Philosophy with Children
| Module title | Philosophy with Children |
|---|---|
| Module code | PHL2109 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 9 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
The Philosophy with Children module is designed for those students who are interested in the way that children think and talk together about philosophical ideas. There is a significant practical component to this module, for which you will get the opportunity to work in a primary school delivering philosophy sessions using the Philosophize teaching plan. You will have a training session on these materials, as well as on working in schools. The sessions will be followed by a Philosophize Conference at the university, where you will be able to showcase the work you have been doing by guiding the children you’ve been working with to deliver a short presentation. You will also learn about the theory of philosophy with children and teaching methods, of which the Community of Inquiry is considered the key practice. You will use this learning to consider the role of philosophy in the state education system and the collaborative and cognitive skills that children can gain through taking part in philosophy sessions. You will also gain experience in being responsible for the learning of a group of children and being a professional in school, reflecting on your experiences as part of the assessment for the module.
Module aims - intentions of the module
The aims of this module are:
a.) To provide you with an introduction to doing Philosophy with Children and how it is/ can be taught in primary schools
b.) To allow you to gain experience in schools delivering philosophy sessions to small groups of children
c.) To showcase the work you have been doing with the children at the Philosophize Conference
d.) To engage with the theory of Philosophy with Children, from its origins in philosophical pragmatism to more recent post- human theories, and consider the ways in which this impacts on practice
e.) To explore a range of Philosophy with Children techniques and literature
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate good knowledge of the teaching methods and theory of Philosophy with Children
- 2. Demonstrate that you can deliver engaging philosophy sessions to children in primary schools, using the Philosophize teaching resources provided
- 3. Evaluate the sessions and your role in facilitating them
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate an understanding of the role of philosophy in education, including the relationship between academic philosophy and Philosophy with Children in the context of the state education system
- 5. Assess the of the role of the facilitator in a Community of Philosophical Inquiry
- 6. draw out philosophical thinking from children in the Philosophize Conference and enable them to deliver a presentation of their ideas
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Act in a professional manner when delivering sessions in schools, including relationships with teachers and children in the school
- 8. Engage with the teaching resources provided to understand the material before delivering sessions
- 9. Demonstrate sensitivity to the needs of the children in the group with which you are working
- 10. Show that you are organised, reliable and committed
- 11. Demonstrate you can work collaboratively with fellow students to co-deliver philosophy sessions in schools and at the Conference
- 12. Demonstrate a reflective attitude toward your practice, being able to comment on how and why working with children in schools can be challenging
Syllabus plan
This module has a significant practical component. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will comprise the following elements:
Introduction to Philosophy with Children
Training session for Philosophize training resources
Deliver Philosophize sessions in schools
There will be 6 Philosophize practical sessions in schools. During the week of the school half-term holiday there will be no Philosophize session, instead there will be a seminar on the theory of Philosophy with Children
Philosophize Conference at the University – you will work with your children to deliver a 5 minute presentation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 6 | 128 | 16 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 4 | 2 x 2 hour lectures/seminars with brief lecture introducing topic followed by seminar discussion |
| Scheduled Learning and Teaching Activity | 2 | Training session for Philosophize teaching material |
| Placement | 10 | Delivering Philosophize sessions in schools |
| Placement | 6 | Philosophize Conference |
| Guided independent study | 48 | Researching and writing reflective essay |
| Guided independent study | 40 | Collaborating with partner to plan and prepare the Philosophize sessions and the Philosophize Conference |
| Guided independent study | 40 | Reading and watching videos of philosophy sessions to understand the theory and practice of Philosophy with Children |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflection on 1st teaching session | 300 words | 2-3, 5-6,12 | Written |
| Understanding of issues covered in seminar | Group presentation 3 mins | 1,4 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective Essay | 35 | 1,500 words | 1,3-5,12 | Written Feedback |
| Observation | 55 | 1 hour | 2, 7-11 | Written Feedback |
| Conference Presentation | 10 | 5 minutes | 6, 9-11 | Written Feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reflective Essay | Reflective essay (1,500 words) | 1, 3-5, 12 | August/September reassessment period |
| Observation | Observation | 2, 7-11 | Within term where possible |
| Conference Presentation | Essay (500 words) | 6, 9-11 | Within term |
Re-assessment notes
Observations will take place within weeks 3-5 to allow re-observation if required
Conference presentation re-assessment will be in essay form, detailing reasons why the presentation was not successful and changes that could be made
Indicative learning resources - Basic reading
Gregory, M, Haynes, J and Murris, K (2016) (eds) The Routledge International Handbook of Philosophy for Children London: Routledge
Hand, M. (2015). What Do Kids Know? A Response to Karin Murris. Studies In Philosophy & Education, 34(3), 327-330. doi:10.1007/s11217-015-9464-5
Lipman, M. (2003). Thinking in Education. 2nd ed. Cambridge: Cambridge University Press.
Lipman, M. (1998) Philosophy Goes To School. Philadelphia: Temple
Lipman, M., Sharp, A., Oscanyan, F. (1980). Philosophy in the Classroom. 2nd ed. Philadelphia: Temple University Press.
Millett and Tapper Benefits of Collaborative Philosophical Inquiry in Schools Educational Philosophy and Theory 44 (5) doi: 10.1111/j.469-5812.2010.00727.x
Murris, K. (2016b). The Philosophy for Children Curriculum: Resisting 'Teacher Proof' Texts and the Formation of the Ideal Philosopher Child. Studies In Philosophy & Education, 35(1), 63-78. doi:10.1007/s11217-015-9466-3
Murris, K (2015) Posthumanism, Philosophy for Children and Anthony Browne’s “Little Beauty” Bookbird: A Journal of International Children’s Literature 53 (2) 59-65 DOI: 10.1353/bkb.2015.0030
Välitalo, R., Juuso, H., & Sutinen, A. (2016). Philosophy for Children as an Educational Practice. Studies In Philosophy & Education, 35(1), 79-92. doi:10.1007/s11217-015-9471-6
Vansieleghem, N. and Kennedy, D. (2012). Philosophy for Children in Transition: Problems and Prospects. Chichester, West Sussex: Wiley-Blackwell.
White, J. (2012). Philosophy in Primary Schools?. Journal Of Philosophy Of Education, 46(3), 449-460. doi:10.1111/j.1467-9752.2012.00860.x
Indicative learning resources - Web based and electronic resources
This module has online resources available via ELE (the Exeter Learning Environment).
https://www.youtube.com/watch?v=CkeEjZVaEqk (Granny and the Goldfish)
https://www.youtube.com/watch?v=7DLzXAjscXk (Sara Goering: Philosophy for Kids – Sparking a Love of Learning)
https://www.youtube.com/watch?v=tk_B32HtnWg&t=99s (UNSWTV – Philosophy for children)
https://www.youtube.com/watch?v=CV4ANiQkh3Q (Sara Stanley Philosophy for Children session)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | An interest in, or experience of working with children A successful DBS check |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 28/06/2016 |
