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Articles by Peter Worley
Spaces To Think: Why Philosophy And Critical Thinking Should Be Taught In Schools - TeachingTimes
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Becoming A Listening Teacher - Teaching Times
A teacher recently reported to me, when reflecting on the impact of the philosophy sessions I had run with her Year 3 class, that she had noticed how the children had started to answer questions differently. Before, they had replied with short answers, whereas now she’d noticed that they had begun to elaborate more. An important shift had happened, but not only in the children; the teacher had begun to inhabit a new mindset: she was listening and asking questions differently.
Improving writing through dialogue
One of the most common questions put to me when I do training on facilitating dialogues with teachers, especially when they’re secondary school teachers, is: “All this dialogue stuff is great, but how can we transfer all this on to the page?”, or words to that effect. I think the answer lies in the question itself: to transfer the fruits of dialoguing onto the page. But how?
7 tips for improving your questioning
Questioning is central to a teacher’s daily practice. So having been centrally concerned with questioning for the past 16 years, as a facilitator of philosophy in classrooms, here are what I consider to be some of the most important practical questioning strategies for the primary classroom and beyond. 1.
What primary school children can teach academic philosophers
‘Would anyone like to travel through time?’ I ask my audience. More than half raise their hands. Using a random-selection app on my phone I pick a ‘time traveller’. I explain that she can travel anywhere in time as long as it’s into the future, as the time machine can’t go into the past. Then I explain that she can travel anywhere into the future as long as it’s somewhere between 1 and 15 seconds, as the time machine is quite slow. She says, ‘12 seconds’, somewhat tentatively.
Attending to Attentiveness: Why Teaching Philosophy Should Be at the Core of Education
First of all, I will distinguish between doing philosophy and teaching philosophy. If I ask you a question like ‘Should you do or be good?’ or ‘Are you in control of your life?’ I am inviting you to think about a philosophical question. If you do so, in a suitably philosophical spirit, then you are doing philosophy, whether you know it or not. If I... First of all, I will distinguish between doing philosophy and teaching philosophy.
How to introduce critical thinking skills into your classroom
This approach to teaching critical thinking (CT) makes use of the ‘descriptive-not-prescriptive’ principle I introduced in this article for Innovate My School. In other words: teach by showing them (the students) what they already do rather than telling them what they should be doing but aren’t.
Practitioners and Philosophy for Children
Editor's note: Unfortunately the first few minutes of the lecture are missing from the podcast. Recorded on 23 June 2011 at New Theatre, East Building Three debates will examine the theoretical, practical and policy implications of teaching philosophy to children in primary and secondary school settings in the UK. Mary Healy is senior lecturer in education at Roehampton University. John Taylor is director of critical studies at Rugby School.
Literary Festival 2015: Thought Stories: philosophy for a young audience
Literature is a successful medium to introduce philosophy to school children. Our panel features a children’s author whose books contain philosophical themes, a philosopher who has published extensively for the philosophy curriculum in schools, and a philosopher who is developing an ethics curriculum for schools based on short stories in world literature. Luc Bovens (@LucBovens) is Head of the Department of Philosophy, Logic and Scientific Method at LSE.
What primary school children can teach academic phil...
‘Would anyone like to travel through time?’ I ask my audience. More than half raise their hands. Using a random-selection app on my phone I pick a ‘time traveller’. I explain that she can travel anywhere in time as long as it’s into the future, as the time machine can’t go into the past. Then I explain that she can travel anywhere into the future as long as it’s somewhere between 1 and 15 seconds, as the time machine is quite slow. She says, ‘12 seconds’, somewhat tentatively.
How To Philosophise with Children
This morning’s philosophy session with a Year 3 (7-year-olds) class in a state primary school in South East London is typical. I walk in and the class quickly re-arranges the classroom to form a horseshoe shape of children. They sit on their chairs looking at me expectantly. I say “Good morning” and then I take out a bunch of board pens held together with an elastic band. Some of the pens are identical, some are different and some are the same make but of different colours.
How To Philosophise with Children
Peter Worley argues that philosophy in the classroom depends on a skilled facilitator. This morning’s philosophy session with a Year 3 (7-year-olds) class in a state primary school in South East London is typical. I walk in and the class quickly re-arranges the classroom to form a horseshoe shape of children. They sit on their chairs looking at me expectantly. I say “Good morning” and then I take out a bunch of board pens held together with an elastic band.
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