Transcript Philosophy for Children (P4C)

Philosophy for Children (P4C)
A collaboration between:
Beyton Middle School
Thurston Community College and
Great Cornard Upper School
The Principles of P4C
• Foundation of P4C – Matthew Lipman
• Promote philosophical enquiry and
reasoning
• Inclusive approach through the community
• Self confidence
• Teacher as facilitator
Joint P4C day: Yr6 from Beyton
and Yr9 from Thurston
Mini conference
Process of a philosophical enquiry
Range of P4C and higher order
thinking activities
Joint P4C day: Yr6 from Beyton and
Yr9 from Thurston
• Ice breaker – pass ball round the group.
Rules of Engagement
1. Listen to each other
2. Think about and build upon others’
ideas
3. Everyone’s ideas are valued
4. There may be no single correct answer
to the question
IF I LOSE MY MEMORY,
AM I THE SAME PERSON?
Amelia Ellicott’s Garden
• Give them a stimulus.
..\Philosophy Stories\Amelia Ellicott's
Garden.ppt
• Feedback ideas –
– What did they like, find interesting or agree
with in the story?
– What did they dislike or disagree with in the
story?
Creating Questions
• Using the information on the board create
some philosophical questions. They need
to be ‘open’ questions.
• Go out and come in the door –I've not read
the question so you don’t want a specific
one related to the question but instead
something related to the issues raised.
TYPES OF QUESTIONS
• Open NOT closed
• There are many possible answers NOT
there is one answer
• ‘Need to discuss’ questions
Pupil Questions
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Why do people judge?
Why is it more important to work as a team?
How and why do people earn respect?
Why judge people based on their culture?
How do our neighbours affect us?
What makes a community?
Would you move if you disagreed with a neighbour?
What skills are needed for good teamwork?
How would you act towards a neighbour that appeared lonely?
Why are people shy?
Should you take advantage of people?
What does loneliness mean?
What does it mean to respect somebody?
Why do people get lonely?
Why do we judge people on their appearance?
Why do we judge people?
Discussion Plans and Concept
Development Activities
Discussion plans on ‘sharing’ and ‘being lonely’
Traffic Light Activity: What makes a good neighbour?
Brainstorm:
What is a neighbour?
Creating analogies
Creative task
Reflection
• Asking pupils to reflect on their
understanding of the concept and their
conduct during the session.
Pupil perceptions of P4C
‘It is good to have lessons in which you can express your beliefs and ideas so freely
without seeming pretentious or being judged. The discussions create a mature
atmosphere in the lesson, unlike any other subject in school, to get us thinking of a
real bigger picture’
‘I suppose that I have learnt to think in new ways and
learnt to listen to other peoples views. I haven’t found
answers, but I’ve found my ideas and others ideas’
‘I’ve learnt that religion is more than just politics in a fancy, spiritual
outfit. It really defines how people see existence, and the world
around them’
‘It taught me that RE isn’t just about religion, it’s about other stuff as well
and you learn awesome things in RE’
How successful a strategy is P4C?
• Students enjoyed setting own agenda
• More self confidence – students with low self
esteem have been more involved and motivated.
• More creative when expressing ideas.
• It has also presented a challenge to the gifted
students.
• Links to educational initiatives such as PLTS.
• Transferable skills across the curriculum.
How to implement P4C in your
department.
• Planning and preparation before the
lesson – accessing resources.
• Training - Watch someone else doing it.
• Getting staff on board, including Senior
Management
• Include the pupils at every stage
• Take a risk and enjoy it!
Questions
Year 6 Philosophy at Beyton:
a broader approach
• Inspired by UNICEF day for change work on
Mozambique
• Pupils did research project on Mozambique
• Pupils’ presentations and video were used as
stimulus material.
• Pupils created their own philosophical questions.
• Pupils read and edited questions on a ‘working
wall’ in my classroom.
• Questions formed the basis of the discussion
plans on health and hygiene, the right to
education and the distribution of wealth
Year 6 Philosophy at Beyton:
a broader approach
• A group creative task: design a ‘child-friendly’ school.
• As a final task: write to an agony aunt as if you are a
child in Mozambique, including a piece of art.
• Peer assessment across classes.
• Whole school assembly and a fundraising event.
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They raised £178 for UNICEF.