introducing a philosophical discussion in your classroom: an example of a community of enquiry in a greek primary school

ourania maria ventista, marita paparoussi

Abstract


Philosophy for Children (P4C) is implemented in different countries, but there are not many studies which examine P4C in Greek primary schools. This research examines a P4C intervention in a primary school in northern Greece. This study can be used as a guide for educators who are interested in starting implementing P4C, because it describes the structure of the initial P4C session in an untrained classroom and it provides an analysis of easily implemented formative assessment practices. The research questions are similar to the questions that educators could set when they initially implement P4C: Do the students raise philosophical questions? Are the students engaged in the dialogue? Do students provide concrete reasons to support their opinions? Are students willing to listen to the different opinions of their classmates? Do they enjoy participating in the sessions? Does P4C intervention have an impact on the students’ opinion concerning the discussed topic after the intervention?  The conducted research used Shel Silverstein’s, The Missing Piece Meets the Big O (1976/ 2006) as an introductory stimulus. The participants were twenty Year 6 students. The research design is experimental with pre-testing and post-testing of the students’ opinion about fulfilment before and after the sessions. The findings cannot be generalized, but they clearly demonstrate that the participating students wonder about philosophical issues and they developed a dialogue on fulfilment. All the students in our sample were engaged in this dialogue and the post-tests showed a modification in the expressed opinion after P4C sessions.


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DOI: https://doi.org/10.12957/childphilo.2016.24994

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childhood & philosophy Creative Commons License
e-issn 1984-5987 | p-issn 2525-5061