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This piece maintains that, despite 50+ years of successful practice and development, Philosophy f... more This piece maintains that, despite 50+ years of successful practice and development, Philosophy for Children (henceforward, P4C) is undervalued-but that, suitably represented , it may yet become the most important agent of educational change of the 21st century: a change that is essential, if not existential, given the challenges facing humanity. The recommendation is to present P4C not so much as a specialised practice, but rather as the basis for a general pedagogy, suitable for teachers of any subject or age. This pedagogy is given the name 'Philosophical Teaching-and-Learning' (PTL), because its 6 interweaving strands draw on the tradition of philosophy itself-as well as on P4C practice. The article gives an overview of, and rationale for, the pedagogy, then focuses particularly on the 6th strand-'virtues-valuing'-as being the most encompassing, but also the most exigent. If every teacher, pre-service and in-service, were introduced to P4C and then committed to developing these strands-especially the 6th one-in their teaching, humanity might just have the makings of an educational system fit for purpose.

Thinking: The Journal of Philosophy for Children, 2014

Thinking: The Journal of Philosophy for Children, 1994

Thinking Skills and Creativity, 2011

The name of Matthew Lipman is still not as widely known, let alone honoured, as that of John Dewe... more The name of Matthew Lipman is still not as widely known, let alone honoured, as that of John Dewey, who Lipman himself suggested in his autobiography 'was the greatest philosopher of education of all time'. Yet the legacy that Lipman left on his death, just after Christmas 2010, may yet prove to be of greater impact as the 21st century continues its desultory advance towards a new paradigm of education-one fit for globalising, fast-changing societies, whose citizens increasingly struggle to make sense of the world and of their lives. Lipman's autobiography was titled, 'A Life Teaching Thinking' (IAPC, 2008, ISBN 0-916834-41-7), and in it he expressed the modest hope that he had 'some part of that process of locking ourselves in to the new educational approach, the towards thinking orientation.' In fact, the practice of Philosophy for Children, that he conceived in the late 1960s and that has developed in the 40 years since, was and remains in the vanguard of the movement towards more thoughtful curricula. There is no room for complacency in this regard, though. So long as national curricula are evaluated largely through 'objective' examinations, which emphasize the so-called 'hard' skills of information-recycling, rather than the smart skills of critical interpretation and evaluation, and creative conceptualisation and application-so long will there be a need for educational radicals such as Lipman. Not that Lipman was always a radical. As one of seven sons of Russian Jewish parents who immigrated to the USA in the early 1900s, he did not rebel against the comparatively conventional lifestyle that they pursued in order to establish themselves in their new country. Probably the most unconventional trait that his machinist father passed on to him was that of valuing practical invention. 'One longer range consequence of my father's inhabiting a world of tools, machines and motors was that, without being conscious of it, I came to prefer a world of principled practicality, while considering theory empty and sterile.' Later Lipman undoubtedly saw himself not only as the radical inventor of the principles of Philosophy for Children, but also as the determined pioneer (along with Ann Margaret Sharp) who turned its principles into practice. But, to emphasize the point that this radicalism came comparatively late, he said himself: 'Up until the university riots of 1968, I had always been a gradualist as far as educational reconstruction was concerned.. . But the university riots suggested that both educational theorists and educational practitioners had been much too sluggish. A whole new plan, a whole new practice, a whole new theory-all of these had to be drawn up and set in place virtually instantly.'

Gifted education international, Jan 1, 2004

Philosophy for Children, commonly known as P4C, is a late 20 th century innovation which draws it... more Philosophy for Children, commonly known as P4C, is a late 20 th century innovation which draws its inspiration from the rich tradition of Western philosophy, particularly Socrates and Dewey, but also from modern psychology, notably the Vygotskian theory of social constructivism. It uses stories and other suitable creations to stimulate challenging questions from young people, which the teacher/facilitator helps them to reason and reflect upon. It is becoming increasingly evident that the approach is not merely a 'thinking skills' programme. It 'reaches parts' that other interventions do not reach, helping to develop emotional and social skills, and almost certainly moral dispositions as well. This makes it particularly suitable for 21 st century learning, which runs the risk of becoming even more individualistic and instrumental. Philosophy for Children (and for Communities -there is no upper age limit for taking part in a community of philosophical enquiry) might be said, therefore, to exemplify in a modern form Socrates's own belief that philosophy is something of a gift from the gods. This article also suggests that it might be a particular gift to the already quite gifted! One of the key influences behind the 'Philosophy for Children' approach to teaching and learning is Socrates. In an article in GEI Vol 17, John West-Burnham was rather scathing of Socrates' famous disciple, Plato, describing his influence as 'pervasive and malign'. He had in mind particularly the formalisation of schooling that took root in Plato's academy. I hope to show in this article that a different part of the Socratic legacy -that which places a premium on face-to-face philosophical dialogue -is not only more benign but deserves (and is getting) a more prevalent place in schools and in education at large.