Philosophy for Children. Educational Practices Series 32

Autor/inn/en	Topping, Keith J.; Trickey, Steve; Cleghorn, Paul
Institution	International Bureau of Education (IBE) (Switzerland); International Academy of Education (Belguim)
Titel	Philosophy for Children. Educational Practices Series 32
Quelle	(2020), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Philosophy; Children; Educational Practices; Program Implementation; Program Effectiveness; Cooperative Learning; Critical Thinking; Child Development; Social Development; Emotional Development; Communities of Practice; Teaching Methods; Metacognition; Sustainability; Transfer of Training; Outcomes of Education; Generalization; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Philosophie; Child; Kind; Kinder; Bildungspraxis; Kooperatives Lernen; Kritisches Denken; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Nachhaltigkeit; Training; Transfer; Ausbildung; Lernleistung; Schulerfolg
Abstract	Philosophy for Children (otherwise known as P4C) can help develop cooperative and peer learning and transform them into a method for developing critical and creative thinking skills. The purpose of this booklet is to describe what Philosophy for Children (P4C) is and how to implement it in the classroom. It consists of seven sections, each with a main Principle, and brief summary of Research Findings, a description of practical Applications in the classroom, and suggested Further Readings. In the first section the authors consider the effectiveness of P4C and how to start implementing it in a classroom -- with differentiation according to the age of the students. In the second section they describe how to do it -- and a practical example is given. In the third they broaden this to consider how P4C can develop social and emotional areas. In the fourth the authors describe the extension of these principles to form a community of inquiry in the classroom. However, by this point the job is only half done. In section 5 they talk about how teachers might encourage students to reflect on the nature of their own thinking, in order to be able to better regulate it in the future -- i.e., develop "meta-cognition." Then in section 6 they consider how to ensure P4C effects last over time, even when students are no longer experiencing it in class and perhaps are in a new school -- "maintenance." In section 7 the authors look at how to ensure P4C effects operate outside of the P4C class -- in other classes that week (whether with the same teacher or a different one), and beyond school into events at home and in the community -- "generalization." In section 8 they reflect on how teachers can sustain P4C effects as students grow into adults and potentially become concerned citizens -- and how their opinions can remain balanced and supported by reasons. Finally, in the Conclusion the authors consider in what circumstances P4C is valid and reliable. (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01