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Philosophy for Children
Philosophy for Children aims to
encourage young people to think
critically, caringly, creatively a...
https://www.youtube.com/watch?v=dh28kEL23q0
Philosophy for Children
Creating a Community of Enquiry
Students asking open, genuine questions
Exploring what makes a que...
What does progress mean in thinking and dialogue?
There are many ways to show progress in thinking and dialogue
skills, bu...
Philosophy for Children
Creating a Community of Enquiry
Developing good skills and attitudes
Sit in a circle
This emphasis...
Developing listening skills
Ask students to sit back to back
Give one member of the pair a picture or diagram
They then ha...
1ǿ 2 ‫ث‬3 λ 4φ 5σ 6ξ 7Ж
8Њ 9Ю 10۞ 11۩ 12¥
13¤ 14§ 15 ‫خ‬16‫ش‬17‫ض‬
18‫ڦ‬19‫ي‬20‫ك‬21 Þ 22д
Developing the
question
Creating a Community of Enquiry
•Look at the picture
• Describe what you see
• What questions does it raise?
• Share and r...
Discussion tips
In your discussion, play netball with ideas, not ping-pong!
Don’t practice “rubble-thinking”; try to make ...
Philosophy 4 Children: creating a community of enquiry
Philosophy 4 Children: creating a community of enquiry
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Philosophy 4 Children: creating a community of enquiry

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Philosophy 4 Children (P4C) is a way of teaching which aims to encourage young people to think more critically, caringly, creatively and collaboratively.

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Philosophy 4 Children: creating a community of enquiry

  1. 1. Philosophy for Children Philosophy for Children aims to encourage young people to think critically, caringly, creatively and collaboratively. It helps teachers to build a 'community of enquiry' where participants create and enquire into their own questions, and 'learn how to learn' in the process
  2. 2. https://www.youtube.com/watch?v=dh28kEL23q0
  3. 3. Philosophy for Children Creating a Community of Enquiry Students asking open, genuine questions Exploring what makes a question philosophical? Democratically choosing a question to explore Creating a “community of enquiry” Developing reasoning skills Encouraging interaction and reflection Teacher becomes facilitator Valuing of student voice, creating environment for dialogue
  4. 4. What does progress mean in thinking and dialogue? There are many ways to show progress in thinking and dialogue skills, but here are 5 indicators to define development. The process starts with a question, and the outcome could be one of the following. The students now: have lots more questions have totally changed their minds still think what they originally thought, but with better understanding have many different perspectives are confused, but enriched (a good confusion)
  5. 5. Philosophy for Children Creating a Community of Enquiry Developing good skills and attitudes Sit in a circle This emphasises equality and democracy Agree that listening is a vital skill Be prepared to offer your views Respect other people’s viewpoints … … but be prepared to challenge them Let your teacher become the “guide on the side”, not “the sage on the stage”
  6. 6. Developing listening skills Ask students to sit back to back Give one member of the pair a picture or diagram They then have to describe it to their partner The partner has to draw it for themselves, from the description (no looking!)
  7. 7. 1ǿ 2 ‫ث‬3 λ 4φ 5σ 6ξ 7Ж 8Њ 9Ю 10۞ 11۩ 12¥ 13¤ 14§ 15 ‫خ‬16‫ش‬17‫ض‬ 18‫ڦ‬19‫ي‬20‫ك‬21 Þ 22д
  8. 8. Developing the question
  9. 9. Creating a Community of Enquiry •Look at the picture • Describe what you see • What questions does it raise? • Share and record the questions • The questions need to be philosophical • They need to make sense even if the picture where not there • When you have listed all the questions, you vote • Choose the one you want to debate as a class
  10. 10. Discussion tips In your discussion, play netball with ideas, not ping-pong! Don’t practice “rubble-thinking”; try to make every point move on, constructing new ideas To speak, open your hand on your knee The speaker chooses who will respond to her/him Before speaking, state your aim: “I’m going to agree with …., because …” “I’m going to move the debate on, by ….”

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