From polite agreement to passionate uncertainty: ‘turning towards difference’ in primary P4C lessons
Rupert Higham (UCL IOE)

5.30-7.15 pm
 
Philosophy for Children (P4C) develops thinking skills through dialogue, and is popular worldwide. Here an academic and a primary school teacher question aspects of P4C’s theory and practice, and trial a modified approach. Building on Chetty’s critique of reasonableness and reluctance to discuss race in P4C, and Margaret Sharp’s insightful, unexplored work, we advocate a strand of dialogic theory that values engaging with difference above seeking agreement, and tackling timely rather than timeless problems. Our case study demonstrates children’s empathy and imagination alongside their reasoning, and turning towards difference rather than seeking to close it down.

Rupert Higham is Associate Professor at the UCL Faculty of Education and Society, where he leads the Applied Educational Leadership Masters programme. He previously taught English in secondary schools, trained schools to use the Index for Inclusion, co-led a centenary conference on Dewey’s Democracy and Education, and co-founded of the Cambridge Educational Dialogue Research (CEDiR) group. His work has 3 themes: values-led school improvement; improving the quality of educational dialogue; developing responsible leadership and democratic practice. Together these address his core question: “How do we challenge and support young people to act in accordance with their values 
 
A paper is attached here.
 
For further inquiries: Yuxin Su, Programme Administrator (yuxin.su.16@ucl.ac.uk).
 
Please note that this seminar series is run by academics on an entirely voluntary and unpaid basis, on top of existing teaching and other work commitments. While we endeavour to make these events as inclusive and welcoming as possible, we cannot undertake any extra work regarding the presentation, dissemination or planning of the talks or make adjustments to the existing programme.