UKEdMag: Troubleshooting in Philosophy for Children by @the_tank

philosophyBy: Tom Bigglestone (Extract)

A ‘Community of Enquiry’

Professor Matthew Lipman (1922-2010) believed that children were just as capable of engaging in philosophy as adults and despaired at the scarcity of philosophical thinking in classrooms. He founded Philosophy for Children, now used as an unpatented umbrella term for a model of learning used in over 60 countries worldwide. P4C aims to make children more critical, curious, creative and reflective.

Lipman’s vision is represented in the classroom through an activity known as a ‘Community of Enquiry’, whereby learners work together to increase their understanding of the world. Let’s imagine you are watching a History lesson, with a class experienced with such an approach. The pupils are watching a depiction of the murder of Thomas Becket. The teacher then asks them to pick out key themes from the story. Brief pair-work leads to ‘faith’, ‘tragedy’, ‘death’ and ‘defiance’, among many others. ‘Okay’, says the teacher. ‘Now let’s make some questions from these themes. Interesting questions. Questions that will prompt discussion.’ Within minutes, pupils come up with a range, and vote on which one will be discussed. The chosen question: ‘Is it worth dying for your faith?’ The teacher allows pupils to discuss in small groups before facilitating class dialogue. Before long, pupils realise they need to address another question first: ‘What is faith?’So, within fifteen minutes of reading the story of Becket’s murder, the pupils are exploring a concept that has been a pillar of people’s lives for millennia. As a Community of Enquiry.

P4C can be timetabled as an independent subject. Many teachers employ enquiries into existing lessons, too. There is a great deal of literature on its benefits, but I have found some of the most noticeable:

  • It immediately adds an ‘organic’ element. Pupils drive the discussion by forming and voting for questions.
  • It provides a platform for pupils to confidently explore fundamental concepts they would not normally question.
  • It empowers the children to express and clarify their opinion and develops their resilience when it is examined by others.
  • It encourages teamwork and requires pupils to work together. This builds their empathy, sensitivity and co-operation.
  • It allows them to reflect upon their progress in relation to several higher-order thinking skills.

Overcoming Problems

As interesting as discussions may be, engagement can be an issue. Communities of Enquiry generally lack the staples that subliminally keep pupils focussed: desks, seating plans, books, pens, grades and exams, to name a few. If you do have P4C timetabled as a lesson, or use it regularly within existing lessons, how can you keep over two-dozen pupils engaged?

Continue to read this article (free) by clicking here to access within the UKEd Magazine.

 

Tom Bigglestone is a Head of RE and teacher of Philosophy at a North London girls school. He is on Twitter @the_tank.

You need to or Register to bookmark/favorite this content.

About UKEdChat Editorial 3095 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

Be the first to comment

Leave a Reply

Your email address will not be published.


*