Introductory description

This module investigates what it might mean to “teach philosophically”, both in terms of established curriculum concepts and new initiatives. You will critically analyse contemporary approaches to using philosophy in schools and consider alternatives, as well as exploring the ways in which a philosophical approach to teaching generally might be practically implemented. You will also examine how an understanding of the philosophical assumptions behind school curriculum can assist in teaching subjects, both independently and in interdisciplinary contexts, as well as how it could enhance pupil learning.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This interdisciplinary module explores the connections between philosophy and education. Taking as its educational context the contemporary concern to develop ‘thinking skills’ in post-16 education, it will critically engage with the nature of philosophical thinking both in terms of what this can be said to involve, and what a consideration of the procedures and methods of philosophical thought might bring to education. It will encourage students to become familiar and critically engage with the ways philosophy is currently being used as tool of educational innovation, as well as considering future possibilities for the use of philosophy in education (particularly in a post-16 context).

For education students, the module will provide the opportunity to explore in critical
depth some key areas of contemporary educational innovation (including ‘philosophy in
schools’, programmes for teaching ‘thinking skills’ and ‘critical thinking’). For philosophy
students, the module will provide the opportunity to bring philosophical concepts to bear
on practical and applied issues. Education will thus act as a case study for an examination
of the broader role of philosophy in public life. The course will include the opportunity to
apply the knowledge gained in the lectures and seminars in concrete school settings,
hence providing the opportunity for both education and philosophy students to acquire
practical pedagogical skills.

Lectures and seminars will cover areas such as:

• Critical consideration of the ways philosophy is currently being utilized in
  education, particularly the post-16 context. Why this has happened and what
  justifications are being used? Exploration of educational policy and case studies
  drawn from the field of education.
• Critically investigating the concept of “thinking philosophically”; the way this is
  represented in educational literature and in philosophical literature. Considering
  the educational possibilities this might open.
• Linked to the above, critically considering what “philosophical thinking” involves
  and debating topics such as:
  o The role of experience in philosophical arguments
  o The role of the affects in philosophical arguments
  o The role of imagination in philosophical arguments
  o The role and inter-relations between reasons and passions.
• Critically investigating the concept of “teaching philosophically”
• Linked to the above, investigating and critically discussing different pedagogic models (e.g. dialogue, conversation models) and the educational value of such approaches. · Considering, from a broader perspective, the role of academic disciplines in public life. Within the module, students will have the opportunity to devise and lead an activity for sixth form students designed to facilitate “philosophical thinking”. Through this, students will have the opportunity to apply their theoretical knowledge in a practical setting.

Learning outcomes

By the end of the module, students should be able to:

• To demonstrate a systematic, coherent and detailed knowledge and understanding of established and state-of-the-art arguments for using philosophy as a tool of educational innovation in post-16 education and beyond
• To demonstrate a systematic, coherent and detailed knowledge of the ways in which philosophy is being used in education.
• To show initiative in applying theoretical and conceptual arguments to educational practice, that takes into account complex and unpredictable educational contexts.
• To critically evaluate different ways philosophical thinking might be defined, and relevant debates in metaphilosophy to identify a range of solutions to debates.
• To apply the methods and techniques to review and consolidate literature, to extend arguments, and to create and examples and illustrations.
• To show initiative in applying a practical dimension to conceptual thought, that takes into account complex and unpredictable educational contexts.

Indicative reading list

Bakhurst, D (2011). The Formation of Reason. Oxford: Wiley-Blackwell.
Bakhurst, David and Fairfield, Paul, (eds.) (2016). Education and Conversation: Exploring Oakeshott's Legacy. London: Bloomsbury.
Bonnett, M. (1994). Children's Thinking. London: Cassell.
Dunne, J. (1993). Back to the Rough Ground. Notre Dame Press.
Gendler, Tamar Szabo (2014). Thought Experiment: On the Powers and Limits of Imaginary Cases. Routledge.
Gendler, Tamar Szabo (2010). Intuition, Imagination, and Philosophical Methodology. Oxford University Press Uk.
Glendinning, Simon (2010) Argument all the way down: the demanding discipline of non-argumento-centric modes of philosophy. In: Reynolds, J. and Chase, J. and Williams, J., (eds.)
Postanalytic and Metacontinental Crossing Philosophical Divides. London: Continuum.
Hand, M. & Winstanley, C. (2008). Philosophy in Schools. London: Continuum
Lipman, M. (1977). Philosophy in the Classroom. Montclair State College: Institute for the Advancement of Philosophy for Children.
Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge University Press.
Peters, M. (2007). Kinds of Thinking, Styles of Reasoning. Educational Philosophy and Theory, 350-363.
Siegel, H. (1988). Educating Reason. Worcester: Routledge.
Siegel, H. (1997). Rationality Redeemed? Further Dialogues on an Educational Ideal. New York: Routledge.
Smith, R.D. (2008). To school with the poets: philosophy, method and clarity. Paedogogica Historica: International Journal of the History of Education 44(6): 635-645.
Vansieleghem, N., & Kennedy, D. (2012). Philosophy for Children in Transition: Problems and Prospects. Oxford: Wiley-Blackwell Warner, M. (1989). Philosophical Finesse: Studies in the art of rational persuasion. Oxford: Clarendon.
Winch, Christopher (2006). Education, Autonomy and Critical Thinking. Routledge.
Wiliams, E. (2016). The Ways We Think. Oxford: Wiley-Blackwell.
Williams, E. (2015) In excess of epistemology: Siegel, Taylor, Heidegger and the conditions of thought. Journal of Philosophy of Education, Volume 49 (1). pp. 142-160.
Williams, E. (2013) ‘Ahead of all beaten tracks’ : Ryle, Heidegger and the ways of thinking. Journal of Philosophy of Education, Volume 47 (1). pp. 53-70.
Zamir, Tzachi. (2007). Double Vision: Moral Philosophy and Shakespearean Drama. Oxford: Princeton University Press.

View reading list on Talis Aspire

Interdisciplinary

This module draws heavily on the discipline of philosophy

Subject specific skills

Students should demonstrate a critical understanding of -

• the underlying values, theories and concepts relevant to education
• the diversity of learners and the complexities of the education process
• the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process
• the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process
• theories, practice and research in the area of education

Transferable skills

• Active listening
• Cognitive flexibility
• Communication skills
• Complex problem solving
• Coordinating with others
• Creativity
• Critical thinking
• Interpersonal and communication
• Personal development skills
• Persuading/influencing
• Reasoning
• Team working