Pete outlines an important pedagogical distinction for anyone facilitating philosophical conversations out there, helping to answer the question: when should you use the strategy of 'iffing and anchoring' and when is 'anchoring' without iffing enough?
Posted by Joe Tyler on 16th May 2017 at 12:00am
Pete offers us a new technique for engaging children with an 'Advice Circle'. The children get to narrate some of the story and then offer advice to the characters. This could work with younger and older pupils. Read the post for more. And if you want to use the enquiry that Pete describes to model the technique, click the link or head over to the Enquiries section of our website and look for 'The Ant and The Grasshopper'.
Posted by Joe Tyler on 13th March 2017 at 12:00am
We took our Young Philosophers on their second trip of 2016-17, to the Palace of Westminster. A knowledgeable tour guide entertained us with gruesome history and factoids about the two Houses of Parliament and this elusive building where so many important decisions are made. Afterwards we met with a local MP in an old meeting room within the palace walls to discuss the children's thoughts on some big questions...
Posted by Joe Tyler on 6th March 2017 at 12:00am
Pete offers some insights on how to develop the child's 'synoptic view' of a conversation or dialogue in the classroom, with two simple techniques - inviting P4C practitioners to comment on their experiences of developing this part of children's philosophical maturity.
Posted by Joe Tyler on 10th January 2017 at 12:00am
Steve Hoggins, another longstanding TPF specialist tackles David's and Pete's arguments on teaching critical thinking in the classroom, offering an alternative suggestion for a 'curious' way of thinking that seeks to straddle the potential divide between increasing confidence and building the child's capacity to withstand critical challenges.
Posted by Joe Tyler on 12th December 2016 at 12:00am