This resource is part of Unit 1: An Overview of p4cHI in our Learning Modules. "You want to teach people how to do p4c," I was skeptically asked, "through an online class?" "How are you going to do that...through videos?" That, I thought, is an excellent idea. So during the Spring of 2015 my Saturday afternoon p4cHI class and I got to work. For nearly three months we met, filmed, and filmed some more. The end product of this undertaking is what you will get to view in this course: A 15 video "How to Do p4cHI" video series. Continue reading
This resource is part of Unit 1: An Overview of p4cHI in our Learning Modules. Hurtling through the Japanese country-side on a bullet train, some of my fellow philosophy for children Hawai‘i (p4cHI) practitioners and I continued an ongoing inquiry: What does it mean to "do p4cHI"? Confronted daily with Japanese teachers and administrators who, it oftentimes seemed, were looking for the formula to how to do p4cHI, this question was at the forefront of our minds. Continue reading
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.
Authors Amber Strong Makaiau, Director of Curriculum and Research, University of Hawai‘i UehiroAcademy for Philosophy and Ethics in Education, University of Hawai‘i Manoa Benjamin Lukey, Associate Director, University of Hawai‘i Uehiro Academy for Philosophyand 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. Continue reading