Lié avec PHILO – ACTION, POUR PENSER ET CHANGER L’ECOLE, et avec Former les enseignants aux activités à visée philosophique.
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About 2/2 … /Philosophy for Children and the National Curriculum:
- The National Curriculum is beginning to recognise the importance of thinking as a basis for children’s learning. Philosophy for Children (P4C) is the ideal tool to stimulate thinking skills.
- P4C improves children’s critical, creative and rigorous thinking. It helps to develop higher order thinking skills, improve communication skills and helps children learn to co-operate with others. Children learn to reflect before speaking so that they are accurate in what they really want to say. All this has huge benefits for the National Curriculum.
- In Mathematics, for example, children are required to discuss their work and explain why an answer is correct. And as they progress they need to begin to explain their thinking and to give examples.
- In Science, children are required to respond to suggestions and put forward their own ideas about how to find the answer to a question.
- In English, pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion they show understanding of the main points. Through relevant comments and questions they show that they have listened carefully. They are able to vary their use of vocabulary and level of detail.
- In History, children are required to understand how the past has been interpreted and represented by different people. They need to demonstrate an understanding of the results of change and how it affects us now.
- In Geography they need an understanding of environments and cultures and be able to make reasoned judgements and views on the implications that these have in the world.
- The skills that children acquire in P4C, they carry through to all areas of the curriculum to a staggering degree. The ability to concentrate, to think beyond the obvious, to listen and evaluate and to form their own opinions have extremely beneficial consequences.
- To give one example – a year 2/3 class which had had two or three years experience of philosophical enquiry, while working on the topic of “Light” as part of the Science curriculum, spontaneously began to discuss whether light was the absence of darkness or dark was the absence of light.