| Unit name | Philosophy in Schools |
|---|---|
| Unit code | PHIL30134 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Ladyman |
| Open unit status | Not open |
| Pre-requisites |
N/A |
| Co-requisites |
N/A |
| School/department | Department of Philosophy |
| Faculty | Faculty of Arts |
This unit aims to equip students with the key skills needed to facilitate philosophical enquiry with children as well as providing them with the experience of philosophy education and the opportunity to put those skills into practice.
As such the unit aims to help students enhance their organisational and communication skills, their confidence in their own self-efficacy, their ability to analyse and learn from novel situations, and the interpersonal skills that will be of benefit to them in employment and in life.
On successful completion of the unit, students will be able to:
Seminars. The initial seminars will serve as workshops providing the students with an introduction to working in schools and basic training in working with children and conduct in the school environment. The later seminars will address the philosophical, pedagogical and practical aspects of teaching philosophy in schools.
Attendance at modelled sessions in school followed by the delivery of philosophy sessions in school, working alongside the class teacher. Subject to Institutional and Government policy
All Assessment is Summative:
The development and delivery of a philosophy session in school, together with a written plan for the session and a 500 word reflective discussion following the session (20%). (ILOs 1,2).
Weekly journals, each entry of no more than 300 words (40%). Each entry will take the form of a critical reflection on a modelled sessions the student has observed or on one their own session, providing evidence of the progress they have made as facilitators. (ILOs 2,3). 1 x 2,000 word essay (40%). Students will be asked to write an essay that demonstrates understanding of, and critical engagement with, the key philosophical, pedagogical, and practical, issues surrounding philosophy with children. (ILOs 3,4).
Special Issue: Philosophy for Children in Transition: Problems and Prospects: Edited by Nancy Vansieleghem and David Kennedy May 2011 Volume 45, Issue 2
Hand, M. and Winstanley, C. (2009), Philosophy in Schools. London: Continuum
Lipman, M. (2003, 2nd eds.), Thinking in Education. New York: Cambridge University Press
Gardner, S. (1996), ‘Inquiry is no Mere Conversation (or Discussion or Dialogue), Facilitation of inquiry is hard work!’ Critical &Creative Thinking, 16(2), 41-49
Pritchard, M., Philosophy for Children’, The Stanford Encyclopedia of Philosophy (Spring 2014 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/spr2014/entries/children/>.
Russell, B., (2004) ‘The Value of Philosophy’ in The Problems of philosophy. New York; Barnes and Noble.
Biesta, G. (2011), ‘Exposure and Children: How to Resist the Instrumentalisation of Philosophy in Education.’ Journal of the Philosophy of Education, 45(2), 305 – 321
