The following is an adaptation of an assignment I completed during the University of British Columbia Teacher Education program: The power of story is one of my biggest takeaways from both the University of British Columbia Bachelor of Education program per se as well as my own reflection over the course of the program. StoryContinue reading “Reflections on P4C and Teaching in British Columbia”
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P4C and the BC Curriculum: Social Studies
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”
P4C and the BC Curriculum: Art
Axiology is the study of value: what is valuable or valued and why we value it. Axiology is broken into two parts: ethics and aesthetics. Ethics is concerned with good action; aesthetics is concerned with beauty. Aesthetics pops up in the curriculum in two main places: Art and English Language Arts. This post will lookContinue reading “P4C and the BC Curriculum: Art”
What is a philosophical discussion in the P4C classroom?
What are the constituents of a philosophical discussion? Let’s start with the properties a philosophical discussion does not have: Closed questions Questions with quantifiable answers Shouting Personal insults Speaking over others Ignoring others’ points Dismissing particular viewpoints Making inappropriate assumptions Inability to change/adapt or admit mistakes A philosophical discussion, then, possesses (among others) these attributes:Continue reading “What is a philosophical discussion in the P4C classroom?”
Do I need a philosophy background to teach P4C?
In the coming days, I will be writing about connections to the British Columbia curricular competencies in various subject areas. Today, however, I want to talk about a specific critique of P4C pedagogy: that a philosophy background is required to successfully implement this approach. We are not all philosophers; I am not a philosopher inContinue reading “Do I need a philosophy background to teach P4C?”
P4C and the British Columbia Curriculum’s Core Competencies: Personal & Social
We have to be awakened to the ethical and political meaning of our experience—emotionally as well as conceptually—before we can sense, and then articulate that there’s something wrong with it. Ann Sharp, P4C co-founder What is the first part of politics? Education. The second? Education. And the third? Education. Jules Michelet, 19th century French historianContinue reading “P4C and the British Columbia Curriculum’s Core Competencies: Personal & Social”
Philosophy for Children in the British Columbia Classroom 