Philosophy for children (p4c)

Philosophy for Children Philosophy for Children (P4C)(P4C)

- A tool for use within the Learning Challenge Curriculum (LCC)

Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC

Initial experiences of trying P4C

What we already know ?

Philosophy in a slide!Philosophy in a slide! As I understand it... Philosophy is the process of endeavouring to

answer big questions. For example; What is knowledge? What is art? What is a valid argument?

Branches: Logic; aesthetics; metaphysics; ethics; political

Philosophy is rooted in thinking

Philosophy for childrenPhilosophy for children

P4C is a curriculum developed by an philosophy academic: Professor Matthew Lipman

Curriculum had philosophy at its core and aimed to promote reasoning and reflection, alongside social and emotional development

Which is your favourite superhero Which is your favourite superhero and why?and why?

The 4Cs of P4CThe 4Cs of P4CCaring thinking (listening)

Collaborative thinking (responding and supporting with reason)

Critical thinking (responding and challenging with reason)

Creative thinking (connecting and suggesting with reason)

Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with

LCC Initial experiences of trying P4C

Why?Why? Oracy and literacy

P4C develop speaking and listening skills Enables children to engage more deeply in

texts, improving comprehension and writing PSHE

Builds confidence, respect and empathy Develops experience in working collaboratively

with others and critically evaluating others in a calm environment

Allows children to explore the ‘big’ questions of themselves, ethics and society

Why?Why? Life long learners Develops thinking skills Develops meta-awareness (thinking about thinking, including learning about learning)

Developing transferable skills for life

Enjoyment! “Went on and on and on” “It’s good for talking”

Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with

LCC Initial experiences of trying P4C

Time to do a philosophical

enquiry...

‘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

Structure of P4C session Structure of P4C session (40 mins)(40 mins)

Construction (recap) of rules Presentation of stimulus (story, image, music etc) Thinking time Question making; sharing; choosing First thoughts

Enquiry

Last thoughts

Rules of our enquiry

Listen to othersComment on the point not the personContribute to the community to advance the enquiry

Place our palm open if we wish to speak – the person speaking chooses the next contributor

Remember...4 Cs: Collaborative, critical, creative and caring (listening)

Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC

Initial experiences of trying P4C

Learning challenge curriculumLearning challenge curriculum

Pre – learningPre – learning

Stimulus linked to introductory ‘wow’ Questions generated may form LC

questions Elicits prior knowledge, including

misconceptions Starts children thinking about the subject

of the LC

Post– learningPost– learning

• P4C is an ideal tool for a reflective session• Cementing learning by highlighting

connections across elements of learning• Provides gauge on children’s

advancement in understanding

Aims Aims Introduce P4C Benefits of using P4C Provide experience of P4C Provide tools to try P4C and explore fit with LCC

Initial experiences of trying P4C

P4C in 3JCP4C in 3JC

Facilitated three enquires with between 8 and 12 children

Initially, each child gave their own answer to the question

Worked exploring ‘4Cs’ and introduced starters to scaffold this: I agree with because; I disagree with because; Have we thought of

Arriving at a suitable question is difficult and affects quality of enquiry