‘Childish whining is not philosophy reading books, even difficult ones, and then having proper classroom chats about them is.’ Why not start with the classical Greek philosophers? Teach your charges about Socrates and Plato and Aristotle! Let them rehearse the arguments of all the great philosophers.’ ‘The problem today is that children are being taught bits of philosophy, in their circle-time activities.īy claiming that P4C might help all primary-school pupils - especially those on free school meals - to do better in other disciplines, the EEF report does a serious disservice to philosophy.’ I agree, childish whining is not philosophy. I don’t see much childish whining in my philosophy classes, because I always ask them to say ‘why?’ When someone complains about something without providing good reasons, that’s what I call ‘childish whining’. ‘The EEF report also said teachers don’t know enough about philosophy and aren’t confident enough to teach it. Yet as we wait for a drive to recruit more actual philosophers into primary schools, which we should do, teachers can easily teach some of the history of philosophy in history, and some of the works of philosophy in literature. Why was Humpy Dumpty on that wall? And a burning question for all young girls: Does kissing frogs work? These are potential philosophical sticklers, and can be addressed without the dumbed-down approach of P4C.’ Even in nursery rhymes there are challenging topics. I agree that many teachers don’t know enough about philosophy. Whether a discussion of bullying and fairness are philosophical is all in how it’s approached. A discussion around whether it’s right to bully people (where the teacher holds the view that it is wrong) probably won’t be, but a genuinely open discussion around what bullying is, that leads to conceptual progress in the children’s views as a result of this analysis (see the response to Tom Bennett ‘progess in philosophy’) is much more likely to be philosophical.
I have recommended that teachers be trained in what it is they need to be able to run good dialogues with their classes.
For more on this see my response to Tom Bennett ‘It’s (not?) what you know’.Īnd what they need – as a minimum, in my view – is an understanding of what a conceptual discussion is and how to facilitate it. ‘The EEF report has been widely welcomed, but largely as a convenient shortcut away from serious teaching in favour of therapeutic talking shops. If we really want the best education for children, then we should ditch classes on jargon and go back to teaching real subject matter - including sometimes difficult, philosophical subject matter.’ I agree, there is a danger that philosophy is used as a ‘therapeutic talking shop’, but this is purely down to proper education and training about what philosophy is and how it works. When working with teachers I sometimes have to explain that ‘feel’ is not a synonym for ‘think’, as it is sometimes used in the classroom. This may have something to do with the fact that teacher training is saturated in psychology and its accompanying jargon.
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