Philosophy for children (p4c)

2,368 views

Published on

Published in: Education, Spiritual, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,368
On SlideShare
0
From Embeds
0
Number of Embeds
286
Actions
Shares
0
Downloads
47
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Philosophy for children (p4c)

  1. 1. Philosophy for Children (P4C) <ul><li>- A tool for use within the Learning Challenge Curriculum (LCC) </li></ul>
  2. 2. Aims <ul><li>Introduce P4C </li></ul><ul><li>Benefits of using P4C </li></ul><ul><li>Provide experience of P4C </li></ul><ul><li>Provide tools to try P4C and explore fit with LCC </li></ul><ul><li>Initial experiences of trying P4C </li></ul><ul><li>What we already know ? </li></ul>
  3. 3. Philosophy in a slide! <ul><li>As I understand it... </li></ul><ul><li>Philosophy is the process of endeavouring to answer big questions. For example; What is knowledge? What is art? What is a valid argument? </li></ul><ul><li>Branches: Logic; aesthetics; metaphysics; ethics; political </li></ul><ul><li>Philosophy is rooted in thinking </li></ul>
  4. 4. Philosophy for children <ul><li>P4C is a curriculum developed by an philosophy academic: Professor Matthew Lipman </li></ul><ul><li>Curriculum had philosophy at its core and aimed to promote reasoning and reflection, alongside social and emotional development </li></ul>
  5. 5. Which is your favourite superhero and why?
  6. 6. The 4Cs of P4C <ul><li>C aring thinking (listening) </li></ul><ul><li>C ollaborative thinking (responding and supporting with reason) </li></ul><ul><li>C ritical thinking (responding and challenging with reason) </li></ul><ul><li>C reative thinking (connecting and suggesting with reason) </li></ul>
  7. 7. Aims <ul><li>Introduce P4C </li></ul><ul><li>Benefits of using P4C </li></ul><ul><li>Provide experience of P4C </li></ul><ul><li>Provide tools to try P4C and explore fit with LCC </li></ul><ul><li>Initial experiences of trying P4C </li></ul>
  8. 8. Why? <ul><li>Oracy and literacy </li></ul><ul><ul><li>P4C develop speaking and listening skills </li></ul></ul><ul><ul><li>Enables children to engage more deeply in texts, improving comprehension and writing </li></ul></ul><ul><li>PSHE </li></ul><ul><ul><li>Builds confidence, respect and empathy </li></ul></ul><ul><ul><li>Develops experience in working collaboratively with others and critically evaluating others in a calm environment </li></ul></ul><ul><ul><li>Allows children to explore the ‘big’ questions of themselves, ethics and society </li></ul></ul>
  9. 9. Why? <ul><li>Life long learners </li></ul><ul><ul><li>Develops thinking skills </li></ul></ul><ul><ul><li>Develops meta-awareness (thinking about thinking, including learning about learning) </li></ul></ul><ul><ul><li>Developing transferable skills for life </li></ul></ul><ul><li>Enjoyment! </li></ul><ul><ul><li>“ Went on and on and on” </li></ul></ul><ul><ul><li>“ It’s good for talking” </li></ul></ul>
  10. 10. Aims <ul><li>Introduce P4C </li></ul><ul><li>Benefits of using P4C </li></ul><ul><li>Provide experience of P4C </li></ul><ul><li>Provide tools to try P4C and explore fit with LCC </li></ul><ul><li>Initial experiences of trying P4C </li></ul>
  11. 11. ‘ 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 Time to do a philosophical enquiry...
  12. 12. Structure of P4C session (40 mins) <ul><li>Construction (recap) of rules </li></ul><ul><li>Presentation of stimulus (story, image, music etc) </li></ul><ul><li>Thinking time </li></ul><ul><li>Question making; sharing; choosing </li></ul><ul><li>First thoughts </li></ul><ul><li>Enquiry </li></ul><ul><li>Last thoughts </li></ul>
  13. 13. <ul><li>Rules of our enquiry </li></ul><ul><li>Listen to others </li></ul><ul><li>Comment on the point not the person </li></ul><ul><li>Contribute to the community to advance the enquiry </li></ul><ul><li>Place our palm open if we wish to speak – the person speaking chooses the next contributor </li></ul><ul><li>Remember... </li></ul><ul><li>4 Cs: Collaborative, critical, creative and caring (listening) </li></ul>
  14. 14. Aims <ul><li>Introduce P4C </li></ul><ul><li>Benefits of using P4C </li></ul><ul><li>Provide experience of P4C </li></ul><ul><li>Provide tools to try P4C and explore fit with LCC </li></ul><ul><li>Initial experiences of trying P4C </li></ul>
  15. 15. Learning challenge curriculum
  16. 16. Pre – learning <ul><li>Stimulus linked to introductory ‘wow’ </li></ul><ul><li>Questions generated may form LC questions </li></ul><ul><li>Elicits prior knowledge, including misconceptions </li></ul><ul><li>Starts children thinking about the subject of the LC </li></ul>
  17. 17. Post– learning <ul><li>P4C is an ideal tool for a reflective session </li></ul><ul><li>Cementing learning by highlighting connections across elements of learning </li></ul><ul><li>Provides gauge on children’s advancement in understanding </li></ul>
  18. 18. Aims <ul><li>Introduce P4C </li></ul><ul><li>Benefits of using P4C </li></ul><ul><li>Provide experience of P4C </li></ul><ul><li>Provide tools to try P4C and explore fit with LCC </li></ul><ul><li>Initial experiences of trying P4C </li></ul>
  19. 19. P4C in 3JC <ul><li>Facilitated three enquires with between 8 and 12 children </li></ul><ul><li>Initially, each child gave their own answer to the question </li></ul><ul><li>Worked exploring ‘4Cs’ and introduced starters to scaffold this: I agree with because ; I disagree with because; Have we thought of </li></ul><ul><li>Arriving at a suitable question is difficult and affects quality of enquiry </li></ul>

×