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The Educational Proposal Philosophy for Children (P4C)
According to Matthew Lipman, primary author of P4C,
philosophy is not only theory but practice as well. Philosophy
is done in conjunction with theory which includes its practice.
In this respect, improving thinking skills implies practice.
Thinking, as an activity, entails a broad range of intellectual
movements. For these movements to become habit continual exercise
is required. Thus, Philosophy for Children proposes
to convert the classroom into a community of philosophical inquiry.
The members of a community of inquiry teach one another. That
implies respecting and recognising the contributions of each member of
the group: different perspectives on a theme, intellectual style, experience,
correcting arguments, etc. This is, therefore, a matter of establishing
a climate of mutual trust that permits dialogue.
In this respect, the community of inquiry permits the students
to experience what it is like to live in a context of mutual
respect, disciplined dialogue and cooperative investigation
free from arbitrariness and manipulation. Such a model permits
the practice of attitudes, values and procedures that are at
the core of the concept of ecology: interrelation of all parts
for the equilibrium of the whole, preservation of what is of
value, and dealing with challenges which require thinking in
terms of a model of sustainable development which respects the
natural environment and is socially equitable and caring with
the planet as a whole and with future generations.
Promoting philosophical inquiry requires practice in a great number
of thinking skills while developing a series of attitudes, incorporated
in the movement of dialogue and investigation. For example: making explicit
the reasons upon which our opinions are based, contrasting our thinking
with experience, being open to correction of our judgments, discovering
the implications and consequences of our own points of view and those
of others, formulating questions, formulating hypotheses, clarifying
concepts, taking into account all aspects of a situation when making
a judgment, providing examples, using logical criteria, etc.
In-class dialogue is non-competitive and does not imply some adhering
to the opinions of others. Agreements are not quantified. Rather, based
upon the questions posed by the members of the group, an effort is made
to clarify questions, examining concepts, seeking out examples, contributing
evidence, employing solid reasoning, etc. A great number of skills are
orchestrated when they are put into practice in contextualised form.
Philosophy for Children is an approach rich in philosophical
content, including themes such as nature and the relationship
between humans and nature. These questions are specifically
addressed in the programme, composed of the following materials:
a philosophical novel for the student, Kio and Gus,
and a teacher’s manual, Wondering at the world.
This programme, directed at mid-level primary school students
(ages 8-9) has inspired many of the themes and philosophical
exercises found in the ECODIALOGO activities. In addition we
offer a number of exercises from the teacher’s manual
Wondering at the world to enrich the activities proposed.
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