P4C Pocketbook

Provider: Teachers' Pocketbooks
£9.99 (no VAT on this item)

Medium
Rating
No reviews yet

Provider Rating (from 5 reviews)
Description Nurture a spirit of enquiry and develop thoughtful and thought-full learners, using Philosophy for Children.
Website

Teachers' Pocketbooks's website

https://www.teacherspocketbooks.co.uk/product/p4c-pocketbook/
Categories Primary, Secondary, 14-19, KS1, KS2, KS3, KS4, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Personal Development, Gifted and Talented, Subject Knowledge, Out of school, Team lesson planning/teaching, Speech / Seminar, Book, e-Book
Learning outcomes for participants/users and, where relevant, pupils or students
Evidence underpinning this approach

P4C is a modern approach with roots in the philosophy of ancient Greece - especially the dialogues of Socrates. In that respect it has long-esablished credentials! Philosophy for Children was conceived in the late 1960's by Professor Matthew Lipman who created a teacher education programme in the 1970s and 80s. The P4C Pocketbook is based on Lipman's work.

How users/participants can evaluate success The provider has not supplied this information
Follow-up activities and support

Follow up training is available from the authors and they can be contacted as follows:

Barry Hymer - website: www.barryhymer.co.uk or email: [email protected]

 Roger Sutcliffe:

Details

Provides a  practical introduction to P4C in the classroom. Using real classroom examples, it explains how teachers can engage, support and facilitate students across the age range in philosophical enquiry. It outlines a ten-step process from building a community of enquiry and presenting a stimulus; through thinking time, question-making, question-airing and question-choosing; and on to collaborative exploration and review.