1. φιλοσοφία
philia
love
sophia
wisdom +
philosophy

2. Teacher provides the material...
...chooses and directs the questions...
...and often has a
definitive answer in mind.
The child answers the question hoping that they have got the teacher’s answer.

3. Community of
Enquiry
Then Aliens – where you have to enquire to succeed as a community

4. The teacher provides the stimulus.
The children choose the question,
which has competing reasonable answers.
The children contribute to the answer, listening to others, reflecting on
all the contributions and directing their thoughts to the enquiry not the teacher.

6. Copyright Jason Buckley 2011 www.thephilosophyman.com
Stimulus
Copyright Jason Buckley

8. You need to think of questions that...
...make you think.
...invite different opinions.
...aren’t just a matter of taste/likes/dislikes.
...are not questions that science could answer.
...couldn’t be answered using Google.
...make for an interesting, reasoned discussion.
...are questions that you care about.

9. You need to think of questions that...
... include more people, not just the ones in the story
…let you think about things you know instead of just what is in the story

10. JUICY

11. Is appearance everything?
When should you give up?
Does size matter?
What is the point of fighting a battle you know you can’t win?
Should you look up or down on your enemies?
Is any obstacle in life too big to overcome?
Can man move mountains?

13. Philosophy for Children
The central principle, as expressed by Matthew Lipman, its founder, is that teachers establish: ‘an intellectually provocative environment in which children can discuss in a free and open fashion themes that interest them.’ This environment—the community of enquiry—is a safe forum for intellectual risk taking but is also ‘impelled by the spirit of enquiry and guided by logical and philosophical considerations’
(Matthew Lipman Philosophy goes to School,1988, p128).

14. Thinkers’
Games
WDYKMC SYO

15. Think Commit Justify Reflect
Structure for games that encourage a community of enquiry to develop.

16. Think Commit Justify Reflect
about a question that has competing reasonable answers

17. Think Commit Justify Reflect
publicly to an answer by moving yourself or stuff
Think
Commit
Justify
Reflect

18. Think
Commit
Justify
Reflect
your answer using your best reasons

19. Think Commit Justify Reflect
on what you have heard and show if you have changed your mind

20. A conceptual education
A conceptual education. P4Cers think about concepts that are common (we share them) central (we care about them) contestable (we can disagree about them)

21. Happiness Friendship Power Success Freedom Needs Wisdom Courage Beauty
most...least most...least important ingredient best...least good example
Choose question, look for a concept within it to explore, create warm-up Thinkers’ Game.

22. Which is the most important thing about a friend?
a. You can trust them.
b. You like the same things.
c. They spend time with you.
d. Something else.
Why?

23. Which is the most important thing about a king or queen?
a. They can win wars.
b. Their people love them.
c. Their people fear them.
d. Something else.
Why?

24. Which is the most important thing about a story?
a. The characters.
b. What happens.
c. The way it ends.
d. Something else.
Why?

25. What do all languages have to have?
a. Words.
b. Sounds.
c. Meanings.
d. Something else.
Why?

26. Which of these makes someone a leader?
a. Personality.
b. Power.
c. Followers.
d. Something else.
Why?

27. Philosopher’s Fruit Salad
Vote With Your Feet
Philosopher’s Fruit Salad
Sort Yourselves Out
Concept Lines
Which and Why?
The Dividing Line
WDYKMC SYO

28. I see I feel I think I wonder My Question
Insert any picture of interest.
Searching concepts on google images is a good start.
I see
I feel
I think
I wonder
My Question

29. Enquiry Chauffeur

30. Traffic
Ping-pong
Boys to girls to boys
Assume speaking: five in a row

31. Braking 3 lives/ famous last words No girls (or boys) allowed
Agree/disagree… because
Use a conch

32. Accelerating
Back to pairs, groups
Get physical
Be provocative

34. The role of the facilitator
A listener
Learning is collaborative not directed
Children are experts of their own experience
Encouraging the building of ideas by ‘connecting’ contributions

35. The role of the facilitator
A guide:
Following the enquiry and putting your own interest on hold
Making strategic decisions to maintain enquiry: learning is not directed but it’s not directionless either!

36. The role of the facilitator
A guardian:
Guarding emotionally (without being over protective)
Guarding intellectually (don’t let the enquiry degenerate into sloppy thinking, anecdote swapping, therapy or a confessional session)
Sharing responsibility

37. The role of the facilitator
A co-enquirer:
Being prepared to change your mind and move into the unknown
You do not have a definitive answer either

38. Are they thinking?
Are they thinking for themselves?
(Roger Sutcliffe)

39. Encouraging philosophical moves
Reasoning Defining Speculating
Justifying Implications Assumptions
Evidence Contradiction Clarification
Uncertainty Consequences Consistency
Principles Generalising Particularising

40. Encouraging philosophical moves
Reasoning Defining Speculating
Justifying Implications Assumptions
Evidence Contradiction Clarification
Uncertainty Consequences Consistency
Principles Generalising Particularising
Requesting– to prompt moves
Pondering – showing your own moves
Recognising – when pupils make moves
Probing – pushing an individual to make a move

42. This is the Chinese character for “listen”.
It has five elements.
What do you think they mean?

43. ear

44. you
ear

45. you
ear
eyes

46. you
ear
eyes
undivided attention

47. you
ear
eyes
undivided attention
heart

48. Who does the talking?
59%
41%
Before P4C

49. Who does the talking?
66%
34%
After P4C

50. Ann Sharp
‘..an atmosphere of trust in which each person feels valued and respected.’
‘To be taken seriously does not manifest itself in blanket acceptance of each and every opinion that we voice.’
‘P4C aims… to bring about the transformation of persons into more reasonable individuals committed to the creation of a reasonable world.’

51. TOPIC
TOYS

52. TOYS Child/grown up Girls/boys Outgrowing toys Play/work
TOPIC > CONCEPTS
Child/grown up
Girls/boys
TOYS
Outgrowing toys
Play/work
Favourite toys
Living/nonliving
Imagination/imitation
Traditional/modern

53. Should some toys be just for girls?
TOPIC > CONCEPTS > QUESTIONS
Why do children
have more toys?
Should some toys be just for girls?
What makes something
“grown up”?
Would it be dull
to play forever?
Can you
love a toy?
What can count
as a toy?
Why do we pretend?
Are toys better now than 100 years ago?

54. Home/school dialogue about toys Story of twins with swapped toys
TOPIC > CONCEPTS > QUESTIONS > ACTIVITIES
Home/school dialogue about toys
Story of twins with swapped toys
Bring in a new and a “too old for” toy.
“How To Live Forever”
In or Out Game
Can you
love a toy?
Story of a boy who couldn’t pretend
How many ways can you play with…

55. Giving reasons, disagreeing agreeably Imagining alternatives
TOPIC > CONCEPTS > QUESTIONS > ACTIVITIES > SKILLS
Giving reasons, disagreeing agreeably
Imagining alternatives
Challenging assumptions
Examples, similarities
Defining, categorising
Types of love – making distinctions
Empathetic thinking
Creativity/
brainstorming

56. Giving reasons, disagreeing agreeably Imagining alternatives
TOPIC > CONCEPTS > QUESTIONS > ACTIVITIES > SKILLS > MISSING?
Giving reasons, disagreeing agreeably
Imagining alternatives
Challenging assumptions
Examples, similarities
Defining, categorising
Types of love – making distinctions
Empathetic thinking
Creativity/
brainstorming
Questioning>Question the teddy bear

57. Giving reasons, disagreeing agreeably Imagining alternatives
TOPIC > CONCEPTS > QUESTIONS > ACTIVITIES > SKILLS > MISSING? > BIG QUESTION
Giving reasons, disagreeing agreeably
Imagining alternatives
Challenging assumptions
Examples, similarities
Defining, categorising
Types of love – making distinctions
Empathetic thinking
Creativity/
brainstorming
Questioning>Question the teddy bear
WHAT MAKES A GOOD TOY?

59. Copyright in the presentation and content not otherwise attributed is Jason Buckley 2011, You are very welcome to use this in your own training of staff in aspects of P4C, but please mention that you got it on a SAPERE training course, and encourage your listeners to pursue further training if they can.