challenging with reason)
Creative thinking (connecting and suggesting with reason)
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Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with
LCC Initial experiences of trying P4C
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Why?Why? Oracy and literacy
P4C develop speaking and listening skills Enables children to engage more deeply in
texts, improving comprehension and writing PSHE
Builds confidence, respect and empathy Develops experience in working collaboratively
with others and critically evaluating others in a calm environment
Allows children to explore the ‘big’ questions of themselves, ethics and society
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Why?Why? Life long learners Develops thinking skills Develops meta-awareness (thinking about thinking, including learning about learning)
Developing transferable skills for life
Enjoyment! “Went on and on and on” “It’s good for talking”
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Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with
LCC Initial experiences of trying P4C
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Time to do a philosophical
enquiry...
‘Pooh began to feel a little more comfortable, because when you are a bear of very little brain and you think of things, you find sometimes that a thing that seemed very thingish inside you is quite different when it gets out in the open and has other people looking at it.’
The House at Pooh Corner, AA Milne
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Structure of P4C session Structure of P4C session (40 mins)(40 mins)
Construction (recap) of rules Presentation of stimulus (story, image, music etc) Thinking time Question making; sharing; choosing First thoughts
Enquiry
Last thoughts
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Rules of our enquiry
Listen to othersComment on the point not the personContribute to the community to advance the enquiry
Place our palm open if we wish to speak – the person speaking chooses the next contributor
Remember...4 Cs: Collaborative, critical, creative and caring (listening)
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Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC
Initial experiences of trying P4C
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Learning challenge curriculumLearning challenge curriculum
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Pre – learningPre – learning
Stimulus linked to introductory ‘wow’ Questions generated may form LC
questions Elicits prior knowledge, including
misconceptions Starts children thinking about the subject
of the LC
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Post– learningPost– learning
• P4C is an ideal tool for a reflective session• Cementing learning by highlighting
connections across elements of learning• Provides gauge on children’s
advancement in understanding
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Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC
Initial experiences of trying P4C
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P4C in 3JCP4C in 3JC
Facilitated three enquires with between 8 and 12 children
Initially, each child gave their own answer to the question
Worked exploring ‘4Cs’ and introduced starters to scaffold this: I agree with because; I disagree with because; Have we thought of
Arriving at a suitable question is difficult and affects quality of enquiry