Scotland: The Who, What, When Where and Why?

1. Scotland: The Who, What, When Where and Why? An Introduction to the study of Philosophy and the use of philosophical approaches to learning, north of the border. Scott Duncan MA Hons, PGCE (Sec) Teacher of RMPS and Philosophy National Development Officer for RME

2. Openness to New Thinking and Ideas Secure Values and Beliefs Thinking Creatively and Independently Be self-aware Make Reasoned Evaluations Respect for Others Apply Critical thinking in new contexts Make informed choices and decisions Developed Informed ethical views of complex issues. Create and Develop

3. Philosophy for Children Features of a P4C Lesson • There is no single correct answer • Its ok to struggle • Dialogue is more important than answers • All tasks require co-operation • Assessment is through observation • A plenary/debriefing session is vital

4. Philosophy for Children Structure of a Lesson • Preparation • Presentation of stimulus • Thinking Time • Conversation • Selection • Building • Plenary

5. Clackmannanshire Research “Improvements in intelligence through teaching children philosophy are sustainable over an extended period of time - even if children do not have continued access to the programme.”

6. Benefits of P4C Child “If you work hard in philosophy you become a better thinker in other subjects.” “It helps you become more confident” Teacher “The children became far more tolerant of an opposing point of view” Head Teacher “ I have been aware of fewer referrals” “It impacted on other areas of the curriculum in terms of pupils questioning and their respect for the views of others”

7. Benefits of P4C • Increase in Self Esteem • Improved Listening Skills • Increased Confidence • Higher levels of Care and Collaboration • Creativity • Critical Thinking • Improved and increased levels of questioning.

8. SQA : Higher Philosophy • develop critical thinking skills which are of importance in all areas of human life and discourse • develop knowledge and understanding of philosophical techniques, issues, positions and concepts which are relevant in many areas of human life and discourse • develop analytical and evaluative skills which will allow them to examine the reasoning and assumptions on which the positions and theories they study are based • present their own ideas and opinions in a reasoned and structured manner • gain insight from the ideas and opinions of others which may conflict with their own • engage personally with a range of important questions and issues in order to inform their own ideas and opinions in a way which contributes to personal and social development

9. Course Content Unit One - Critical Thinking in Philosophy Unit Two - Metaphysics Unit Three - Epistemology Unit Four - Moral Philosophy In Unit 2 and 3 there is a choice of topic. Unit Two – Free Will and Determinism or Existence of God Unit Three - Rene Descartes or David Hume

10. Presentation Levels

11. Pass Rates: Higher Course

12. School and Beyond: Links University of St Andrews The Waid Academy

13. St Andrews University Outreach Programme

14. WebCT Based Learning • 4 Modules of 20 Credits Each • Each module reflects Higher Course • 80 credits are credits needed for GTCS Registration • Each delivered entirely by WebCT

15. Thank You Scott.Duncan@fife.gov.uk Dr Lisa Jones lj14@st-andrews.ac.uk