Scotland: The Who, What, When Where and Why

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Scotland The Who, What, When Where and Why?

• An Introduction to the study of Philosophy and
  the use of philosophical approaches to learning,
  north of the border.

Scott Duncan MA Hons, PGCE (Sec) Teacher of RMPS
and Philosophy National Development Officer for
RME
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Openness to New Thinking and Ideas
Secure Values and Beliefs
Thinking Creatively and Independently
Be self-aware
Make Reasoned Evaluations
Respect for Others
Apply Critical thinking in new contexts
Make informed choices and decisions
Developed Informed ethical views of complex
issues.
Create and Develop
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Philosophy for Children

• Features of a P4C Lesson
• There is no single correct answer
• Its ok to struggle
• Dialogue is more important than answers
• All tasks require co-operation
• Assessment is through observation
• A plenary/debriefing session is vital

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Philosophy for Children

• Structure of a Lesson
• Preparation
• Presentation of stimulus
• Thinking Time
• Conversation
• Selection
• Building
• Plenary

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Clackmannanshire Research

• Improvements in intelligence through teaching
  children philosophy are sustainable over an
  extended period of time - even if children do not
  have continued access to the programme.

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Benefits of P4C

• Child
• If you work hard in philosophy you become a
  better thinker in other subjects.
• It helps you become more confident
• Teacher
• The children became far more tolerant of an
  opposing point of view
• Head Teacher
• I have been aware of fewer referrals
• It impacted on other areas of the curriculum in
  terms of pupils questioning and their respect for
  the views of others

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Benefits of P4C

• Increase in Self Esteem
• Improved Listening Skills
• Increased Confidence
• Higher levels of Care and Collaboration
• Creativity
• Critical Thinking
• Improved and increased levels of questioning.

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SQA Higher Philosophy

• develop critical thinking skills which are of
  importance in all areas of human life and
  discourse
• develop knowledge and understanding of
  philosophical techniques, issues, positions and
  concepts which are relevant in many areas of
  human life and discourse
• develop analytical and evaluative skills which
  will allow them to examine the reasoning and
  assumptions on which the positions and theories
  they study are based
• present their own ideas and opinions in a
  reasoned and structured manner
• gain insight from the ideas and opinions of
  others which may conflict with their own
• engage personally with a range of important
  questions and issues in order to inform their own
  ideas and opinions in a way which contributes to
  personal and social development

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Course Content

• Unit One - Critical Thinking in Philosophy
• Unit Two - Metaphysics
• Unit Three - Epistemology
• Unit Four - Moral Philosophy
• In Unit 2 and 3 there is a choice of topic.
• Unit Two Free Will and Determinism or
  Existence of God
• Unit Three - Rene Descartes or David Hume

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Presentation Levels
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Pass Rates Higher Course
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School and Beyond Links
University of St Andrews
The Waid Academy
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St Andrews University Outreach Programme
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WebCT Based Learning

• 4 Modules of 20 Credits Each
• Each module reflects Higher Course
• 80 credits are credits needed for GTCS
  Registration
• Each delivered entirely by WebCT

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Thank You

• Scott.Duncan_at_fife.gov.uk
• Dr Lisa Jones
• lj14_at_st-andrews.ac.uk