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20 REfLECTIvE COsMOPOLITANIsM
to prepare activities or resources. You must try to anticipate the dialogue you will have in
class, and look for the resources and tools you might use in encouraging dialogue.
2. During the session: We read the selected episode (or part of one episode). In order to
promote the community of inquiry by giving voice to every participant, it is recommended
to do a collective reading (each person can read a sentence, or a paragraph, etc.)
3. After the collective reading, each person, individually and in silence, will go over the text
again, and identify the issues or parts of the text that were interesting for them, and try to
formulate that concrete idea as a question. It is very important to express what the text is
suggesting in the form of a question. A variant may be to develop the questions individu-
ally and then discuss them in small groups, to share and select questions, or develop one
or two questions per group.
4. The teacher or facilitator writes the questions in a place where everyone can read them.
He or she should write the name of the person asking the question in brackets after the
question in order to generate a commitment to the questioning on the part of the par-
ticipants. Throughout the sessions it is important for the facilitator to help participants
improve the formulation of questions— not the question’s content (it is not the aim of the
facilitator to change the content of the questions) but its accuracy and openess. After
some sessions, you will see how the philosophical quality of the questions increases.
5. The group selects the question they want to start discussing. The idea is to discuss most,
if not all, of them – and not necessarily one by one. Questions are probably connected, and
at the end most, if not all, will be discussed. It is important to show this to participants.
6. Conduct the discussion using the manual: discussion plans, exercises, activities. In short
sessions (of just 1 hour) it is common to split the sequence between two or more days.
The first day is used for the collective reading, asking questions, and starting the discus-
sion with just one leading question. The following day, we continue with the rest of the
questions. You must then use the questions that came up in the first session to prepare
the following sessions. By raising these questions, the group is creating its Philosophical
Enquiry Community. This work consists of trying to imagine what others might think and
what the possible answers and alternatives to the initial question may be. You must try
to anticipate the dialogue you will have in class and look for the resources and tools you
might use in encouraging dialogue and thought about the different topics, concepts, and
philosophical skills you can work on in class.
You may then refer to the manual to look for the resources, discussion plans, exercises,
and activities that best suit the questions that came up in the first session.
The questions made by the participants are the agenda for the sessions. Whether you will
use one, two, or more sessions to answer the questions will depend on the number and type of
questions, the interest of the group, and the level of development of the Community of Enquiry.
We therefore insist on the importance of not only preparing the sessions but also using the
manual and all its resources when dealing with PEACE’s philosophical stories.
Of course, the PEACE stories can be complemented with other materials that can help to
start philosophical discussions (short videos, other stories, pictures, songs, theater, etc.).
Using the manual
The first important idea is that this manual is not like the manuals used in language or math-
ematics teaching where one sees lists of exercises. This is not a manual where students have to
complete all the exercises. On the contrary, this is a book aimed at helping the teacher prepare
his or her Philosophy for Children sessions.
Reflective Cosmopolitanism
Educating towards inclusive communities through Philosophical Enquiry
- Titel
- Reflective Cosmopolitanism
- Untertitel
- Educating towards inclusive communities through Philosophical Enquiry
- Herausgeber
- Ediciones La Rectoral
- Sprache
- englisch
- Lizenz
- CC BY-NC-SA 4.0
- Abmessungen
- 21.0 x 29.7 cm
- Seiten
- 172
- Kategorien
- International
- Lehrbücher PEACE Projekt