Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 5: Connecting Community and Inquiry found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 6: Learning from the How found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 7: Aloha found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 8: Why is p4cHI Valuable? found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 9: The Good Thinker's Tool Kit (Part I) found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 10: The Good Thinker's Tool Kit (Part II) found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 11: Being Receptive found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 12: The Role of the Facilitator found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 13: Diversity found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 14: The Examined Life found in our Learning Modules. What did you learn? What do you wonder? What does this material make you think about?

Click here to read reflections or share your own.

Reflection plays an important role in p4cHI communities. Please take the time to reflect on the content covered in Unit 15: We're Not in a Rush found in our Learning Modules. What did you learn? What do you wonder? What does this week's material make you think about?

Click here to read reflections or share your own.

This resource is part of Unit 1: An Overview of p4cHI in our Learning Modules.

In this recording Dr. J tells us about a p4cHI discussion that he witnessed at an Elementary School. Is there anyone in the world who doesn't have any friends? The young philosophers had some deep and perhaps surprising insights.

Click here to listen to the recording.

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Aloha everyone! My name is Scott but many know me as Cloudwatcher (or the more formal: Captian Cloudwatcher). I live in Hawaii on a sailboat named Puka Wai and love sailing. I've studied geography and urban planning so I really enjoy learning about and discussing anything having to do with place.

Please take a moment to introduce yourself to our p4c Hawai'i online community. For instance, you might tell us who you are, where you're from, or what you like to do. Or you can tell us anything else that you would like us to know about yourself. Tag your response to help us better understand your background. If you would like to add a photo, please add it before posting as you will not be able to later.

Click here to introduce yourself or meet others in our extended asynchronous learning community.

This page contains a curated approach to learning p4cHI designed by Dr. Toby Yos for the PHIL 492: Philosophy with Children course at the University of Hawaii at Manoa. These modules do not completely recreate the course but will provide a sense of how one of our most experienced facilitators introduces p4cHI to others.

Before getting started, please read this letter written by Dr. Yos to students who take this course with him.

Note: links will open in a new tab or window.

Unit 1: Overview of p4cHI

1. Opening Discussion: Introductions
2. Dr. J's Story: Does "The Bag Lady" Have Any Friends?
3. Talk: An Overview of p4cHI
4. Video: A first Glimpse at p4cHI
5. Closing Reflection

Unit 2: How to Do p4cHI

1. Opening Discussion: Teaching Styles
2. Additional Video: Philosophizing
3. Dr. J's Story: What's Real?
4. Talk: How to Do p4cHI
5. Video: How to Make a Community Ball
6. Reflections Discussion

Unit 3: Community

1. Opening Discussion: An Intellectually Safe Community
2. Dr. J's Story: Why Won't Some People Tell us their Age?
3. Talk: Community
4. Video: How to Cultivate Intellectual Safety
5. Reflections Discussion

Unit 4: Inquiry

1. Opening Discussion: Wonder
2. Dr. J's Story: What's Special about a p4cHI Inquiry?
3. Talk: Inquiry
4. Video: "Plain Vanilla" Step 1
5. Reflections Discussion

Unit 5: Connecting Community and Inquiry

1. Opening Discussion: Learning from Children
2. Dr. J's Story: Scary Ideas
3. Talk: Connecting Community and Inquiry
4. Video: "Plain Vanilla" Steps 2 & 3
5. Reflections Discussion

Unit 6: Learning from the How

1. Opening Discussion: The Effect of Teachers
2. Dr. J's Story: The Tooth Fairy
3. Talk: Learning from the How
4. Video: Variations of "Plain Vanilla" Steps 2 & 3
5. Reflections Discussion

Unit 7: Aloha

1. Opening Discussion: Aloha
2. Dr. J's Story: Could Santa Die?
3. Talk: Aloha & p4cHI
4. Video: "Plain Vanilla" Step 4 (Inquiry)
5. Reflections Discussion

Unit 8: Why is p4cHI Valuable?

1. Opening Discussion: The Purpose of Education
2. Dr. J's Story: Thinking about Death
3. Video: What Teachers Are Saying About p4cHI
4. Talk: Why is p4cHI valuable?
5. Video: "Plain Vanilla" Step 5 (Evaluation)
6. Reflections Discussion

Unit 9: The Good Thinker's Tool Kit (Part I)

1. Opening Discussion: A Good Thinker
2. Dr J's Story: Oh the Places You'll Go and Thinks You'll Think
3. Talk: Good Thinker's Tool Kit (GTTK) Introduction
4. Talk: GTTK W
5. Talk: GTTK R
6. Talk: GTTK E
7. Talk: GTTK C
8. Video: How to Use the Good Thinker's Tool Kit
9. Reflections Discussion

Unit 10: The Good Thinker's Tool Kit (Part II)

1. Opening Discussion: Good Thinking
2. Dr. J's Story: What we Mean by "Progress" in a p4cHI Inquiry
3. Talk: GTTK T
4. Talk: GTTK A
5. Talk: GTTK I
6. Video: How to "Scratch Beneath the Surface"
7. Reflections Discussion

Unit 11: Being Receptive

1. Opening Discussion: Listening
2. Dr. J's Story: Did Anything Come Before Space?
3. Talk: Being Receptive
4. Video: Using the "Magic Words"
5. Additional Video: p4cHI and the Common Core
6. Reflections Discussion

Unit 12: The Role of the Facilitator

1. Opening Discussion: The Role of the Teacher
2. Additional Video: Dr. J's TED Talk
3. Dr. J's Story: Beginning, Emerging, and Mature p4cHI Communities
4. Talk: The Role of the Facilitator
5. Video: How to Improve Listening (Proactive Strategies)
6. Reflections Discussion

Unit 13: Diversity

1. Opening Discussion: Many Kinds of Smarts
2. Dr. J's Story: What's it Like Not to be Heard?
3. Talk: Diversity
4. Additional Video: 12 Angry Men
5. Video: How to Improve Listening (Reactive Strategies)
6. Reflections Discussion

Unit 14: The Examined Life

1. Opening Discussion: Examining Life
2. Dr. J's Story: Monster Questions
3. Talk: The Examined Life
4. Video: How to Improve Participation
5. Reflections Discussion

Unit 15: We're Not in a Rush

1. Opening Discussion: Waking Up
2. Dr. J's Story: On Not Being in a Rush
3. Talk: We're Not in a Rush
4. Video: Putting Together the Pieces
5. Talk: Opening it Up
6. Reflections Discussion

A Letter to Philosophy 492 Students
Posted by Toby Yos · August 04, 2020 12:48 PM · 2 reactions

Putting Together the Pieces
Posted by Toby Yos · July 19, 2020 2:51 PM

On Not Being in a Rush
Posted by Toby Yos · July 19, 2020 2:51 PM

Authors

Amber Strong Makaiau, Director of Curriculum and Research, University of Hawai‘i Uehiro
Academy for Philosophy and Ethics in Education, University of Hawai‘i Manoa

Benjamin Lukey, Associate Director, University of Hawai‘i Uehiro Academy for Philosophy
and Ethics in Education, University of Hawai‘i, Manoa

Abstract

The pedagogical approaches used in teacher education implicitly shape teachers’ “conceptual orientations towards teaching, learning, and learning to teach” (Grossman 2005, 429). This study explores what happens when the “philosopher’s pedagogy” is used to create a new professional development model in the K-12 setting. The participants are the two authors, university faculty who conduct a self-study as they collaborate with students, teachers, and administrators in the Hawai‘i State public school system to design and implement this new professional development model. Data includes transcripts of the participants planning meetings, electronic communication, workplace documents and personal memos. A constructivist approach to grounded theory methods is used to analyze the data. The findings are described in two parts. First, the three analytic themes that emerged from the analysis of the data illustrate how the philosopher’s pedagogy helped the authors: ground the professional development model in their own experiences, find their focus, and view philosophy as the general theory of education reform. Second, each component of the three-part professional development model that emerged from this study’s findings are explained. These three parts are: (1) an educative experience, (2) mentoring and coaching from a philosopher in residence, and (3) a meaningful peer/professional community of inquiry. At the study’s conclusion, this three-part professional development model is offered as a viable alternative to traditional and usual education reform efforts. In addition, the need for future longitudinal research to examine the continued implementation and longstanding impact of the philosopher’s pedagogy threepart professional development model is suggested.