{"id":1026,"date":"2017-04-10T12:26:07","date_gmt":"2017-04-10T11:26:07","guid":{"rendered":"http:\/\/21stcenturylearners.org.uk\/?p=1026"},"modified":"2017-04-12T08:51:55","modified_gmt":"2017-04-12T07:51:55","slug":"p4c-and-the-dialogic-wave","status":"publish","type":"post","link":"https:\/\/21stcenturylearners.org.uk\/?p=1026","title":{"rendered":"Drawing Children into Cultural Dialogues with P4C"},"content":{"rendered":"

\"Drawing<\/p>\n

 <\/p>\n

‘What then is time? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know<\/strong><\/em>.’\u00a0St Augustine<\/p>\n

“When you are a Bear of Very Little Brain, and you think of Things, you find sometimes that a Thing which seemed very Thingish inside you is quite different when it gets out into the open and has other people looking at it<\/strong><\/em>.” Winnie the Pooh<\/p>\n

 <\/p>\n

During a recent Philosophy for Children<\/strong> (P4C) enquiry\u00a0our starting point was\u00a0the question ‘When does a conflict go too far for forgiveness?’ As we considered the meaning of ‘forgiveness’ the problematic nature of the term soon became clear. Reflecting on the enquiry, one participant said “When we started the question seemed straightforward, but now I’m not even sure what forgiveness is!”<\/p>\n

Philosophers from St Augustine to Winnie the Pooh have had the same feeling. But why might this feeling be educationally valuable<\/strong>? How can we justify spending an hour of children’s time raising and discussing such a question only to lead them into a state of confusion or, as the Greeks would have it, aporia? And can such a discussion have any real value if it is not informed by some of ‘the best that has been thought and said<\/strong>‘ about forgiveness?<\/p>\n

I believe that the discussion has both intrinsic educational value and value as a gateway<\/strong> to a wider dialogue with the best that has been thought and said, and in what follows I will try to share the reasons underpinning this belief.<\/p>\n

Children come to enquiries such as the one described above with their own perspectives on concepts such as forgiveness. These might not be consistent with dictionary definitions or with the perspectives of different faiths, but they are not invalid. They are forged in the fire of lived experience and given meaning through action and reflection on action. They deserve to be heard without being hastily judged\u00a0– to be valued <\/strong>and responded to<\/strong>. They also deserve to be brought into\u00a0creative tension<\/strong> with other perspectives and so strengthened or altered.<\/p>\n

As children come to understand the value of engaging with other perspectives, and the value of sharing their own, they are\u00a0being drawn into dialogue<\/strong>. Teaching children how to engage in dialogue is, in my view, a profoundly educational act in its own right, as I have argued elsewhere<\/a><\/span><\/strong>. It might also be argued that the dialogic thinking skills developed through the regular practice of shared enquiry are,despite vociferous arguments to the contrary, transferable to the wider curriculum (see this post<\/a><\/span><\/strong>). P4C explicitly sets out to teach children how to get better at dialogue using a flexible framework of ground rules known as the 4Cs<\/a><\/strong><\/span>. It also develops children’s understanding of concepts that are central to their lives and supports them to make better judgements (to be more wise<\/strong>). Herein lies the intrinsic value.<\/p>\n

But the dialogue doesn’t need to end with the\u00a0P4C session. The induced state of aporia may remain; once a child (person) realises that his or her own perspective is limited, incomplete, provisional, once his or her curiosity has been awakened, he or she will continue to seek out and grapple with new perspectives, internally as well as externally. This is the opening of a door that may never close, or, in the words of Professor Rupert Wegerif<\/strong>, the opening of dialogic space<\/a><\/span><\/strong>.<\/p>\n

We might imagine that on the other side of this door waits the teacher. Teaching is most likely to be successful when the student is open to being taught. Once the door is ajar, the student may be drawn through it and on into a wider dialogue with the many things of enduring value that have been said (about forgiveness, in this case). \u00a0This is a process of widening<\/strong> (bringing in new and different perspectives) and deepening\u00a0<\/strong>(examining our existing beliefs more critically), and can perhaps be achieved by a variety of pedagogical approaches, including those that might be regarded as ‘traditional’.<\/p>\n

However, it is easy to inadvertently\u00a0‘close the door’ on the dialogue (or close the dialogic space). We might do this if\u00a0we convey the message that there is one true perspective (on forgiveness) that is fixed for all time. Why would one continue to seek out fresh perspectives if only one is given authority? Why would one need to find one’s own voice if all that is of value has been said already? The best that has been thought and said is of great value, but it is unfinished<\/strong>…<\/p>\n

And if, as we explore the best that our culture has to offer, we lose the connection to the children’s lived experience<\/strong> we may again close the door on their opportunity to make meaning. Meaning is made through reflection on experience; richer meaning can be made in the shared space of dialogue. Having acted as an archway to enduring cultural ideas, P4C (or other dialogic \/ dialectical approaches) may still have a role in bringing the child’s voice back into the conversation.<\/p>\n

During a discussion about her own research interests (to be published in due course), my colleague Diane Swift,\u00a0<\/strong>Director of the Keele and North Staffordshire Primary SCITT (KNSPS<\/a><\/span><\/strong>) gave me the idea of\u00a0representing this process as a cycle, or wave:<\/p>\n

 <\/p>\n

\"Dialogic<\/p>\n

 <\/p>\n

Here the peaks of the wave represent the children’s abstract or conceptual understanding<\/strong> of powerful ideas, like forgiveness (or indeed mathematical proof or chemical equilibrium), that help us to make sense of life (or of academic subjects). The troughs represent the concrete, lived experience of the children, and the shared experience<\/strong> of their learning in school. The conceptual understanding is, through the medium of dialogue, tested<\/strong> and refined<\/strong> against the new experiences, new perspectives, and new learning and it evolves over time. This image might represent a single conversation, or it might represent a much longer period of time with the crests being separated by years of experience and learning during a child’s lifetime, or by decades and centuries in the much greater dialogue of humanity<\/strong>.<\/p>\n

Of course this metaphor runs the risk of representing linear progress towards an ultimate truth – things are always a good deal messier than that. But the key thing is to understand that conceptual understandings are always provisional<\/strong>. We need to learn about the best that has been thought and said – the conversation so far – but we should also know that there is always more to say, and that what we have to say during our lifetimes is a valuable part of a great and ongoing dialogue. P4C and related approaches have a valuable role to play in keeping such dialogues open for our children.<\/p>\n

Acknowledgements<\/strong><\/p>\n

As ever, my thoughts here draw heavily on dialogues with others, most notably Professor Rupert Wegerif \u00a0of Exeter University and Diane Swift of Keele and North Staffordshire Primary SCITT.<\/p>\n","protected":false},"excerpt":{"rendered":"

  ‘What then is time? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know.’\u00a0St Augustine “When you are a Bear of Very Little Brain, and you think of Things, you find sometimes that a Thing which seemed very Thingish inside […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1026","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"\nDrawing Children into Cultural Dialogues with P4C - 21st Century Learners<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/21stcenturylearners.org.uk\/?p=1026\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Drawing Children into Cultural Dialogues with P4C - 21st Century Learners\" \/>\n<meta property=\"og:description\" content=\"  ‘What then is time? If no one asks me, I know what it is. 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