Overview Presentation

Created by Matthew Wills

Philosothon Thinking philosophically is an adventure – a journey to the

outer limits of thought and understanding. The activity of philosophizing can help to foster important thinking skills, highly transferable skills that never go out of date. Certainly these skills are often of use to professionals, which is why many businesses place great value on an academic qualification in philosophy. There is also growing evidence that encouraging collective philosophical debate in the classroom can have measurable educational benefits for children, enhancing not just their intellectual intelligence, but their social and emotional intelligence. It seems that even a little exposure to philosophy early on can be a profoundly life-enhancing thing, something very evident in the participants of this unique competition.

Table of ContentsOrganisersPurposeHistoryEducational

ObjectivesScoring CriteriaEvent LogisticsEvent Guidelines

Philosothon OrganisersIn August 2007 Leanne Owen, the Gifted and Talented Coordinator at Hale School in Perth approached the Head of Philosophy, Values and Religion at Hale, Matthew Wills with the idea of creating an inter-school Philosophy competition. From there the hard work began as they put together an event which was in the end a great success.

Philosothon Purpose The Philosothon encourages

students from Years 8 to 11 to involve themselves in philosophical discussion, by participating in “Communities of Inquiry”. By conducting a Philosothon we hope to raise the profile of Philosophy in secondary schools.

One of the strengths of this initiative is that it is a collaborative involvement between the Tertiary Sector and Secondary school sector. The communities of Inquiry are facilitated by PhD students in Philosophy, and closely watched by the judging panel consisting of university academics in Philosophy.

Important- A Community of Inquiry promotes critical thinking and encourages an obligation to respect one’s fellow inquirer. It attempts to address contemporary challenges of education, to produce better thinkers and more caring members of society, who accept differences and at the same time, submit conflicts to reasonable scrutiny.

Important- A Community of Inquiry promotes critical thinking and encourages an obligation to respect one’s fellow inquirer. It attempts to address contemporary challenges of education, to produce better thinkers and more caring members of society, who accept differences and at the same time, submit conflicts to reasonable scrutiny.

Philosothon HistoryIn 2007 Western Australia established a new Philosophy and Ethics course for senior secondary students. While other states already have such courses well established, in WA it is a new and much needed addition to the courses offered to students. This initiative formed the background for the introduction of an interschool Philosophy Competition in WA.

Ten Perth schools, Hale School, Methodist Ladies College, Christchurch Grammar, St Hilda’s, John Septimus Roe, Penrhos College, Wesley College, Perth College, Guilford Grammar and St Mary’s AGS accepted the invitation to prepare teams.  For weeks in advance of the event, students read and discussed various resources on the topics;

Hale School won the coveted trophy in 2007. The Philosothon has become an annual event for Perth schools but interest from interstate Australian Schools has seen the model replicated in other Australian states.

Educational Objectives The Philosothon promotes: a sense of community through

communication, friendship, care, compassion, cooperation, acceptance, belonging and sharing 

An understanding of values and purposes

inquiry based learning focused on thinking

reflective thinking higher order and complex thinking in

the search for meaning dialogue about key common

contestable concepts  ethical reasoning understanding of different perspectives

and different points of view.

Scoring CriteriaMarks Performance

23 – 25 Assists in the facilitation of procedural inquiry e.g. students contribute to the smooth running of the inquiry with a clear understanding of the importance of rules, procedures, dignity and respect.Develops a substantive dialogue with peers about stimulus materials e.g. students engage in a detailed way with ideas and assumptions about stimulus materials put forward by peers.

20 – 22 Articulates with some clarity conceptual difficulties held by self / peers e.g. students make an honest attempt to make clear difficult ideas and assumptions put forward by peers. Prepares a conceptually sound explanation in relation to key views / issues e.g. students offer the best explanation based on reason and evidence.

17 – 19 Adjusts responses as new arguments arise; students correct thinking in light of evidence from the inquiry.Tests ideas held by peers against one another for their validity e.g. students weigh reasons offered by peers against one another to come up with the best reasons. Questions peers about views on core issues and concepts in stimulus materials e.g. students endeavour to see alternative ideas and assumptions.

13 – 16 Formulates open questions which employ reasoning e.g. students ask questions to gain information and clarify difficulties.Shares observations about core issues in the stimulus materials e.g. students are willing to share ideas with peers in a dignified manner.Responds to open questions generated by stimulus materials e.g. students explain to peers in a respectful manner.

10 – 12 Exchanges ideas and builds on the ideas of others e.g. students use ordinary questions to help build examples and counter-examples in an argument.Identifies some core issues and concepts in the stimulus materials e.g. students focus on a concept and an issue and make an attempt to explain it to peers.Identifies the consequences of an action in a given context e.g. students explain the relationship of cause and effect between two or more ideas.

5 – 9 Simplistic / limited engagement with questions / peers in light of the stimulus materials, e.g. students need to make ideas and assumptions clear to peers.Limited interpretation and explanation of the stimulus materials e.g. students need to explain the concepts and issues in the stimulus material fully and clearly.

1 – 4 Asks rhetorical questions and/or disjointed questions/answers to stimulus material/issues/peer questioning e.g. students provide unclear questions and/or answers to peers.

Mere assertions about stimulus materials / issues / peer questioning e.g. students make claims with no reasons and no evidence.

0 Dominates / monopolises the inquiry e.g. students need to treat peers properly and need to contribute to the running of the inquiry.

This marking key was used by the judges in the Philosothon. It is a marking key developed by the WA Curriculum Council to assist teachers assess student participation and performance in the classroom communities of inquiry.

Event logisticsOn the evening all participants, teachers and parents will be gathered together following a light meal and drinks, for introductions and a detailed outline of the format.

During the evening there were four “Community of Inquiries” running consecutively for 30 minutes. All four students representing each school will participate in each 30 minute discussion on the four topics.

Group members will remain in Year level groups for the first two Communities of Inquiry and then for the final two discussions the Year levels will be mixed up.   There is a short break between the first two community of enquiries and the final two discussions.

A trophy will be awarded to the winning school at the end of the evening and medals awarded to various categories. All students will receive a certificate to honour their selection to represent their school.

Event Guidelines•Be prepared for a discussion.• One person speaks at a time.• There is a need to ask questions.• Deep listening is integral to the process.• Give reasons for an opinion.• Check assumptions, reasoning, evidence – your own as well as others.• Define and discuss points of difference as well as points of agreement.• Ask others for reasons, definitions, evidences, examples, assumptions if necessary.• Admit when you disagree with something that you may have thought earlier.

Remember•Sense of community is essential.• All opinions are respected.• The discussion makes the pathway not a leader. Teachers will not involve themselves in the process unless necessary.• Differences are a fundamental part of the process. Accept that others may disagree with you.• Conflict and mistakes made in good faith are to be seen as opportunities for learning and growth.•This is a thinking process that can challenge assumptions and preconceived ideas.•It may be that you need to change your mind.•It is NOT about winning an argument. •It is about thinking more deeply about matters of importance to you as a member of the community.

ALL CHALLENGES ARE TO IDEAS EXPRESSED AND NOT TO THE PEOPLE EXPRESSING THE IDEAS