A philosophy workshop with the Philosophy Foundation (details below). If there’s sufficient interest, we will start a regular teens philosophy course in September.
Monday 23 April 2018, 10:30 – 13:00.
First session (age 11-13) 10:30 – 11:30.
Break 11:30 – 12:00
Second session (age 14+) 12:00 – 13:00.
Scouts hall, Woking park (New Community Building, Woking Park, Kingfield Road, Woking, Surrey, GU22 9BA).
The workshop is for children in age groups 14+ and 11-13.
£10 per child (£8 for a sibling).
The fee is non-refundable unless we cancel the event but you’re welcome to sell your place if you can no longer attend (provided the age is appropriate).
Please send payment to firstname.lastname@example.org using Friends & Family and include in the comments the names and ages of the children.
Please also include your email address if different from your paypal email as further communication will be made via email.
About the workshop:
At the philosophy sessions children are invited to share in the wonder, creativity and exchange of ideas at the heart of philosophical enquiry.
In a small group, children will be encouraged to think deeply and tackle big questions through story, discussion and playful expression. At The Philosophy Foundation, we aim to develop children’s thinking in order to equip them for life-long learning and with the creative and critical thinking skills essential to modern life.
The workshop would introduce young people to philosophising, to thinking and talking together, and learning about the history of ideas through their own thoughts.
At The Philosophy Foundation, our philosophical worldview is reasoned, re-evaluative and reflective. Philosophy aims to reach truth and knowledge through a process of reasoning, by testing intuitions in order to reach understanding, by discerning what matters and by making sound, though provisional, judgements.
Our emphasis is on doing philosophy. Though our sessions are based on content from the history of ideas, our aim is not to ensure the children memorise that content, but to engage them in the act of actively thinking about the issues that arise. There are, therefore, some corresponding philosophical virtues central to the activity of philosophising. These include:
· A demand for clarity.
· An exploration of meaning.
· A demand for good justification.
· The testing of all of the above against experience.
Mutual respect is at the heart of philosophical exchange. Our philosophy sessions uses a method of enquiry which encourages the children to consider the issues before us in a critically collaborative way –the children are not in competition with each other but are working towards improving their understanding together. This does not mean that the children must agree with each other! But they must disagree with respect for each other and by giving reasons.
Importantly, our specialist teachers’ role is to facilitate the discussion but not to take part in it. This means that they do not offer any personal views on the issues being discussed, instead they use a questioning technique which guides the discussion to ensure it is appropriately philosophical. Our emphasis is on teaching the children how to think, not what to think.
Examples of questions or content we may cover on the workshop could include: What can we know? What makes an action wrong? Are we free? Who should rule?
What is philosophy & why should my child do it?
Well, firstly: it’s fun! The Philosophy Foundation sessions are a great way to engage young people in thinking about big questions such as: Can a robot ever be a person? Should some people have more power than others? Why should I be good? Engaging with these questions, through stories, poems, games and pictures for thinking, children also develop their creative and critical reasoning skills. Philosophy helps them problem-solve together, consider questions that don’t have an answer in the back of the book and will challenge their thinking and reason giving. Children will engage with the history of ideas and in a wide variety of topics that can develop their thinking across the curriculum from English to Science and Maths. Particularly useful in today’s society is the application of these thinking skills to digital critical literacy: they can use what they learn in philosophy to help spot fake news, and to analyse what they see and hear in the world.