1. Three Methods of Philosophical Dialogue: differences and similarities between Nelson's Socratic Method , Lipman's P4C Method, McCall's CoPI Method

2. Background- Different Methods of Philosophical Dialogue
Nelson’s
Socratic Method
GERMANY
Lipman’s
P4C method
1974
USA
McCall’s
CoPI method 1976
IRELAND
SAPERE
Community of Enquiry 1993 ENGLAND
Murris’ Talking with Pictures 1992 NETHERLANDS
Heeson’s
Project NETHERLAND
McCall’s
Guided Socratic Discussion
2004
SCOTLAND
Cleghorn’s
COPE
2001
SCOTLAND
Brenifier’s
Asking Questions
200?
FRANCE

3. 3 Different Methodologies
Nelson’s
Socratic Method
GERMANY
McCall’s
Philosophical Inquiry 1976
IRELAND
Lipman’s
P4C 1974
AMERICA

4. Underlying Philosophy – Nelson
Neo-Kantian Philosophy
Philosophic truth is found at the limits of human understanding, a ‘frame’ for understanding - like Kant’s Categories
Regressive Method
To reach philosophic truths a group uses regressive Socratic method of investigation until consensus is reached that one can go no further
Nelson’s
Socratic Method
GERMANY

5. Underlying Philosophy- Lipman
Dewey’s Pragmatic Philosophy
‘Truth’ is the product of successful , active manipulation of the world by people
No epistemological metaphysical distinction
P4C Method
(From Dewey ) Inquiry is a construction
Emphasis on democratic procedures
Lipman’s
P4C 1974
AMERICA

6. Underlying Philosophy – McCall
Community of Philosophical Inquiry (CoPI) Method
Assumes fallibism,
uses logical principals to reveal inconsistency etc.
Neo -Stoic Realism
Realism – distinction between epistemology and metaphysics
McCall’s COPI
Method
1976
IRELAND

7. McCall’s
CoPI Method 1976

8. CoPI Philosophical Dialogue with adults and with children
First Developed in Dublin in with university students, then adapted for young children in 1984
- the CoPI Methodology is used with adults and children in identical manner

9. CoPI Philosophical Dialogue with adults and with children
Example 1 M.Phil postgraduate, Karine Polwart, chairs CoPI With 7 -year -old children in Glasgow 1993

10. Example 2 CoPI with 6- year -old children USA 1989 –90
CoPI Philosophical Dialogue with adults and with children
Example 2 CoPI with 6- year -old children USA 1989 –90
10 minutes from 60 minutes BBC 1990 documentary
Socrates for Six year Olds

11. Example 3 CoPI with Adults Porto 2007
CoPI Philosophical Dialogue with adults and with children
Example 3 CoPI with Adults Porto 2007

12. Neo-Kantian Philosophy
How Philosophical Theory is Instantiated in Practise -Nelson’s Socratic Method (1904)
Neo-Kantian Philosophy
Practice
Philosophic truth is found at the limits of human understanding, a ‘frame’ for understanding - like Kant’s Categories.
Therefore present in ALL human beings
So if one seeks these truths they should hold for everyone
1) Only actual lived experience can be investigated
Use a group of people
3) Continue philosophical analysis of underlying assumptions / principles until no –one disagrees.

13. Dewey's Pragmatic Philosophy
How Philosophical Theory is Instantiated in Practise Lipman’s P4C (1974) & SAPERE Community of Enquiry (1993)
Dewey's Pragmatic Philosophy
Practise
1) ‘Truth’ is the product of successful , active manipulation of the world by people
2) No epistemological/metaphysical distinction
3) People negotiate and construct truth in relation to their experience of the world
4) Truth is a kind of heuristic relationship between a person and the world
1) Emphasis on democratic practise
3) Children negotiate the link between ideas and their own experience
4) Everyone’s experience and thinking is equally ‘valid’

14. Neo -Stoic Realism Practise
How Philosophical Theory is Instantiated in Practise - McCall’s CoPI (1976)
Neo -Stoic Realism
Practise
1) Use philosophical analysis of philosophical assumptions / principles underlying actions, judgement, emotions etc.
Distinction between epistemology and metaphysics
2) The world is distinct from our knowledge of the world
3) The principle of contradiction holds in the world
4) People are fallible – can ALL be wrong about the world
2) Use disagreement to elicit contradiction
3) Use logic
4) Use a group of people – there is more chance of revealing error with more minds.

15. Philosophical Dialogue and E-Learning Nelson’s Socratic Method
Slow
Stages of dialogue written down by Director
Emphasis on narrowing in on ‘meaning’
Would transfer to E-Learning

16. Philosophical Dialogue and E-Learning Lipman’s P4C Method
Often emphasises taking turns – lends itself e-learning
Democracy important so need a way to ensure that everyone participates – lends itself to e-learning
Different activities. Exercises as well as discussion. Can use interactive group Internet exercises – as seen in the SOPHIA PECA project in 1995
Could transfer to E-learning

17. Philosophical Dialogue and E-Learning McCall’s COPI Method
Fast
Mainly one activity – philosophical dialogue
Requires instant judgment by Chair
Chair needs to see expressions in eyes, body movement
Would not easily transfer to E-learning (see example 4)

18. CoPI Philosophical Dialogue with adults and with children
The CoPI Chair needs to be able to see all the children and adults in order to make instant judgements about:
Who to call in to the dialogue,
When to call them in to the dialogue
E.g In the 5 year olds dialogue – I need to be able to move to see Scott shaking his head and the exact expression on his face in order to be able to judge that he has a different philosophical point to make, and to pull that point into the dialogue

19. Example 4 Edited CoPI with 5- year -old children USA 1988
CoPI Philosophical Dialogue with adults and with children
Example 4 Edited CoPI with 5- year -old children USA 1988