“The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote and test thinking.”
— John Dewey, Democracy and EducationOur Approach
Philosophy as a discipline takes a particular approach to thinking. It encourages careful and rigorous thought as well as thinking about thinking. Students in the philosophy classroom develop skills and strategies that enable them to become more effective participants in the process of learning. They are encouraged from early on to be inquisitive, to question their own thinking and that of others. They are expected to offer reasons for their views and to expect the same of others. Recognising assumptions and implications, making inferences, examining alternatives and dealing with disagreement are among the skills students develop over time. The development of these skills creates habits of thought that enable students to develop their powers of reasoning and to engage in conceptual exploration.
As educators, one of our aims is to develop independence of thought in students. This is a disposition which cannot be too highly valued in a society in which students are flooded with information that includes great diversity of opinion and uncertain claims. Developing independent thought requires attention to the processes of thinking. Philosophical thinking involves thinking about thinking – about the processes, quality and direction of one’s thinking and the thinking of others. Since it provides a foundation and a framework for thinking across the curriculum, philosophy can serve to integrate the curriculum and to provide a focus that alleviates and undermines the crowding of the contemporary curriculum. Students who can think well – both critically and creatively - approach their studies with set of skills and understandings that can be applied across the curriculum. They are able to make connections between different areas of study, to become flexible, adaptable and competent thinkers who are aware of their competency.
Philosophy for Schools develops thinking skills by way of discussion in classroom communities of inquiry and the building of a classroom community is integral to the process. Students are encouraged and expected to participate, to respect others’ views, to communicate effectively, to collaborate in the exploration of ideas and to listen well. The capacities and dispositions developed within this context are those which are fundamental to the effective participation of citizens in society.
Our approach to teaching philosophy in schools encourages the development of:
• an inquiring outlook.
• the ability to articulate problems and issues.
• imaginative and adventurous thinking.
• the capacity to critically examine issues and ideas.
• good reasoning and independent judgment.
Through emphasis on the classroom as a community, it also helps to develop good social habits and dispositions such as:
• actively listening to others.
• exploring disagreements reasonably.
• being generally cooperative and constructive.
• being socially communicative and inclusive.
• taking other people’s feelings and concerns into account.