Philosophy for Children I

Objectives

1. Explain the structure of the community of philosophical inquiry as a practical model of philosophical work with children.

2. Identify the substantial (cognitive) and procedural (metacognitive) dimentions of the philosophical work with children.

3. Practice the different moments of a community of philosophical inquiry.

4. Understand the specificity of a philosophical question and of a philosophical concept.

5. Explore the requirements underlying the choice of a stimulus for a philosophical dialogue.

6. Understand the role and the attitude of the facilitator of a community of philosophical inquiry.

Program

1. Thinking in community

1.1. Nature and structure of a community of philosophical inquiry

1.2. How to recognize a philosophical question: open questions and closed questions

1.3. The specificity of philosophical concepts: common, central and contestable

2. Initial activities and stimuli: diversity and intentionality

2.1. Different types of stimulus

2.2. Different strategies for opening up the dialogue in the community

3. The teacher as a facilitator of philosophical thinking

3.1. The promotion of multidimensional thinking: cognitive level and meta-cognitive level of the dialogue

3.2. Logical, ethical, aesthetical and political dimentions of the community of philosophical inquiry

Teaching Methodologies

This curricular unit will have a theoretical and a practical dimension, presenting the philosophical foundations that structure a community of philosophical inquiry, in parallel with the implementation of that practice.

Assessment will seek to give an account of the proximity between theory and practice through the preparation and monitoring of activities of philosophical dialogue to be applied in communities of philosophical inquiry.

In parallel, it will be sought to promote a link with the disciplines of Artistic Expressions and Literature for Children, privileging the work with this different stimuli.

Thus, students should present a written paper that reflects the choice of specific stimuli (from Children's Literature and Artistic Expressions) to present in communities of philosophical inquiry, exploring its philosophical potential.

Bibliography

BUCKLEY, J., Pocket P4C. Getting Started with Philosophy for Children, One Slice Books, Chelmsford, 2011.

CAM, P., 20 Thinking Tools. Collaborative Inquiry in the Classroom, ACER Press, Victoria, 2006.

CASTRO, G.; MIÚDO, B.; CARVALHO, M., CRIA: um projecto de Filosofia para Crianças, Universidade dos Açores, P. Delgada, 2010.

FIGUEIROA-REGO, Maria José, Livro do Professor, níveis I-IV (4 volumes), Edições Piaget, Lisboa,2015.

HAYNES, J., Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom, London, Routledge,2008.

LIPMAN, M., A Filosofia Vai à Escola, São Paulo, Summus Ed.,1988.

MENDONÇA, D., Brincar a pensar. Manual de Filosofia para Crianças, Plátano Editora, Lisboa,2011.

SASSEVILLE, M.; GAGNON, M., Penser Ensemble à l’École, Québec, Les Presses de l’Université de Laval,2007.

SPLITTER, L.; SHARP, A. M., Teaching for better thinking. The classroom community of Inquiry, Acer, Melbourne,1995.

STANLEY, S., Why Think?, Continuum, London,2012.