Transcript Philosophy for Children P4C

Philosophy for Children
P4C
Do you have a pet?
• The following dialogue comes from a
conversation that took place between a 6year old girl, called Charlotte, and her
teacher.
Teacher:
‘Do you have a pet?’
Charlotte:
‘Yes. I have a cat and a guinea pig. And a
goldfish. The cat is called Zephyr and the
guinea pig is called Gip.’
Teacher:
‘Do you like them?’
Charlotte:
‘Of course. Everyone likes their pets.’
Teacher:
‘How would you feel if something awful
happened to one of your pets?’
Charlotte:
‘Really sad. I had a rabbit once, but a dog
got in and ate it. I cried.’
Teacher:
‘Have you heard of Africa?’
Charlotte:
‘It’s a long way away. They have jungles
there, and wild animals.’
Teacher:
‘There are people there as well. Millions
of them.’
Charlotte:
‘I know.’
Teacher:
‘Would you care if someone in Africa were
hit by a bus?’
Charlotte:
‘Not much. It probably happens all the time.’
Teacher:
‘Would you rather someone you didn’t
know in Africa was hit by a bus, or your
goldfish died?’
Charlotte:
‘I’d rather someone was hit by a bus.’
Teacher:
‘How about 10 people killed in a bus crash?’
Charlotte:
‘I still don’t want my fish to die.’
Teacher:
‘What if the choice is between your
goldfish and a thousand people killed in an
earthquake? What if you were magic, and
had to choose?’
Charlotte:
‘Maybe the people are more important.’
Teacher:
‘What if its between the people and
Zephyr?’
Charlotte:
‘No way. I love Zephyr.’
Teacher:
‘What if its either ten people in Australia
killed in a bushfire or Zephyr hit by a car?’
Charlotte:
‘People I don’t know?’
Teacher:
‘Yes. You don’t know any of them.’
Charlotte:
‘Then I’d pick Zephyr not to be hit by a car.’
Teacher:
‘What if its between Zephyr and grandma?’
Charlotte:
‘Um. Grandma’s very old. She might die
anyway.’
Teacher:
‘What if its either grandma dies in 6
months before she would have, or Zephyr
is hit by a car?’
Charlotte:
‘Are you going to tell grandma what I said?’
Teacher:
‘I don’t know. Probably not.’
Charlotte:
‘I think grandma is more important’
My aim is to
Give an overview P4C:
• What it is and how it has developed
• Why we should be teaching philosophy in
schools
• An example of how to get a lesson
started
• Ways to fit it into the curriculum.
P4C
Developed in US by Professor Matthew Lipman and now
used in over 30 countries
Improves oracy and communication skills
Develops self-esteem and emotional literacy
Improves children’s mathematics and reading skills
What is P4C
Develops range of thinking skills:
Information-processing skills
- to sort, classify, compare and contrast
Reasoning
- Ability to give reasons for opinions, to draw inferences and make
deductions, to use precise language to explain what they think
and to make judgements and decisions informed by reasons or
evidence
Enquiry
- to ask relevant questions, to pose and define problems
Creative thinking skills
- to generate and extend ideas, to apply imagination
Evaluation skills
- to develop criteria for judging their own and others’
work or idea
National Curriculum
NC claims that RE
‘enables pupils to consider and respond to a
range of important questions related to
their own spiritual development, the
development of values and attitudes and
fundamental questions concerning the
meaning and purpose of life.’
P4C
• Philosophy is greater than ‘thinking skills’
because it allows children to think about and
discuss the profound.
• It helps us meet the second aim from the NC
values, namely, to promote pupils’ spiritual,
moral, social and cultural development and, in
particular, develop principles for distinguishing
between right and wrong. It should develop
knowledge, understanding and appreciation of
their own and different beliefs and cultures and
how these influence individual and societies.
Ofsted:
• ‘In .. philosophy sessions, pupils respond
readily with comments and probing
questions… The emphasis placed on
pupils’ thinking and speaking for
themselves at all times, but particularly
through philosophy sessions, enables
them to make good progress in speaking
and listening.’ (Tuckswood First School,
February 1998)
Ofsted
• ‘The inclusion of philosophy in the
curriculum directly impacts on the
development of pupils’ moral and social
development as well as enhancing their
capacity to become independent learners.
It also contributes to the development of
pupil’s positive attitudes to themselves and
others.’ Wapping First School, March 1997
How to use philosophy
Starting points can be:
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A story
A picture
Music
An artefact
A poem
In fact anything that can provoke questions
Aims
• To have a discussion that clarifies and
explore complex issues that matter to
children.
• The process is not just opinion-swapping.
Children are encouraged to give reasons,
examples and consideration to what
others are saying to them. Philosophy is
‘about thinking carefully in a self-correcting
way’.
The session
• Read story to class or introduce artefact, picture etc.
• Allow a minute or two for the children to quietly reflect on what they
have seen/heard
• Invite children to come up with a question they feel would be
interesting and to discuss with a partner.
• Share questions with group. Group chooses one question to put
forward.
• Write questions down on whiteboard
• Go back over questions and vote for which question to answer – if
time allow children to share ideas with class.
• Children vote as many times as they like. If two questions are same
– have second vote. (or one vote only, or limit to three etc)
• When question determined, invite person who came up with the
question to try and answer it or discuss it first.
• When you have the question you can begin your enquiry
Teacher’s role
1. Write down the children’s questions –
write the question down as said or
written, do not change the language.
2. Do not answer the question.
3. Do not evaluate the question.
4. Gather all the questions.
5. Vote to answer one question only.
Teacher’s role 2
The teacher aims to allow children the space and
support to develop their ideas by enabling
children to:
• Clarify what they have said
• Give reasons for what they have said.
• Testing what was said.
• Tease out implication of what was said.
• Give examples.
• Allow opportunities for counter-arguments.
Teacher’s Role 3
• Children to be encouraged to start contributions
by saying:
‘ I agree/disagree with Sarah that….’
This ensures that children are listening to
conversation, prevents a series of monologues,
encourages courtesy in dealing with others’
views, shows that we can disagree but remain
respectful.
Questions for the teacher
Listening to the child
Can you tell me what you mean?
Could you put this another way?
Questions for the teacher
Expanding on what the child has said.
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Why/why not?
How do you know that?
As you assuming that?
If you say……does it follow that?
Questions
As part of the larger whole.
• Can you give examples.
• Can we apply this to all situations.
• Can you think of other reasons why this
might be true?
Although I can show how to set up a lesson I
cannot show how to facilitate the actual
discussion.
P4C conferences arranged by County.
P4C starting points
The Giving Tree, Shel Silverstein
Picasso’s ‘Guernica’
Anthony Gormley’s ‘Angel of the North’.