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Philosophy for Children (P4C) Is an Approach to Teaching in Which Students Participate in Group Dialogues Focused on Philosophical Issues
Education Endowment Foundation Philosophy for Children Evaluation report and Executive summary July 2015 Independent evaluators: Stephen Gorard, Nadia Siddiqui and Beng Huat See (Durham University) The Education Endowment Foundation (EEF) The Education Endowment Foundation (EEF) is an independent grant-making charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents. The EEF aims to raise the attainment of children facing disadvantage by: • Identifying promising educational innovations that address the needs of disadvantaged children in primary and secondary schools in England; • Evaluating these innovations to extend and secure the evidence on what works and can be made to work at scale; • Encouraging schools, government, charities, and others to apply evidence and adopt innovations found to be effective. The EEF was established in 2011 by the Sutton Trust, as lead charity in partnership with Impetus Trust (now part of Impetus-The Private Equity Foundation) and received a founding £125m grant from the Department for Education. Together, the EEF and Sutton Trust are the government-designated What Works Centre for improving education outcomes for school-aged children. For more information about the EEF or this report please contact: Robbie Coleman Research and Communications Manager Education Endowment Foundation 9th Floor, Millbank Tower 21-24 Millbank SW1P 4QP p: 020 7802 1679 e: [email protected] w: www.educationendowmentfoundation.org.uk Philosophy for Children About the evaluator The project was independently evaluated by a team from Durham University led by Professor Stephen Gorard. Stephen Gorard is Professor of Education and Well-being, and Fellow of the Wolfson Research Institute at Durham University. -
Philosophy and Education
Philosophy and Education Philosophy and Education: Introducing Philosophy to Young People Edited by Jana Mohr Lone and Roberta Israeloff Philosophy and Education: Introducing Philosophy to Young People, Edited by Jana Mohr Lone and Roberta Israeloff This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Jana Mohr Lone and Roberta Israeloff and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-3979-5, ISBN (13): 978-1-4438-3979-2 “All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.” —Aristotle TABLE OF CONTENTS Introduction PLATO, the Squire Family Foundation, and Reclaiming Education .......... 3 Roberta Israeloff, Editor Philosophy and Education: A Gateway to Inquiry ...................................... 7 Jana Mohr Lone, Editor Part I: Philosophical Sensitivity and Preparation of K-12 Philosophy Teachers Teaching Pre-College Philosophy: The Cultivation of Philosophical Sensitivity................................................................................................... 13 Jana Mohr Lone, University of Washington -
In N. Noddings' Caring : a Feminine Approach to Ethics & Moral Education
Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 Scientific Contribution Considering the central ideas of the ethics of care in N. Noddings' Caring : A Feminine Approach to Ethics & Moral Education Kanae ONOTANI (Josai International University, E-mail:[email protected]) Abstract: The purpose of this paper is to examine N. Noddings’ central ideas regarding the ethics of care. Noddings defines the core sense of care as engrossment toward those with whom the caretaker is emotionally attached, and she encourages caregivers to act not according to moral reasoning and principles, but according to personal existential decisions. She also rejects the concept of universalizability of moral values. However, caring in itself is not necessarily morally good. To evaluate the act of caring as morally good or moderate, caregivers must have another frame of reference outside of caring. Therefore, one must employ the notion of universalizability to maintain a frame of reference with which one can then examine the value of caregiving acts. I argue that these incongruences in her theory stem from her rejection of the concept of universalizability of moral values, along with her rejection of principles and rules as the major guides to ethical behavior. Keywords:Nel Noddings, caring, engrossment, universalizability, emotion, rationality Introduction Caring, 1 N. Noddings’ representative work on her theory of care, has captivated many readers in Japan and has been reprinted numerous times. Her books and articles have been introduced in various forms. 2 Noddings’ thinking, which emphasizes subjective sentiment over objective and universal principles, has had a 98 Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 significant impact not only in her field (i.e., education), but also on those attempting to bring original values into the field of nursing care. -
Caring Teacher in Developing Empathy in Moral Education
The Malaysian Online Journal of Educational Science Volume 1, Issue 1 Caring Teacher in Developing Empathy in [1] Department of Foundational Education and Humanities, Moral Education Faculty of Education, University of Malaya Ilhavenil Narinasamy [1], Wan Hasmah Wan Mamat [2] Tel: 017-3866711 [email protected] [2] Department of Foundational Education and Humanities, Faculty of Education, University of Malaya [email protected] ABSTRACT In this paper, a case study of an experienced teacher is highlighted illuminating her understanding as a caring agent in the classroom, her caring ways to enhance teacher-student relationships and how she incorporated empathy as a basis of caring in her moral lessons. Methods such as non-participant observations, semi-structured interviews, teacher’s journal and document analysis were adopted in over eight months of this study. The findings highlighted teacher modelling, engaging students and pedagogical content knowledge as central themes in teacher exhibiting care to students. In displaying caring, it also accentuates the approaches the teacher embarked in developing empathy among the culturally diverse students in the classroom. Keywords: Caring, Empathy, Teacher-student relationships INTRODUCTION Do teachers educate students to excel academically or do they educate them on values? This question has put many teachers in a dilemma as in recent times, curriculum standardization, high-stakes testing and emphasis on economically demanding subjects like mathematics and science (Zhao, 2010) has sidelined values needed to balance out the material world. In this era of globalization, challenges to education are on the rise and teachers face tough situations. While it is the responsibility of teachers to cultivate global competence among students (Wang et al., 2011), it is also necessary for teachers to instill values in the students. -
How Effective Is Philosophy for Children in Contributing to the Affective Engagement of Pupils in the Context of Secondary Religious Education?
How effective is Philosophy for Children in contributing to the affective engagement of pupils in the context of secondary Religious Education? Asha Lancaster-Thomas University College London [email protected] Abstract This paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children (P4C) on pupils’ affective engagement.1 From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the study aimed to closely consider that relationship. An appropriate self-designed P4C program was implemented with 75 Year 9 pupils (aged 14 and 15) of Religious Education (a compulsory subject in the British education system in which pupils explore world religions in a non-confessional manner) at an independent secondary school in the United Kingdom. An interpretive research approach was taken and thematic analysis was appropriated to analyse the data. Findings supported the claims of previous research that P4C can foster affective engagement in many pupils, particularly those pupils who find emotional expression and interpersonal interactions challenging. A tentative conclusion reached supposes that P4C has the potential to contribute to the affective engagement of pupils, but with the recommendation that implementing a P4C program must be executed carefully and with the mindfulness that it may not have the same potential or usefulness for all pupils universally. Key words affective domain, caring thinking, collaborative thinking, Community of Inquiry, Philosophy for Children 1 This research was conducted at the University College London. The author is currently a doctoral candidate at the University of Birmingham. -
Getting the Bear Off the Table: Reaching and Teaching the Postmodern Student
DOCUMENT RESUME ED 409 309 SP 037 441 AUTHOR Thomas, Stephen TITLE Getting the Bear off the Table: Reaching and Teaching the Postmodern Student. PUB DATE May 95 NOTE 38p.; Paper presented at the Klingenstein Seminar (New York, NY, May, 1995). PUB TYPE, Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Cultural Influences; Culture; *Educational Environment; *Hidden Curriculum; High School Students; High Schools; Individual Development; Secondary School Teachers; Social Influences; Student Attitudes; *Student Characteristics; *Student Experience; Teacher Attitudes; Teacher Education; *Teacher Student Relationship IDENTIFIERS *Postmodernism ABSTRACT The "bear" sitting in the middle of the classroom, on the seminar table, or prowling around the edges of a discussion group arises from the subtext that is created whenever teachers and students interact with a curriculum, lesson, or topic. The situation in the postmodern classroom has been destabilized by the unprecedented intrusion into the school environment of societal issues that are increasingly complex and often contradictory. Teachers are no longer voices of unquestioned authority in student lives. There is the recognition on both sides of the education equation that the teacher/student relationship has become polarized and politicized. This paper examines the two sides of the equation: learner and teacher. Each section of the paper is centered on a particular text that illustrates some of the issues pertinent to the topic. The paper begins by defining the "postmodern" student, then examines the perspectives of both these students and their teachers. It continues with a discussion of ways in which the postmodern student might be taught, and concludes with thoughts relating to teacher education, and steps towards a new vision of schools and education. -
A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth Mark J
University of Massachusetts Boston ScholarWorks at UMass Boston Critical and Creative Thinking Capstones Critical and Creative Thinking Program Collection 6-1998 Three Theories of Development: A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth Mark J. Connerty University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/cct_capstone Part of the Education Commons Recommended Citation Connerty, Mark J., "Three Theories of Development: A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth" (1998). Critical and Creative Thinking Capstones Collection. Paper 67. http://scholarworks.umb.edu/cct_capstone/67 This is brought to you for free and open access by the Critical and Creative Thinking Program at ScholarWorks at UMass Boston. It has been accepted for inclusion in Critical and Creative Thinking Capstones Collection by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. THREE THEORIES OF DEVELOPMENT: A COMPARISON OF DEWEY, KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH A Synthesis Project Presented by MARK J. CONNERTY Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of MASTER OF ARTS June 1998 Critical and Creative Thinking Program ©1998 by Mark J. Conm;rty All rights reserved THREE THEORIES OF DEVELOPMENT: A COMPA.RISON OF DEWEY, KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH A Thesis Presented by MARKJ. CONNERTY Approved as to style and content by: Delores Gallo, Assoc· te Professor Chairperson of Committee Arthur Millman, Associ;;ie Professor Member Delores Gallo, Progr, m Director Critical and Creative Thinking ABSTRACT THREE THEORIES OF DEVELOPMENT: A COMPARISON OF DEWEY ' KOHLBERG, AND NODDINGS' MODELS OF MORAL GROWTH May 1998 Mark J. -
Nel Noddings
CURRICULUM VITAE EDUCATION B.A. Mathematics and Physical Science Montclair State College, New Jersey M.A. Mathematics 1964 Rutgers University, New Jersey Ph.D. Education (Educational Philosophy and Theory) 1973 Stanford University, California 1974 Standard Administration Credential Stanford University, California EXPERIENCE 2005 Lee Jacks Professor of Education Emerita, Stanford University 2003- Lee Jacks Professor of Education Emerita, Stanford University; Adjunct Professor of Philosophy and Education, Teachers College Columbia. 2002- Lee Jacks Professor Emerita, Stanford; also John W. Porter Chair in Urban Education, Eastern Michigan University. 2001 Lee Jacks Professor Emerita, Stanford; also A. Lindsay O’Connor Professor of American Institutions, Colgate University (Fall, 2001); Libra Professor, University of Southern Maine (Spring). 1998- Lee L. Jacks Professor of Child Education, Emerita, Stanford University and Professor of Philosophy and Education, Teachers College Columbia 1997- Lee L. Jacks Professor of Child Education, Stanford University and Professor of Philosophy and Education, Teachers College Columbia 1994- Lee L. Jacks Professor of Education, Stanford University Fall 1994 Visiting Professor, Teachers College, Columbia University 1992-1994 Lee L. Jacks Professor of Child Education and Acting Dean, School of Education, Stanford University 1990-1992 Professor and Associate Dean of Academic Affairs, School of Education, Stanford 1 University 1986- Professor of Education, Stanford University 1983-1986 Associate Professor and Director of Teacher Education (STEP), Stanford University 1979-1983 Assistant Professor of Education, Stanford University 1977-1979 Acting Assistant Professor of Education, Stanford University. Taught courses in curriculum and instruction. 1976 Private educational consulting. Clients included NIE (Curriculum Development Task Force); Policy Studies in Education, NY (workshops for elementary principals on instructional leadership); Sequoia Union H.S. -
An Approach to Critical Phi Delt
DOCUMENT RESUME ED 242 629 SO 015 537 AUTHOR Johnson, Tony W. TITLE Philosophy for Children: An Approach to Critical Thinking. Fastback 206. INSTITUTION Phi Delta Kappa Educational Foundation, Bloomington, Ind. REPORT NO ISBN-0-87367=206=2 PUB DATE 84 NOTE 41p.; Publication of this fastback was sponsored by the Southern Connecticut State University Chapter of Phi Delta Kappa. AVAILABLE FROMPhi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($0.75). PUB TYPE Reports Descriptive (141) ERRS- PRICE- MF01/PCO2 Plus Postage. DESCRYPTORS Abstract Reasoning; *Critical Thinking; Curriculum Development; Dialogs (Language); Early Childhood Education; Elementary Secondary Education; Ethical Instruction; Inquiry; Instructional Materials; Language Arts; Logical Thinking; *Philosophy; Program Descriptions; Social Studies; Teacher Education; Teacher Educators; Workshops IDENTIFIERS Harry StotteImeiers Discovery (Novel) ABSTRACT This document describes curriculum and resource:-, designed to foster and expand the philosophicil thinking of elementary and middle school students. The booklet begins with excerpts from and a discussion of Matthew Lipman's novel "Harry Stottlemeier's Discovery," written to help elementary and middle school students discover both formal and informal rules of thought. Lipman and his associates established the Institute for the Advancement of Philosophy for Children (IAPC) at Montclair State College (New Jersey) in 1974. Subsequent chapters describe the successes and problems of the IAPC programs. The Institute continues to develop curricula designed to expand reasoning skills, beginning in early childhood education with reasoning in language comprehension and followed by reasoning skills in ethics, language arts, and social studies. It also conducts workshops to prepare teachers and teacher trainers in the use of the materials. -
Analyzing Teacher-Student Relationships in the Life and Thought of William James to Inform Educators Today
Analyzing Teacher-Student Relationships in the Life and Thought of William James to Inform Educators Today DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Julia Teal Novakowski, M.Ed, MA Graduate Program in Educational Studies The Ohio State University 2019 Dissertation Committee: Bryan Warnick, Advisor Jackie Blount Antoinette Errante Copyrighted by Julia Teal Novakowski 2019 Abstract Enriching teacher-student relationships is timely considering the increase in school violence, the changing demographics in schools, and the fact that educational aims focused on high-stakes testing often ignore relationships. When applying philosophy to teacher-student relationships, we must ask both whose voices are missing from our current conversation and how we can apply their insights to improve education. While philosophers such as John Dewey, Paulo Freire, and Nel Noddings have all contributed to that conversation, William James’s philosophy and pedagogy provide a unique perspective on teacher-student relationships that is largely absent within the field of philosophy of education. In this dissertation, I explore the relationship between the philosophy of James, his personality, and the productive relationships he had with students. I suggest that there is a link between his pragmatism, pluralism, and psychology, and the way he interacted with students. His philosophy can be evaluated from its actual effects in the world and by how it changes us as individuals. I suggest that the cash value, or impact in real life, of James’s philosophy in the context of education, plays out in particular forms of relationships of openness, experimentation, curiosity about others, spontaneity, and communication. -
Reflectionsfall 2013
Reflections Fall 2013 University of Washington Center for Philosophy for Children Fall News In the Newsletter Welcome to the Center for Philosophy for Children’s inaugural newsletter! ...........1 We plan to publish Reflections each High School Ethics Bowl fall and spring. We hope you like it! Philosophers in the Schools .....2 .....................2 The Center is growing rapidly and From the Director we’re thrilled about the increasing From the Blog ............................3 public support for and interest in what we’re doing. This fall over 40 faculty, For Parents ................................3 graduate and undergraduate Focus on the Classroom ..........4 students, and volunteers are leading philosophy sessions in Seattle public Center Fellows ..........................5 schools, co-coaching local high 2013-14 Center Intern ..............5 school Ethics Bowl teams, and working to develop new relationships Our Donors ................................6 with teachers and administrators at various Seattle schools. Board of Directors ....................6 Read inside about our new philosopher-in-residence program at John Events Around the Country .....7 Muir Elementary School, the first Washington State High School Ethics Bowl program that’s being organized by the Center to take place this winter, our new graduate fellowship program, and more! Ethics Bowl The Center is organizing the first Washington State High School Ethics Bowl, sponsored by the Philosophy Department, the Division of Social Sciences in the College of Arts & Sciences, the Program on Values, and others. The event will be held in Savery Hall on Saturday, February 1, 2014. Modeled after the successful Intercollegiate Ethics Bowl, the High School Ethics Bowl, a competition in which teams of high school students analyze a series of wide-ranging ethical dilemmas, has grown rapidly in recent years. -
Nel Noddings Chapter 8: Ethics and Moral Education
Nel Noddings Chapter 8: Ethics and Moral Education Just as there are debates between the believers in absolute universal Truth & those who argue for some relativity to truth, there are debates between those who believe in absolute moral standards & those who argue for some relativity here too. The believers in absolute independent universal moral standards of right & wrong believe that without such standards, all we have left is power. Believers in absolute standards of right and wrong tend to believe that moral relativism necessarily descends into an “anything goes” attitude. Those who argue for relativity say the believers in absolute Truth create elaborate intellectual systems that don’t really help us in concrete day-to-day situations. Those who argue for relativity ask why, if there is absolute truth, its advocates disagree with one another about what it is. TWO CHOICES: • Believe in absolute universal moral truths that are valid for everyone everywhere. Or • Believe that morality is relative to the situation, so that you might accept discrimination, oppression, torture & killing if a particular cultural group considered it appropriate in the situation. • Are there any other choices? Plato argued for the absolute world of Ideas, and absolute standards of right & wrong that were independent of our situations. Aristotle believed that there was such a thing as “the good life,” the life of satisfaction, meaning, and contentment; and that virtue was necessary to the good life. Aristotle believed that you become virtuous by practicing virtue, by doing the right things regularly. (Remember Denis Doyle’s emphasis on example, teaching, and practice, all three being necessary to develop character.) Aristotle believed that you become virtuous by practicing virtue, by doing the right things regularly.