Learn 2 Think was originally inspired by the work of SAPERE, the internationally recognised educational charity that promotes and runs training for teachers and others to facilitate philosophical enquiry for children, often referred to as P4C. The founders of Learn2Think are trained SAPERE facilitators.
P4C encourages children to engage in such critical thinking (or philosophical enquiry), but expressed in a much more everyday fashion. There are, for example, many questions which relate to the big question of identity, 'Who am I?', which children can easily engage with: for example, 'What does a name (not) tell you about a person?' or 'How well do your family know you?' It engages children in developing their own questions in response to a given stimulus. They then enquire thoughtfully, and collaboratively, into their choice of question, guided by the facilitator. Finally they reflect on their thoughts and participation, and suggest how they could improve on their learning (skills and content) next time. Consequently, both the process and the content of learning are simultaneously developed.
This approach is a means of developing patterns of thinking that help learners acquire deeper understanding and enable them to explore and make sense of their world. The facilitation is about changing the way in which children think about learning, and the way in which they engage with every subject. It can help develop empathy and understanding, and help children develop their own voices and sense of agency.
P4C is an approach to teaching and learning that is motivating and challenging for pupils and teachers. It has been developed over 35 years, and is already being practiced in approximately 60 countries. Research has clearly established that it improves behaviour, motivation, and learning, as well as achievement for pupils of all ages, abilities, and through any subject.
P4C places emphasis on building social and emotional skills and dispositions over time, as well as cognitive abilities. Notable increases in respect, open mindedness, reasoning and reasonableness - in and out of the classroom – are common effects of P4C.
Professor Matthew Lipman created the approach drawing on the works of Vygotsky, Piaget, Dewey and the tradition of Socratic dialogue. Participants create and enquire into their own questions, and 'learn how to learn' in the process.
SAPERE's Philosophy for Children / Communities aims to encourage children (or adults) to think critically, caringly, creatively and collaboratively. It helps teachers to build a 'community of enquiry' where participants create and enquire into their own questions, and 'learn how to learn' in the process.
While the names may be different, there are a growing number of bodies undertaking research to understand the importance of thinking skills for the next generation. In 2015 Durham University undertook an assessment of the impact of P4C undertaken by SAPERE and the Education Endowment Foundation which had put forward substantial qualitative and quantitative evidence to show that the use of associated strategies and methodology with learners in the classroom raises their motivation and performance.
Feedback from teachers throughout the trial suggests that the philosophy sessions created an opportunity to engage with pupils and develop a whole school culture of thinking, listening, speaking and using logical arguments. They claimed it also had a beneficial impact on wider outcomes such as confidence, patience and self-esteem. It is important that all children have a chance to participate, and that even the simplest contribution is treated as useful.
This kind of philosophy lesson may also be worth doing for its own sake, and have longer-term benefits to children, not assessed by traditional tests at the end of primary school. An ongoing trial, funded by the Nuffield Foundation using the control schools from this study will look at potential longer-term outcomes, such as whether philosophy lessons can improve well-being, attitudes towards life, civic participation and happiness at school.
P4C encourages children to engage in such critical thinking (or philosophical enquiry), but expressed in a much more everyday fashion. There are, for example, many questions which relate to the big question of identity, 'Who am I?', which children can easily engage with: for example, 'What does a name (not) tell you about a person?' or 'How well do your family know you?' It engages children in developing their own questions in response to a given stimulus. They then enquire thoughtfully, and collaboratively, into their choice of question, guided by the facilitator. Finally they reflect on their thoughts and participation, and suggest how they could improve on their learning (skills and content) next time. Consequently, both the process and the content of learning are simultaneously developed.
This approach is a means of developing patterns of thinking that help learners acquire deeper understanding and enable them to explore and make sense of their world. The facilitation is about changing the way in which children think about learning, and the way in which they engage with every subject. It can help develop empathy and understanding, and help children develop their own voices and sense of agency.
P4C is an approach to teaching and learning that is motivating and challenging for pupils and teachers. It has been developed over 35 years, and is already being practiced in approximately 60 countries. Research has clearly established that it improves behaviour, motivation, and learning, as well as achievement for pupils of all ages, abilities, and through any subject.
P4C places emphasis on building social and emotional skills and dispositions over time, as well as cognitive abilities. Notable increases in respect, open mindedness, reasoning and reasonableness - in and out of the classroom – are common effects of P4C.
Professor Matthew Lipman created the approach drawing on the works of Vygotsky, Piaget, Dewey and the tradition of Socratic dialogue. Participants create and enquire into their own questions, and 'learn how to learn' in the process.
SAPERE's Philosophy for Children / Communities aims to encourage children (or adults) to think critically, caringly, creatively and collaboratively. It helps teachers to build a 'community of enquiry' where participants create and enquire into their own questions, and 'learn how to learn' in the process.
While the names may be different, there are a growing number of bodies undertaking research to understand the importance of thinking skills for the next generation. In 2015 Durham University undertook an assessment of the impact of P4C undertaken by SAPERE and the Education Endowment Foundation which had put forward substantial qualitative and quantitative evidence to show that the use of associated strategies and methodology with learners in the classroom raises their motivation and performance.
Feedback from teachers throughout the trial suggests that the philosophy sessions created an opportunity to engage with pupils and develop a whole school culture of thinking, listening, speaking and using logical arguments. They claimed it also had a beneficial impact on wider outcomes such as confidence, patience and self-esteem. It is important that all children have a chance to participate, and that even the simplest contribution is treated as useful.
This kind of philosophy lesson may also be worth doing for its own sake, and have longer-term benefits to children, not assessed by traditional tests at the end of primary school. An ongoing trial, funded by the Nuffield Foundation using the control schools from this study will look at potential longer-term outcomes, such as whether philosophy lessons can improve well-being, attitudes towards life, civic participation and happiness at school.