Philosophy for Children (P4C)

Phil Garner

by Phil Garner

Weekly philosophy sessions in class can boost pupils' ability in maths and literacy, a study has said. More than 3,000 nine and 10-year-olds in 48 UK schools took part in hour-long sessions aimed at raising their ability to question, reason and form arguments. A study for the Education Endowment Foundation (EEF) found pupils' ability in reading and maths improved by an average of two months over the year in which the children took part in Philosophy For Children [P4C] sessions.

Lead researcher Prof’ Stephen Gorard, from the School of Education at Durham University, said: "Our results suggest that these philosophy sessions can have a positive impact on pupils' maths, reading and perhaps their writing skills.

​What is Philosophy for Children?

• An enquiry based approach to open up children’s learning through the exploration of ideas.
• Gives children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.
• Children realise that they don’t always have to be right.​

• They have the confidence to ask questions and learn through discussion.
• All learners (including teachers) have opportunities to genuinely enquire.
• A chance to speak and be heard without fear of getting an answer wrong.
• Intelligence grows.
• Gives children who are not considered “academic” a voice and a chance to flourish.
• Gives the “academic” children a chance to think outside the box and to see that the non-academic have inspiring ideas.
• Gives all children value.

Philosophy sessions can be structured in a variety of formats but the more common structure is for the children to be presented with an initial stimulus, which might be a piece of literature, music, song, poem, painting, fable or video, followed by a time for discussion, comment, debate or questioning about the stimulus. 

The children are then asked to draw on their understanding, interpretation and creativity to formulate a number of questions related to the stimulus. The class then discuss the full range of questions before deciding on the key question[s] that they wish to explore in more detail.

The discussion starts but is then not contained. It follows its own path guided by the children’s thoughts and ideas, agreeing and disagreeing, but always giving a reason for their point of view.

​Philosophy for Children promotes a forum for open dialogue, an exchange of ideas, opinions and argument, a place where questions are formulated, information interrogated, alternatives explored and where new theories emerge. It is possible to find a philosophical dimension, and so an opportunity for thinking, reasoning, questioning, challenging and interpreting, in all aspects of the curriculum. If we had the will and the confidence we could embed P4C as an integral component of our curriculum within our schools.

Here is a question to try with your pupils:
 If there was a pill you could take which would mean that you would never fail, would you take it? Why ? Why not? Who should take it? When? What for? 

Phil Garner is an education consultant and former headteacher who leads P4C sessions in schools. Please contact him on 0800 860 6281 for more information.