PHILOSOPHY FOR CHILDREN Chapter VI Dialogue Running a Discussion Starting Points for Discussions

INTRODUCTION Student at college Low level of thinking skills because the child is not sufficiently encouraged to think for himself, to form independent judgments children’s aims to become more… thoughtful reflective considerate reasonable

DIALOGUE Is the best development of thinking The best way to teach children to thinkstories how children behave in a community of enquiry If we want reflective adults encourage children to be reflective IMPORTANT (to teach children to think) animated discussions talk about questions listen peers and to respect other point of view no definitive answers, no absolute rights and wrongs DIALOGUE IS NOT A BATTLE WITH WINNERS AND LOSERS

RUNNING A DISCUSSION  can flourish in many different settings  hear each other’s voices without the need for shouting  noise or activities of children in class can be cause interruption  all participants, including the teacher are equally valuable

Different structure that facilitate the dialogue: INDIVIDUAL TASK STRUCTURE teacher child task child task child task

GROUP TASK teacher task child

TUTORIAL teacher child

DIDACTIC teacher child

CONFERENCE teacher child

CLASS MEETING teacher child The problem

SOCRATIC teacher child The problem

STARTING POINT FOR DISCUSSION  listening is not only hearing words, but paying attention to the meaning of what is being said  normally session starts by reading or re-reading part of story  teacher a facilitator, a manager of the process rationality

FREEDOM is circumscribed by rules and prohibitions written unwritten

JUDGMENT  discussion involved exposing one’s viewpoints to judgment of others  children aren’t the prisoners of fairylands they’re interested in what happens in the world  current events can stimulate discussion  through discussion children learn to become: more logicalmore criticalmore reflective more philosophical DIALOGUE OFFER A POWERFUL MEANS OF PROBLEM-SOLVING