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PHILOSOPHY FOR CHILDREN. FJS Curriculum Evening. Are these apples dead or alive?. OUTLINE OF THE EVENING. What is P4C? Why do P4C? What does P4C look like? Ground Rules How often do we do it? Demonstration. Is a broken down car parked?. What is Philosophy?.

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philosophy for children

PHILOSOPHY FOR CHILDREN

FJS Curriculum Evening

outline of the evening
OUTLINE OF THE EVENING
  • What is P4C?
  • Why do P4C?
  • What does P4C look like?
  • Ground Rules
  • How often do we do it?
  • Demonstration
what is philosophy
What is Philosophy?
  • The origin of the word philosophy come the greek words philos and sophy, whose literal translation is ‘the love of wisdom’.
  • It is trying to work out our own best answers to questions that human beings will always be wondering about.
  • For the purposes of FJS we have defined philosophy for children as a community of enquiry to help us make good judgements about what to think and what to do.
what if
What If…….
  • The sun never set on Fordingbridge again?
what if1
What If….
  • There were 28 hours in a day?
why do philosophy
Why do Philosophy?
  • To cultivate curiosity and give time to value and explore children’s questions
  • To develop children’s thinking skills as useful life skills (important in the information revolution)
  • To develop co-operative discussion and to teach children how to respectfully agree, disagree and challenge others’ ideas and opinions
  • To encourage children to challenge and question rather than accept
  • To help children come to well thought out judgements
  • To enhance the quality of children’s speaking and listening skills
  • To develop children’s self-confidence and self-esteem by valuing and building on their ideas. Philosophy has no right or wrong answer.
  • To create the opportunity to engage in deep learning
  • To stimulate higher levels of creativity
  • Employers want creative thinkers who can think on their feet and adapt to a rapidly changing world.
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In P4C the role of the teacher is not as a dispenser of information, but rather as a facilitator of learning.
the typical structure of a p4c session is as follows
The typical structure of a P4C session is as follows:
  • Warm-up activity (for examples see below)
  • Presentation of a stimulus – this could be a story (or part of), a poem, a picture or photograph, a song or an artefact. The teacher presents the stimulus so all children can see, hear and engage with it
  • Paired discussion or individual reflection to decide on a question they would like to ask about the stimulus
  • The teacher scribes each question on a flipchart or whiteboard and puts the children’s name by it
  • The children vote on the most interesting question, preferably anonymously
  • The teacher facilitates a philosophical discussion to explore that question
ground rules for p4c
Ground Rules for P4C
  • Give everyone a turn at speaking
  • Don’t interrupt when someone else is talking
  • Give support and help them add things
  • Don’t say anything mean, stupid or unpleasant
  • If people don’t want to say anything they don’t have to.
  • Don’t laugh unkindly at something someone has said
  • Think before you ask a question
children are encouraged to use certain speaking frames to promote thinking respect for others views
Children are encouraged to use certain speaking frames to promote thinking/ respect for others’ views:
  • I think……………..because……..
  • I agree with……….because…….
  • I disagree with………..because……..
  • I would like to ask……(name of child)…………
  • I would like to add to what….(name of child)said……..
how often do we do p4c
How often do we do P4C?
  • Twice a half-term as pure P4C
  • Once a half-term as a cross-curricular input
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