Students' Perspectives on the Use of the Philosophy for and with Children Approach
DOI:
https://doi.org/10.55707/ds-po.v40i3-4.146Keywords:
philosophy for and with children, facilitator, teacher, facilitation, experiential learning, holistic development of childrenAbstract
In classrooms structured as communities of inquiry, students transition from passive learning to active meaning-making and deep engagement with ideas. In the Philosophy for and with Children (P4C) approach, we encourage question-asking, active participation, respect for participants and their ideas, and critical thinking. This approach necessitates courage and motivation from educators to empower learners by relinquishing aspects of their traditional authority. It also demands a thorough understanding and skilful application of the P4C pedagogical framework. The survey captures the reactions and perspectives of students from diverse fields of study on the pedagogical approach of P4C, which they engaged with through several months of experiential learning. Data was collected through a specifically designed questionnaire. The results indicate that the participants, acting as facilitators, were surprised by the exceptional thoughts and ideas, as well as the complexity of reasoning demonstrated by the learners, alongside their noticeable progress in thinking and self-expression. The facilitators concluded that all participants enhanced their skills and competencies in critical thinking, respect for others, and teamwork, alongside noticeable gains in communication skills and the ability to effectively express personal opinions.
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