2.4.2 Example: Philosophy for Children
In addition to supporting empathy, understanding and relationship building, dialogic teaching can also support learners’ development of soft power – the ability to achieve objectives through persuasion rather than coercion. In their discussion of the role of schools and teachers in nurturing and responding to climate crisis activism, Dunlop et al. (2021) give the example of Philosophy for Children [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] – an approach to education in philosophy which can be used across the curriculum, with any subject, and which encourages questioning and inquiry as a community in response to issues that young people want to discuss. This is just one model of practising soft power in schools, and which can allow young people to explore different perspectives on, and positionalities in relation to, local and global issues related to climate change.
An example of how Philosophy for Children can be used in relation to climate education is provided on the website of Greasbrough Primary School, in Rotherham, UK.
Today during our P4C session we watched a short documentary on the effects of climate change. The children discussed the documentary in groups to come up with inquiry questions for a class discussion. After a vote, the children decided on the question:
How would you feel if your home was destroyed?
Some of the children’s initial responses to this question are shared on the school’s website, with further comments added later after talking at home with family and friends.