teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.

Worley, Emma; Worley, Peter

doi:10.12957/childphilo.2019.46229

Cited by 8 publications

(5 citation statements)

References 10 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In controlled studies by Trickey and Topping, collaborative philosophical dialogue has been associated with better cognitive and metacognitive skills in the intervention group (Topping & Trickey 2007b, 2007aTrickey & Topping 2004, 2007. This is consistent with Worley's argument that PhiE fosters metacognitive skills (Worley 2018) and with research carried out in 2019 by TPF and King's into the teaching of critical thinking and metacognitive skills through PhiE (Worley & Worley 2019). This research showed a 63% increase in the intervention groups' successful use of critical thinking skills and metacognition.…”

Section: Pupilssupporting

confidence: 81%

“…That cannot happen when the facilitator, who is not a peer, is too present in the shaping of the conversation-if only because the participants will defer to the facilitator's judgements, instead of standing by their own. PhiE operationalises a kind of neutrality with four basic techniques for responding to what different interlocutors say: echoing, opening up, anchoring and if-ing (Worley 2010(Worley , 2021Worley & Worley 2019). These techniques apply to answers or responses that participants offer to the introductory task question.…”

Section: Techniques For Neutralitymentioning

confidence: 99%

See 1 more Smart Citation

Philosophers in Schools: An assessment of the ongoing partnership between The Philosophy Foundation and King’s College London’s Philosophy Department

Sherling,

Swinn

2023

jps

View full text Add to dashboard Cite

In this paper, we pause to assess a long-standing and ongoing outreach programme by King’s College London and The Philosophy Foundation. In it, philosophy students at university are recruited and trained to facilitate philosophy sessions for pupils who go to schools with high rates of free school meals. This paper describes every stage of that programme, from the recruitment and training of students to the difficulties that can accrue along the way. It also argues that the programme has a benefit which is underappreciated and understudied in the literature on philosophy in schools, which is that it fosters cultural capital among the pupils who participate in it. As such, the paper serves both as a proof of concept for a high-quality, cost-effective philosophical outreach programme and as an impetus for further research into the effects of such programmes.

show abstract

Section: Pupilssupporting

confidence: 81%

Section: Techniques For Neutralitymentioning

confidence: 99%

Philosophers in Schools: An assessment of the ongoing partnership between The Philosophy Foundation and King’s College London’s Philosophy Department

Sherling,

Swinn

2023

jps

View full text Add to dashboard Cite

show abstract

“…The organisation chosen was The Philosophy Foundation in London (UK) (for the approach of this organisation and our adaption of it see, e.g. Schaffalitzky 2021, p. 8;Worley 2011). Based on this collaboration, we started establishing a practice involving trained facilitators, who were a mixture of philosophy students and staff.…”

Section: Initial Aims Of the Programmementioning

confidence: 99%

Philosophy outreach through teacher education

Muckadell

2023

jps

View full text Add to dashboard Cite

Building a university outreach programme is a complex task that requires coordination of funding, regulations, research aims, practical activities and recruitment strategies. This article describes the building of an outreach programme based on the Philosophy with Children practice and the associated changes in the programme’s research focus, practical activities and organisation over the first five years. Where did the initial inspiration come from, what form did it take eventually, and what have we learned? The article outlines our strategies and activities and I argue that two shifts in focus made the programme stronger in terms of impact and research. First, instead of sending university students into classrooms, we turned to teacher training programmes. Second, conversations with teachers indicated that the most interesting research questions were not about cognitive gains but about learning environments, teacher roles, facilitation techniques and other topics from educational studies. The article also assesses the strategies and research from the first six years of the programme and how they have demonstrated both challenges and opportunities in Philosophy with Children.

show abstract

“…Topping & Trickey, 2007;Millett & Tapper, 2012, pp. 8-10;Fair et al, 2015;Säre et al, 2016;Worley & Worley, 2019).…”

Section: Philosophical Dialogue In Educational Research On Dialogic Teachingmentioning

confidence: 99%

children’s experiences of online philosophical dialogues

Muckadell

Jensen²,

Schou-Juul³

2021

childphilo

View full text Add to dashboard Cite

Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.

show abstract

teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.

Cited by 8 publications

References 10 publications

Philosophers in Schools: An assessment of the ongoing partnership between The Philosophy Foundation and King’s College London’s Philosophy Department

Philosophers in Schools: An assessment of the ongoing partnership between The Philosophy Foundation and King’s College London’s Philosophy Department

Philosophy outreach through teacher education

children’s experiences of online philosophical dialogues

Contact Info

Product

Resources

About