The first batch of 17 formally-trained P4C teachers graduated in October last year (2007). And it is important to note that this formal certification is validated by FAPSA (Federation of Australasian Philosophy in Schools Associations). In a sense, Level 1 certification is a kind of “license” to teach P4C in schools in NZ, Australia and UK.
Level 1 Training in Singapore (Jan-April 2008)
To start the training programme this year, the first two modules (PS101 and PS102) were taught by Dr Tim Sprod on 30 & 31 Jan. [Please see the biographical note on Dr Sprod below]. These 2 modules together with PS103 & PS104 (to be taught on 25 & 26 February 2008 by Prof Phil Cam of the University of New South Wales) form the basic content of the Philosophy for Schools or P4C Level 1 training programme. The structure of this programme consists of some 18 hours of face-to-face contact time with FAPSA-approved trainers, another 20 hours of reading and writing, and the submission of a written assignment in a given template in which the candidates are required to provide evidence of being able to use the community of inquiry approach to teach Philosophy in Schools or P4C. Final deadline for the submission of the written assignment is 30 April 2008.
PS101: Community of Inquiry in P4C: Its Nature and the Practice of itPS102: Nature and Use of Philosophical Questions; Community of Ethical Inquiry
Dr Sprod’s PS101 and PS102 focused on the development of (a) a community of inquiry in Singapore classrooms and (b) a community of ethical inquiry. He makes a useful distinction between “a community of philosophical inquiry” and “a community of ethical inquiry” In PS101, for example, Dr Sprod explained in detail the features of a community of philosophical inquiry, and then put the group through what he called “the fish-bowl” experience.
Citing Midgley (1994) “In general, the job of enquiry is not to set up a competition and to choose one view as the true one; instead, it is to build up a composite picture from them all.” So Dr Sprod explained that the methodology of a community of inquiry in P4C “gives a picture of philosophy as a cooperative effort … This does not rule out competition between ideas, for some positions are incompatible, and then it may be a matter of deciding which is better”.
Interpersonal communication, respect for each other’s ideas, and a heightened self-esteem are key features of a community of inquiry, which commonly employs a purpose-written story (the “trigger”), which have puzzles, often philosophical, embedded within them. Examples of “triggers” demonstrated in both PS101 and PS102 were “The Knife” by Philip Guin in Phil Cam’s “Thinking Stories 1”, “Double Trouble” by Phil Cam himself, Judy Keen’s “Bicycle Thief”, and chapter 1 of “Lisa” by Matthew Lipman, the originator of P4C. In the case of Matthew Lipman’s stories, they are “backed up by manuals which flag the philosophical issues and offer discussion plans, exercises and background notes for the teacher to use”. Other trigger material may be used, however, such as picture books, novels, movies, newspaper articles, provided they contain promising ‘hooks’. Dr Sprod’s well-known text for schools, “Books Into Ideas”, was referred to. To Dr Sprod, the “trigger” is an important means to for establishing a shared commitment to inquiry. Dr Sprod also dealt with concept formation and the use of concept games.
In PS102, As background information, Dr Sprod explained P4C’s debt to John Dewey, Lev Vygotsky and Matthew Lipman. He devoted a good part of PS102 to discussing a community of ethical inquiry, which is a specific instance of a community of inquiry. The focus of such an inquiry will be on concerns with ethical and moral matters and how moral judgement and character development can be strengthened through a consideration of moral dilemmas. Reference was made to the importance of values, Mill’s utilitarianism, and Aristotelian understanding of character and virtue.
Among the implications for the classroom, Dr Sprod said that the teacher has an important role to play here, especially in helping the class avoid ethical relativism. The community of ethical inquiry would serve as an excellent forum for moral and civics education in Singapore since moral instruction by itself cannot lead from judgement to morally good action. Dr Sprod concluded the content of PS102 with a discussion of the nature of questioning and a classification of questions, using Phil Cam’s question quadrant.
In saying “thank you” to Dr Sprod, Principal Miss Low of Clementi Woods Secondary, representing the class, presented Dr Tim Sprod with a Lunar New Year symbol of prosperity and happiness.
Samples of Comments from Participants
“A lot of depth in how the Community of Inquiry (COI) should be carried out – how pupils can ask questions; how questions can be linked. I have learnt how to carry out a COI for philosophy lessons in my class with more confidence”.
“Well thought-out and planned series o activities. Outstanding, clear and precise explanations and modelling”.
“Good exposure especially in terms of the ‘fish-bowl’ COI. The presenter is very experienced and knew what he was doing. A very open presenter who modelled well”.
Among the comments on the PS102 Workshop were:
“I feel that I’m more aware about the community of ethical inquiry now”.
“The session on questioning and questions helped me to distinguish between open, closed and intellectual questions. This is important as a COI must develop good questioning skills”.
“Enriching and rich in content. Should have more discussions and hands-on activities”.
“More in-depth than on the first day. A very clear idea was brought across on what to expect. Definitely a useful session. Materials given will be helpful in school”.
“Pushes me to think of what I can incorporate in my [P4C] lesions – being a history and social studies teacher”.
The Trainer
Dr Tim Sprod is currently the International Baccalaureate Diploma Coordinator at The Friends’ School in Tasmania, Australia. He has twenty- five years of experience of classroom education in Australia, Britain, Papua New Guinea, and the Bahamas, from kindergarten to senior secondary, plus six years researching and lecturing in the universities of Oxford and Tasmania (where he remains an Honorary Associate of the School of Philosophy). He is a past Secretary of the International Council for Philosophical Inquiry with Children (ICPIC, based in UK), past Chair of the Federation of Australasian Philosophy in Schools Associations (FAPSA) and current Chair of the Association for Philosophy in Tasmanian Schools (APTS). Recognised by ICPIC as a teacher educator, he has presented workshops for teachers and researchers in philosophical inquiry for schools in Australia, the UK, the USA, Japan, and Thailand. This is his first visit to STU and Singapore as a trainer. Dr Sprod is the author of a 230-page volume entitled “Philosophical Discussion in Moral Education: The Communty of Ethical Inquiry” (2001), published by Routledge. He is also the author of “Books into Ideas” and (with Laurance Splitter) “Places for Thinking”, both of which address the use of the community of inquiry with picture books in early childhood. His research interests cover the place of discussion in education for scientific and ethical inquiry.
