Section 1: Philosophy for Children (P4C); 1. Introduction and background to Philosophy for Children (P4C); 2. The Community of Enquiry; 3. Developing Questioning; 4. Fitting in with the Curriculum; 5. Cross-Curricular Themes; Section 2: P4C in the Curriculum; 6. P4C in... English Language and Literature; 7. P4C in...Mathematics; 8. P4C in...Biology; 9. P4C in... Physics; 10. P4C in... Chemistry; 11. P4C in... History; 12. P4C in... Geography; 13. P4C in...ICT; 14. P4C in...Art; 15. P4C in...Technology; 16. P4C in...Music; 17. P4C in...Languages; 18. P4C in... Citizenship; 19. P4C in... PE and Sports Studies; 20. P4C in... Religious Studies; Appendix; Index.
Nick Chandley is a SAPERE Trainer and Editor of the SAPERE Level 1 Course Handbook. Lizzy Lewis is the Development Manager at the Society for Advancing Philosophical Enquiry and Reflection in Education (SAPERE).
'A pervasive environment of terror surrounding high stakes public
exams has always made the secondary classroom a tough pitch for P4C
enthusiasts. Drawing on the insights of subject specialists, this
book nails the myth that there is a necessary contradiction between
high-level performance in curriculum-centred domains of knowledge
and the transferable skills, virtues and dispositions that are
nurtured through P4C. In so doing, the contributors demonstrate
that P4C has an invaluable role to play in showing curriculum
subjects at their very best- as locations for the joy, mystery,
discovery and, in Martha Graham's resonant phrase, 'divine
dissatisfaction' that meaningful engagement in any domain can lead
to. Whilst Bruner's claim that 'coverage is the enemy of
understanding' has yet to be refuted, this text makes a
complementary claim - that understanding is the friend of true
enquiry.' Barry Hymer, Professor of Psychology in Education,
Faculty of Education, University of Cumbria, UK
Title mentioned in article in Sapere
Whatever we teach, we need teach youngsters how to question the way the world works. This book gives teachers in every subject discipline the background, the approach and some examples. It bridges that gap between good ideas and learning theory. Enjoy thinking about what it means for your teaching approach.