[Bups-dis] Philosophy for Children

[Amanda Montgomery]

Hello to all,

I know this is an issue that the BUPS is already quite involved in, but since it seems to be topical at the moment I thought it might be a good time to bring it up again. As everyone will know there has been recent upheaval over the latest UNICEF study in which the UK came bottom for ‘child well being’ among developed nations (for the story go to http://news.bbc.co.uk/1/hi/uk/6359363.stm or you get the full report from their website), which covered areas such as relationships with friends and family, education and sex and drug use an early age. Studies like this, especially alongside the recent shootings in south London, often raise the well-beaten drum issues of how to solve anti-social behaviour’ among young people. However all this news has come just after, and perhaps regrettably overshadowing, successful initiatives in the Philosophy for Children projects that are now being expanded, as children from the age of four in Scotland are being involved in philosophy and critical thinking sessions in the classroom (for this story see http://news.bbc.co.uk/nolpda/ukfs_news/hi/newsid_6330000/6330631.stm). 

Philosophy for Children seems to have picked up a lot of momentum over the last few years, promoted by figures like Matthew Lipman and institutions such as the IAPC at Montclair State University, and many studies in its effects are coming to positive conclusions. Now while I’m not trying to say that studying philosophy makes everyone a better person or that it will cure all social ills, it seems possible that were philosophy incorporated into the current memory and exam based curriculum it could beneficially engage children more with ethical issues, give them confidence in their own opinions, and help develop learning skills that will benefit them in the long-term. 

There are various methods that can be used in teaching philosophy to children, some include philosophical books and stories that introduce philosophical ideas or encourage children to think through the situations of their characters, others are directed towards group discussions of philosophical issues. In such discussions children are encouraged not to merely accept given conventions but to question and engage with them and come to a common consensus on why they exist. This promotes the idea that debate doesn’t necessarily mean conflict and that children can work together to seek out conclusions to moral and philosophical problems. It can also be used to look at behaviour and classroom rules, as the argument is that children are more likely to have respect for rules they understand, have thought about and agree with, rather than rules they merely have to conform to because it is what they are told, and because such rules are enforced. 

As these children get older, could an education that has taught them how to think and evaluate for themselves (for example to have some confidence in argument over things like social and peer pressure) not improve at least a few of problems pointed out by the UNICEF report? Again I’m not trying to say that philosophy for children is a magical solution to problems that are socially and economically rooted, but it still remains that behaviour and ability seem to be significantly improved through the inclusion of philosophy in schools, and that children take well to the programmes. After all, despite it’s benefits, children often have the naturally questioning side of their personality put to a halt in education (I’m sure many people here remember being to told to ‘stop asking stupid questions’ by their teachers) even though this enquiring attitude becomes extremely useful at later levels of education and no doubt in life in general, whether you choose to enter into philosophy as a subject or not. I’ve come across articles lamenting at university students who don’t engage in critical thinking in their subjects and merely wish to memorise the given facts, which is unsurprising since it often reflects the school background from which they have come. 

At present most schools won’t offer philosophy until around the age of sixteen or seventeen (if at all), which seems a late stage to encourage the habit of thinking and questioning that has been lacking from teaching beforehand. This brings us to the practical problem of integrating philosophy into the current curriculum, given that it is already stretched in just trying to cover basic skills. And were it to be implemented more widely, should this mean that teachers are trained in a more inquiring method of teaching the established subjects, or should time be set aside to have philosophical lessons and discussions in the classroom? 

It would also be interesting to hear if anyone has been educated in a school that’s had philosophy from a young age (or wishes they had!), or alternative systems like Dewey and Steiner Schools. After all, it might be argued that it’s alternative schooling systems that should be the ones to promote a different kind of education, and that to try to integrate philosophy programmes into state education is simply unviable and its outcomes over-rated, especially for those not entering into higher education. You might think it's wrong to even look for social benefits from such programmes, as the child's development ought to be central. Anyway I’d like to know what people think about the practicalities and benefits of this increasing area in the integration of philosophy with primary education and have included a couple of links below (although there are many more to be found online). There is also quite a good book by Joanna Haynes on the subject if anyone’s interested. Thanks, and sorry I didn’t have the time to be a bit more in-depth with this one,

Amanda

http://sapere.org.uk/
http://www.dialogueworks.co.uk/
http://www.standards.dfes.gov.uk/thinkingskills/guidance/567257?view=get