PHILOSOPHY FOR PHILOSOPHY FOR CHILDRENCHILDREN

FJS Curriculum EveningFJS Curriculum Evening

Are these apples dead or Are these apples dead or alive?alive?

OUTLINE OF THE EVENINGOUTLINE OF THE EVENING

• What is P4C?What is P4C?

• Why do P4C?Why do P4C?

• What does P4C look like?What does P4C look like?

• Ground RulesGround Rules

• How often do we do it?How often do we do it?

• DemonstrationDemonstration

Is a broken down car Is a broken down car parked?parked?

What is Philosophy?What is Philosophy?

• The origin of the word philosophy come The origin of the word philosophy come the greek words the greek words philosphilos and and sophysophy, whose , whose literal translation is ‘the love of wisdom’. literal translation is ‘the love of wisdom’.

• It is trying to work out our own best It is trying to work out our own best answers to questions that human beings answers to questions that human beings will always be wondering about.will always be wondering about.

• For the purposes of FJS we have defined For the purposes of FJS we have defined philosophy for children as a community of philosophy for children as a community of enquiry to help us make good judgements enquiry to help us make good judgements about what to think and what to do. about what to think and what to do.

What If…….What If…….

• The sun never set on Fordingbridge The sun never set on Fordingbridge again?again?

What If….What If….

• There were 28 hours in a day?There were 28 hours in a day?

Why do Philosophy?Why do Philosophy?

• To cultivate curiosity and give time to value and explore To cultivate curiosity and give time to value and explore children’s questionschildren’s questions

• To develop children’s thinking skills as useful life skills To develop children’s thinking skills as useful life skills (important in the information revolution)(important in the information revolution)

• To develop co-operative discussion and to teach children To develop co-operative discussion and to teach children how to respectfully agree, disagree and challenge others’ how to respectfully agree, disagree and challenge others’ ideas and opinionsideas and opinions

• To encourage children to challenge and question rather than To encourage children to challenge and question rather than acceptaccept

• To help children come to well thought out judgementsTo help children come to well thought out judgements• To enhance the quality of children’s speaking and listening To enhance the quality of children’s speaking and listening

skillsskills• To develop children’s self-confidence and self-esteem by To develop children’s self-confidence and self-esteem by

valuing and building on their ideas. Philosophy has no right valuing and building on their ideas. Philosophy has no right or wrong answer.or wrong answer.

• To create the opportunity to engage in deep learningTo create the opportunity to engage in deep learning• To stimulate higher levels of creativityTo stimulate higher levels of creativity• Employers want creative thinkers who can think on their Employers want creative thinkers who can think on their

feet and adapt to a rapidly changing world.feet and adapt to a rapidly changing world.

What is ½ of love?What is ½ of love?

• In P4C the role of the teacher is not In P4C the role of the teacher is not as a dispenser of information, but as a dispenser of information, but rather as a facilitator of learning. rather as a facilitator of learning.

The typical structure of a P4C The typical structure of a P4C session is as follows:session is as follows: • Warm-up activity (for examples see below)Warm-up activity (for examples see below)• Presentation of a stimulus – this could be a story Presentation of a stimulus – this could be a story

(or part of), a poem, a picture or photograph, a (or part of), a poem, a picture or photograph, a song or an artefact. The teacher presents the song or an artefact. The teacher presents the stimulus so all children can see, hear and engage stimulus so all children can see, hear and engage with itwith it

• Paired discussion or individual reflection to decide Paired discussion or individual reflection to decide on a question they would like to ask about the on a question they would like to ask about the stimulusstimulus

• The teacher scribes each question on a flipchart The teacher scribes each question on a flipchart or whiteboard and puts the children’s name by itor whiteboard and puts the children’s name by it

• The children vote on the most interesting The children vote on the most interesting question, preferably anonymouslyquestion, preferably anonymously

• The teacher facilitates a philosophical discussion The teacher facilitates a philosophical discussion to explore that questionto explore that question

How do you know whether you How do you know whether you are dreaming or awake?are dreaming or awake?

Ground Rules for P4CGround Rules for P4C

• Give everyone a turn at speakingGive everyone a turn at speaking• Don’t interrupt when someone else is talkingDon’t interrupt when someone else is talking• Give support and help them add thingsGive support and help them add things• Don’t say anything mean, stupid or Don’t say anything mean, stupid or

unpleasantunpleasant• If people don’t want to say anything they If people don’t want to say anything they

don’t have to.don’t have to.• Don’t laugh unkindly at something someone Don’t laugh unkindly at something someone

has saidhas said• Think before you ask a questionThink before you ask a question

Children are encouraged to use Children are encouraged to use certain speaking frames to certain speaking frames to promote thinking/ respect for promote thinking/ respect for others’ views:others’ views:• I think……………..because……..I think……………..because……..

• I agree with……….because…….I agree with……….because…….

• I disagree with………..because……..I disagree with………..because……..

• I would like to ask……(name of child)I would like to ask……(name of child)……………………

• I would like to add to what….(name I would like to add to what….(name of child)said……..of child)said……..

How often do we do P4C?How often do we do P4C?

• Twice a half-term as pure P4CTwice a half-term as pure P4C

• Once a half-term as a cross-curricular Once a half-term as a cross-curricular inputinput

Demonstration time Demonstration time