Philosophy for Children Through the Secondary Curriculum - by Lizzy Lewis & Nick Chandley (Paperback)

About the Book

This book offers practical guidance, lesson stimuli and online resources for embedding P4C into secondary level subjects.

Book Synopsis

Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order.

Each chapter is written by a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students' thinking. The book includes:

- guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable
- troubleshooting advice for the teacher-turned-facilitator
- a companion website containing useful links, downloadable resources and material to display on your interactive whiteboard.

Edited and collated by the UK's leading P4C organisation, this book introduces a rationale for using and adapting P4C in the secondary curriculum.

Review Quotes

'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.

About the Author

Lizzy Lewis is the Development Manager at the Society for Advancing Philosophical Enquiry and Reflection in Education (SAPERE).
Nick Chandley is a SAPERE Trainer and Editor of the SAPERE Level 1 Course Handbook.