The British Columbia Social Studies curriculum is particularly amenable to Philosophy for Children pedagogy. While P4C and Art are virtually a perfect match, the discussions are almost solely ideal, rather than practical. To be clear, this has immense value; but practical discussions also have value. Social Studies, perhaps by definition, is a practical exercise. Thankfully,Continue reading “P4C and the BC Curriculum: Social Studies”
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P4C and the British Columbia Curriculum’s Core Competencies: Thinking
The British Columbia’s curriculum’s second core competency of “thinking” is, once again, at the core of philosophy for children pedagogy. The competency is broken down into two sub-competencies: creative thinking and critical thinking. First-generation P4C was designed to promote critical thinking (especially logical thinking) in children. This was Matthew Lipman’s original vision. For example, aContinue reading “P4C and the British Columbia Curriculum’s Core Competencies: Thinking”
P4C and the British Columbia Curriculum’s Core Competencies: Communication
The new British Columbia curriculum is centred on three core competencies: communication (which includes communicating and collaborating); thinking (which includes creative thinking and critical/reflective thinking); and personal/social (which includes personal awareness and responsibility, positive personal and cultural identity, and social awareness and responsibility). These core competencies are almost a perfect reflection of philosophy for childrenContinue reading “P4C and the British Columbia Curriculum’s Core Competencies: Communication”
Philosophy for Children in the British Columbia Classroom 