Module PHL2109 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
PHL2109: Philosophy with Children
This module descriptor refers to the 2019/0 academic year.
Module Aims
The aims of this module are:
a.) To provide you with an introduction to doing Philosophy with Children and how it is/ can be taught in primary schools
b.) To allow you to gain experience in schools delivering philosophy sessions to small groups of children
c.) To showcase the work you have been doing with the children at the Philosophize Conference
d.) To engage with the theory of Philosophy with Children, from its origins in philosophical pragmatism to more recent post- human theories, and consider the ways in which this impacts on practice
e.) To explore a range of Philosophy with Children techniques and literature
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate good knowledge of the teaching methods and theory of Philosophy with Children 2. Demonstrate that you can deliver engaging philosophy sessions to children in primary schools, using the Philosophize teaching resources provided 3. Evaluate the sessions and your role in facilitating them |
| Discipline-Specific Skills | 4. Demonstrate an understanding of the role of philosophy in education, including the relationship between academic philosophy and Philosophy with Children in the context of the state education system 5. Assess the of the role of the facilitator in a Community of Philosophical Inquiry 6. draw out philosophical thinking from children in the Philosophize Conference and enable them to deliver a presentation of their ideas |
| Personal and Key Skills | 7. Act in a professional manner when delivering sessions in schools, including relationships with teachers and children in the school 8. Engage with the teaching resources provided to understand the material before delivering sessions 9. Demonstrate sensitivity to the needs of the children in the group with which you are working 10. Show that you are organised, reliable and committed 11. Demonstrate you can work collaboratively with fellow students to co-deliver philosophy sessions in schools and at the Conference 12. Demonstrate a reflective attitude toward your practice, being able to comment on how and why working with children in schools can be challenging |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflection on 1st teaching session | 300 words | 2-3, 5-6,12 | Written |
| Understanding of issues covered in seminar | Group presentation 3 mins | 1,4 | Oral |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective Essay | 35 | 1,500 words | 1,3-5,12 | Written Feedback |
| Observation | 55 | 1 hour | 2, 7-11 | Written Feedback |
| Conference Presentation | 10 | 5 minutes | 6, 9-11 | Written Feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reflective Essay | Reflective essay (1,500 words) | 1, 3-5, 12 | August/September reassessment period |
| Observation | Observation | 2, 7-11 | Within term where possible |
| Conference Presentation | Essay (500 words) | 6, 9-11 | Within term |
Re-assessment notes
Observations will take place within weeks 3-5 to allow re-observation if required
Conference presentation re-assessment will be in essay form, detailing reasons why the presentation was not successful and changes that could be made
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Gregory, M, Haynes, J and Murris, K (2016) (eds) The Routledge International Handbook of Philosophy for Children London: Routledge
Hand, M. (2015). What Do Kids Know? A Response to Karin Murris. Studies In Philosophy & Education, 34(3), 327-330. doi:10.1007/s11217-015-9464-5
Lipman, M. (2003). Thinking in Education. 2nd ed. Cambridge: Cambridge University Press.
Lipman, M. (1998) Philosophy Goes To School. Philadelphia: Temple
Lipman, M., Sharp, A., Oscanyan, F. (1980). Philosophy in the Classroom. 2nd ed. Philadelphia: Temple University Press.
Millett and Tapper Benefits of Collaborative Philosophical Inquiry in Schools Educational Philosophy and Theory 44 (5) doi: 10.1111/j.469-5812.2010.00727.x
Murris, K. (2016b). The Philosophy for Children Curriculum: Resisting 'Teacher Proof' Texts and the Formation of the Ideal Philosopher Child. Studies In Philosophy & Education, 35(1), 63-78. doi:10.1007/s11217-015-9466-3
Murris, K (2015) Posthumanism, Philosophy for Children and Anthony Browne’s “Little Beauty” Bookbird: A Journal of International Children’s Literature 53 (2) 59-65 DOI: 10.1353/bkb.2015.0030
Välitalo, R., Juuso, H., & Sutinen, A. (2016). Philosophy for Children as an Educational Practice. Studies In Philosophy & Education, 35(1), 79-92. doi:10.1007/s11217-015-9471-6
Vansieleghem, N. and Kennedy, D. (2012). Philosophy for Children in Transition: Problems and Prospects. Chichester, West Sussex: Wiley-Blackwell.
White, J. (2012). Philosophy in Primary Schools?. Journal Of Philosophy Of Education, 46(3), 449-460. doi:10.1111/j.1467-9752.2012.00860.x
