Socrates in the schools: Gains at three-year follow-up

Fair, Frank; Haas, Lory E.; Gardosik, Carol; Johnson, Daphne; Price, Debra; Leipnik, Olena

doi:10.21913/jps.v2i2.1268

Cited by 17 publications

(10 citation statements)

References 5 publications

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“…One medium quality examination of the impact of dialogic discussion in a P4C tradition on writing and reading comprehension found no benefits in terms of post-intervention assessments (Reznitskaya 2012). A further reasonable quality study found subsequently also found gains in terms of CAT scores (Fair et al 2015). And the results of the largest ever P4C trial, recently conducted in the UK, were promising in terms of Key Stage 2 maths and reading attainment, and slightly less so for CAT scores (Gorard et al 2017a(Gorard et al , 2017b.…”

Section: What Is P4c?mentioning

confidence: 97%

“…Some previous studies have focussed on the non-cognitive benefits of P4C, sometimes in addition to academic attainment or CAT scores and sometimes on their own (Williams 1993, Trickey 2007, García-Moriyón et al 2005, Tian and Liao 2016, Fair et al 2015, Reznitskaya 2012. The Wiser Wales study by the Council for Education in World Citizenship tracked the impact of P4C across seven schools from 2009 to 2012 (Dyfed County Council 1994).…”

Section: What Is P4c?mentioning

confidence: 99%

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Can programmes like Philosophy for Children help schools to look beyond academic attainment?

2017

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.Abstract: Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance. In England, despite the continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of schooling -such as pupils' development of trust, critical thinking and civic-mindedness. However, there is little existing evidence on how such non-cognitive outcomes can be improved through school-based interventions. This paper presents findings from a quasi-experimental design using 2,722 pupils in 42 primary schools. A treatment group of schools participated in Philosophy for Children (P4C) for 18 months, whereas the other group of schools was a clean 'control'. The outcomes compared were pupil self-reports with an instrument designed to assess 'social and communication skills', 'team work and resilience' and 'empathy' and a number of other such constructs. Post-intervention comparisons show that pupils who received the P4C intervention were ahead of their counterparts in the comparison schools in many important respects, and this was generally more so for those pupils living in relative poverty (FSM-eligible). Teachers reported that positive effects could be observed in pupils' confidence in questioning and reasoning, both in P4C sessions, and in other lessons, and pupils generally reported that they enjoyed the intervention. However, the differences are small, and it is not clear that the two groups were comparable at the outset. Therefore, the results need to be interpreted with considerable caution. Nevertheless, there is promise that targeted school-based intervention such as P4C can improve pupils' non-cognitive outcomes, and there are lessons for how to conduct to such studies, and how to assess the wider outcomes of schooling.

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Section: What Is P4c?mentioning

confidence: 97%

Section: What Is P4c?mentioning

confidence: 99%

Can programmes like Philosophy for Children help schools to look beyond academic attainment?

2017

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“…They reported on positive gains in students' Cognitive Abilities Test scores (CogAT, administered in the USA) and students' CAT scores (UK) after teaching P4C. In a follow up study, Fair, Haas, Gardosik, Johnson, Price and Leipnik (2015b) found that these positive gains had not faded after three years. They argued that, given the strength of these confirmations of the positive durable impact of the P4C programme, along with the relatively low cost of implementing the programme, P4C should become a standard part of the school curriculum.…”

Section: What Does Philosophy Do?mentioning

confidence: 99%

What does philosophy do? Understanding the work that philosophy does: A review of the literature on the teaching and learning of philosophy in schools

Bowyer¹,

Amos²,

Stevens³

2021

Journal of Philosophy in Schools

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This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What is philosophy? What does philosophy do? This paper addresses the second question-What does philosophy do?-by gathering together research that focuses on and discusses the impact of philosophy in the classroom. Two distinct claims emerge from the literature. The first claim is that philosophy improves academic and cognitive abilities, where the idea of 'cognition' is captured by forms of reasoning that can be tested and measured. The evidence for improvement in academic and cognitive abilities takes the form of IQ scores, Cognitive Abilities Test (CAT) and school academic assessments, including norm-referenced tests of reading, reasoning, and other curriculum-related assessments. The second claim is that engaging with the world philosophically promotes the art of living well together. It is argued that philosophical engagement is a collaborative endeavour, aimed at cultivating understanding through respectful interactions that are open to exploring, questioning and challenging aspects of the world. The outcome of engaging in philosophical conversations is personal and social transformation.

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“…7). In reviewing curriculums endorsing various instructional strategies it seems that the philosophy for children approaches (Fair et al, 2015) and the discovery learning approaches in science education (Rakow, 1986) have been particularly successful in developing a shared spirit of wonderment in their respective communities of inquiry. These are practical approaches exploiting natural human tendencies to learn.…”

Section: Community Dispositionsmentioning

confidence: 99%

Establishing a Community of Inquiry

Wagner¹

2020

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Humans are unique among all herd species in their capability to learn to be better cooperators. That capability amplified by a richly textured language including the extraordinary invention of promising, made it possible for humans to construct extraordinarily complex and sophisticated structures of inquiry and cooperation. Preparation for optimizing this capability into realized abilities is afforded through an education that that moves human instinct for cooperation and learning through to a community of inquiry at many levels. Communities of inquiry listen, learn and benefit from one another.

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Socrates in the schools: Gains at three-year follow-up

Cited by 17 publications

References 5 publications

Can programmes like Philosophy for Children help schools to look beyond academic attainment?

Can programmes like Philosophy for Children help schools to look beyond academic attainment?

What does philosophy do? Understanding the work that philosophy does: A review of the literature on the teaching and learning of philosophy in schools

Establishing a Community of Inquiry

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