9 What to do When Using a P4C Pedagogy.pptx

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1. By ; Roger Sutcliffe Presented by Dr. Merah Souad Philosophy Inquiry for Schools

2. Session 1 Demonstration of Enquiry

3. Possible activity to ‘ get set ’ : COUNTDOWN 1. Ensure that you have a well arranged circle or horseshoe, with everyone checking that their neighbours can see each other. 2. Count the number of people, including yourself if you want. 3. Announce the aim: to count down as a group (e.g.10, 9, 8, etc.) but with each person counting just one number (at random), and no two people calling out the same number at once. 4. If the latter happens, then the group has to start again ( ‘ from the top ’ ).

4. Possible activity to ‘ get set ’ : (2) STAND UP The same sort of process turns COUNTDOWN into STANDUP – only, this time the aim is for the whole group to be stood up, but with Only One Person Standing At A Time (OOPSAAT). N.B. There should be no signalling or patterning - and no speaking either (unless they want to ‘ Count UP’, i.e. 1, 2, 3, etc.). 2. Some groups like to ‘ reverse ’ this activity, starting with everyone on their feet. The aim, then, is for the whole group to be sat down, but with Only One Person Sitting At A Time.

5. stimulus Talking points Circle Map or ‘Concept Collector’ for gathering first (private) responses

6. Thinking Time: Talking Points - looking for points of interest For each page, choose the sentence (or just a word or phrase) that you find most interesting , and be ready to share / talk about it with others.

7. The Professor and the Ferryman There was once an old ferryman who lived in a hut by the River Ganges. For as long as anyone could remember his family had rowed boats across the river. His father had been a ferryman, and so had his grandfather before him. Like all the villagers the ferryman was poor. The money he made by rowing people across the river was hardly enough to feed his family. He had taken over the job of ferryman when he was a boy and had been doing it ever since. Although life was hard he never grumbled, for he was pleased to be of service to his passengers. The ferryman learned a lot about life by talking to his passengers. He heard about life in the city, but he could not understand why people would want to live there. It seemed that city people spent all their lives rushing about with no time to think. The ferryman rowed slowly. He was in no hurry. He had time to talk and time to think about things.

8. The Professor and the Ferryman (2) One day a well-dressed man with a shiny briefcase climbed into his boat. He wore a smart suit and had well polished shoes. He looked like a city gentleman. Slowly the ferryman began to row his passenger across the river. After a while the man from the city spoke. 'My good man,' he said, 'have you studied any history?‘ 'No sir,’ said the ferryman. 'What!' said the city man in surprise. 'Not studied history? Don't you know how important history is? Are you not proud of your country's history? Why don't you know any history?‘ The ferryman shook his head. ' I don't know any history, sir. I can't read, sir. I never went to school and so I didn't learn history.'

9. The Professor and the Ferryman (3) 'Didn't learn?' said the man. 'There's no excuse for not learning. That is why we are here. You surely learnt some geography?‘ 'No sir,' said the ferryman. 'I don't know any geography.‘ 'Well,' said the man, 'geography tells us about the world. Don't you know anything about the world - the countries, mountains and rivers...?‘ 'I never went to school,' said the ferryman, 'I don't know about these things.‘

10. The Professor and the Ferryman (4) After a few minutes the man asked: 'Have you studied any science?‘ 'Science? No science, sir.‘ 'Haven't you heard about science?' said the man in amazement. 'About the sun, moon and tides, about how things work? Scientists are the most important people in the world today. Look at me. I'm a scientist. Do you see my briefcase? It is full of important books and papers. I'm a professor of science. If you don't know about science then you don't know about the world. You have learnt nothing! And if you don't know anything you might as well be dead!‘ The ferryman looked sad. He had never been spoken to like this before. He felt he knew nothing, so much knowledge hidden in books that he had never learnt.

11. The Professor and the Ferryman (5) Suddenly dark clouds moved across the sky. The boat began to rock in heavy waves and there was a roar of thunder. 'We will be caught in a storm,' said the ferryman, 'can you swim?' The professor looked fearful and clutched his briefcase. 'Oh dear!' he cried. 'I cannot swim. I never learnt!‘ The small boat was tossed wildly to and fro by the wind and waves. Lightning flashed and the rain poured down. Suddenly a large wave overturned the boat, and both men were thrown into the swirling waters. The old ferryman lost sight of his passenger in the water and swam slowly to the safety of the shore. But the Professor, still clutching his briefcase, sank and disappeared beneath the dark waters of the river. From Stories for Thinking, Robert Fisher (1994)

12. stimulus Talking points Can you turn idea / point that interests you most into an open, ‘discussible’ question? Circle Map or ‘Concept Collector’ for gathering first (private) responses

13. Guidelines for Discussion The acronym OOPSAAT can be introduced as the first ‘rule’ or convention for good group discussion – but with the S standing for Speaking . I suggest two other conventions: LARTER (Listen And Respond To Everyone Respectfully) EETS (Encourage Everyone To Speak)

14. Airing questions CELEBRATIONS (or ‘ liking ’ ) Invite people to ‘ like ’ a question (ideally, saying why) BUT NOT the people whose question it was. Ensure that every question is liked by someone or other! CONNECTIONS (or ‘ linking ’ ) Invite suggestions of how two or more questions link. Once the connection is explained, try to tease out differences as well. CAROUSEL (or ‘ leaping ’ ) Create ‘ talking partners ’ and allow ‘ just a minute ’ for them to discuss each question in turn. Timing has to be managed strictly.

15. Choosing questions OMNIVOTE as many votes as you like – including your own, and even ALL. MULTIVOTE (any number of votes > 1 but < ALL) Simplest version is just 2 votes each, good for younger pupils; 3 votes (usually laid with counters) could be spread 2/1 or 1/1/1. 3/2/1 is the best way of introducing ‘preferential’ voting. UNIVOTE (‘1person, 1 vote’ - the simplest system to understand, of course) Often done as a ‘blind vote’ with younger pupils, or as a ‘ motorvote ’ (‘Vote with your feet’) for older ones.

16. APPRECIATIONS (in random order) (Can we recall ideas, or key points, that others contributed that really got us thinking? ) ADVANCES (In a round) (Any … wider/deeper understanding?... new perspectives/ways of thinking?... personal resolutions?) AGREEMENTS (in pairs) (Check what you both agreed or disagreed about) Last words

17. CHECKING ORIGINAL AIMS ( D id we OOPSAAT, LARTER, and EETS okay?) WWW.EBI (What Went W ell. Even Better I f.) SUGGESTING NEW AIMS (Can anyone suggest something that we could try to improve on next enquiry?) Review of Enquiry (1)

18. Review of Enquiry (2) Was there an atmosphere of ‘care and appreciation’? (i.e. Did people listen respectfully to each other?) Was there a sense of ‘building together’? (i.e. Did people respond considerately and constructively?) ____ Did the session ‘make me think’? (i.e. Did I question my own thinking?) Did my thinking ‘move forward’? (i.e. Did I begin to think differently, or more deeply?)

19. Model Questions (suggested by Robert Fisher) (For during e nquiry, or for a follow up session) Why do children go to school? Do you think all children should go to school? What is education? Does it only happen in school? Where do you learn most - at home or at school? Why do you think so? Is what you learn in school more important than what you learn out of school? Why? Some are said to be clever, others are said to be wise. What does 'wise' mean? Do you have to be old to be wise? Or to know a lot? How do you get to be wise ?

20. Ferryman questions from yr 2/3 Can we learn too much? Does everyone need to go to school? Should we all know the same things? Why do good people deserve to die? Why do people say you can't do things when you can? Why should people who say "you should die" stay alive? Why should you die when you want to live?

21. Session 2 Philosophy for Children (P4C) – Origins, Aims and Successes

22. Brief timeline of P4C Originated in USA, in the early 70’s, as a Thinking Skills programme – now equally for developing student Social & Emotional Skills (SEAL, PSE) + pedagogy in the information age (Enquiry-based Learning, Dialogic Teaching) Now in 60 countries, established in UK in early 90’s after BBC documentary , ‘ Socrates for 6 year olds’ , inspired founding of SAPERE Over 20,000 UK teachers now through this 2-day course, w ith 35 schools achieving the SAPERE Bronze Award in the last 2 years Also used for adult recreation – PiPs and POP – hence ‘Philosophy for Communities’

23. 24 Philosophy? – What are you talking about?

24. Be able to … turn metals into gold? live for ever? ‘go’ invisible? make the right decision every time? Would you rather?

25. Definitions of philosophy – World English Dictionary the rational investigation of what there is, how we know it, and how we should act a system of principles for guidance in practical affairs a philosophical attitude , as one of composure and calm in the presence of troubles or annoyances. **** Original Greek: Philo (loving) + Sophia (Wisdom)

26. 27 Aims of P4C “ The aim of a thinking skills program such as P4C is to help children become more thoughtful , more reflective , more considerate and more reasonable individuals. ” - Philosophy in the Classroom, p. 15 “ Young people are growing up in a knowledge-rich, but wisdom-poor, society.” Matthew Lipman (1924 - 2010) Founder of ‘Philosophy for Children’

27. Video clip from ‘Thinking Allowed’, produced by Gallions Primary School, Newham, London Website: http://www.gallions.newham.sch.uk/

28. Clackmannanshire Head Teachers’ perceptions of positive change 18 Primary schools, 1 hour ‘ Philosophy ’ a week, 1 Year Improved Questioning and Reasoning skills Improved Reading and Understanding skills Improved Listening skills Improved Communication skills Improved Behaviour

29. Session 3 Teaching and Teacher Training in P4C

30. 31 This unit can be counted as nearly one half of a SAPERE Level 1 course in Philosophy for Children (P4C) Welcome to the SAPERE ITE Unit! Registered charity 1037091 – www.sapere.org.uk (Society for Advancing Philosophical Enquiry and Reflection in Education) validated by

31. Intended Outcomes Understanding the origins and aims of P4C , and how its practice can contribute to better teaching and learning Learning from experience, as well as in principle, what is distinctive about Communities of Enquiry Readiness both to participate in and also to facilitate philosophical enquiries with peers and colleagues Readiness to proceed to a SAPERE- o rganised Level 1 completion day , and then to practise in the classroom, with a view to gaining a Practitioner Certificate.

32. 33 Programme 1. Introduction to P4C (20 - 30 mins) 2. Enquiry 1 (60 mins) + Review (10 – 15 mins) 3. Communities of Enquiry – principles and practice inc. brief introduction to the 4Cs of P4C (30 – 45 mins) *** 4. Philosophical Questioning – how it can help learning and teaching (30 – 45 mins) 5. Enquiry 2 (60 mins) + Review (10 – 15 mins) 6. More on the 4Cs, and Next steps (20 – 30 mins )

33. A group of people used to thinking together with a view to increasing their understanding and appreciation of the world around them and of each other Community of Enquiry – SAPERE Handbook, 2004

34. Community of Enquiry – basic Practices and Principles Practices Principles 1. sitting in a circle / horseshoe, turntaking , voting, etc. a. respect for persons 2. wrong to put down, keep disagreement friendly, allow right to ‘pass’, etc. b. reasonableness 3. naming and responding to previous speakers c. pursuit of wisdom 4. celebration of questions at all stages d. equality of status 5. giving and seeking reasons for beliefs e. responsiveness The principles of P4C/Communities of Enquiry are as important to appreciate as the practices. Try to correlate the numbers of the practices listed below with the letters of the principles they embody. (1 does not correlate with a, of course, nor 2 with b, etc.)

35. A 4 phase version of Enquiry Ready: Preparation, Presentation, Personal response (Getting set, Stimulus, Thinking Time) Steady: Making, Airing, Choosing questions Go: (Enquiry) First, M iddle, and Last Words + Review and Plan

36. The 4 C’s of P4C Thinking mode Thinking focus CREATIVE FOR YOURSELF CRITICAL ABOUT THINKING CARING OF VALUES COLLABORATIVE WITH OTHERS Thinking Habit Thoughtful(ness) Reflective(ness) Considerate(ness) Reasonable(ness)

37. P4C – meeting cross-curricular needs Thinking Skills (Teaching for Learning) Oracy / Literacy Skills (Talking for Learning) Emotional Intelligence (SEAL) Values / Moral Education (PSHE / Global Citizenship)

38. Young people are growing up in a knowledge-rich, but wisdom-poor, society . The approach that I have created in Philosophy for Children is not about prescribing any one philosophy to children, but about encouraging them to develop their own philosophy , their own way of thinking about the world. It is about giving the youngest of minds the opportunity to express ideas with confidence and in an environment where they feel safe to do so. Matthew Lipman (2009) A Life Teaching Thinking © Thinking Schools International 2013 Lipman’s Summary of Philosophy for Children

39. Part 4 Introducing SAPERE

40. SAPERE P4C School Awards The awards progressively: celebrate emerging P4C practice (Bronze) provide a structure to further develop high quality P4C practice (Silver) aim for sustainable high quality P4C practice as integral to the school ’ s ethos, curriculum and values (Gold) acknowledge P4C practice as a long term commitment provide teacher professional development in the facilitation of philosophical enquiry

41. Useful websites www.sapere.org.uk www.p4c.com www.thephilosophyman.co.uk www.philosophyforschools.co.uk www.teachingchildrenphilosophy.org www.philosophyforchildren.org http://fapsa.org.au/ http://www.p4c.org.nz/