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I could not used it in

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I could not use it in Maths

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Νομίζω πως το

"UNESCO and Sustainable Development Goals" αποτελεί ένα καλό ξεκίνημα για να συνδέσουμε όλες τις φυσικές επιστήμες με τη φιλοσοφία για τους μαθητές

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UNESCO and Sustainable Development Goals

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Heads of State and Government, senior UN officials and representatives of civil society gather in September 2015, as part of the 70th session of the UN General Assembly and have adopted the Sustainable Development Goals (SDGs).

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ıt is a fabolous thinking way for students

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Student individual and peer activities must be planned in activity based lessons

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ıt is a fabolous thinking way for students

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can be used in particle physics.

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I will try to apply P4C with my students on these theme: AIDS, Environmental sostenibility vs Economic Development, OGM

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can also be used in animal experiments: cloning, euthanasia.

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I already have debates on genetic engineering for and against. But this approach seemed more systematic. I will try the same in my classroom for this topic. Also environment related topic such as sustainable development could be dealt with in this manner

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I think P4C would be interesting for a particle physics lesson.

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I think P4C is efficient for students. It also contributes to the development of my own creativity.

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Will be useful when discussing ethics and morality regarding genetic screening, cloning etc.

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I will try to use this method in the future to try to ingage more student to be more confident in some arguments. I will focused on fake news about science

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It can be used in different scientific ethical issues - like animal testing, genetic treatments, cloning  or euthanasia.

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Very good!!!
https://drive.google.com/file/d/14uLvoL-guILB5Z_PN1EBG0Tm9tfVNr2z/view

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ı espeically liked this section and ı am thinking of using P4C in my class and ı liked this method

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ı espeically liked this section and ı am thinking of using P4C in my class and ı liked this method

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zeynep, Turkey

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I think to apply P4C in my classroom; I liked this method.

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I really liked this module. I think it is important to make children think about the knowledge, its implications and the ethical issues that knowledge is raising. Without knowing, I have already developed similar activities, I just did not respect all the 10 steps of P4C.

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This section, I especially liked.Perfect method for biology lessons.

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I would use it  in different areas  in primary. In social science, in Natural science. But also when reading books in  Spanish language.

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As an elementary (kindergarten-5th grade) teacher of social studies and science, I think P4C can be integrated into both subject areas. Content covered in 5th grade includes science: environments, models & designs, and solar energy, in social studies: early European exploration, early English settlements, 13 colonies, slavery, events leading up to the Revolutionary War, and the Revolutionary War.

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This section,Iespecially liked

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This method can be used while biology lessons

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This method can be used while biology lessons. Disscusion about genetic modifications on animals' and plants' organisms. Lesson can be based on some movies which elaborate on the issiues connected with transplantology and ethical, religious problems connected with the work of doctors.

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In biology I could use it in classes where we learn about evolution or in vitro fertilisation, also we could this activity to discuss about genes and genetic manipulation...

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This section, I especially liked. I would like to use P4C at the end of a module, when students already have information on the subject. I definitely believe that they develop a firmer approach and a critical thinking that allows them to talk about the same topic from different points of view, gives them a lot of confidence to express their thoughts and establish dialogues with their classmates even when there are different points of view.

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I could use this activity discussing different energy sources and their impact on environment, especially those considered renewable by some but potentially harmful for others. There are a lot of fake news circulating the Internet on global worming and sometimes students "buy" them, so some discussion in the P4C form would be useful.

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I could use this strategy to approach technological evolution and STEM subjects with a philosophical perspective , in order to motivate students that are attracted in theoretical subjects.

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P4C it is a very good way for making our student to be more active in our clasrooms. Thanks for giving us( as teachers) the steps and the patterns that we can follow and use in our practical day.

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I could use it in the lessons in the astronomy chapter.

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I think it would be very interesting to bring p4c into the classroom when discussing topics such as genetics and genetic engineering. I have not used this method in my classroom but I do like to bring in real life examples and have mentioned the movie gattaca in class as an example of the issues associated with genetic engineering

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P4C is a powerful tool to bring in mindfulness in education.Every scientific Knowledge should be backed with ethical considerations.
The philosophy behind every inquiry based learning make the knowledge complete.
Yes time constraint will be a major factor to consider but I am sure one topic per term could be covered through the P4C .

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I could use P4C in space and ethics modules in school. Very suited towards topics that are highly theoretical, and have no definitive answer.
I can also see it being used

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In my oinion its is good idea for the beginning and reasume in new section. Also we can use it on additional classes with interested students

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I find it difficult to apply this method due to time constraints in my school life sciences schedule, but I think it will be valuable to try it in cooperation with ethics teacher

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I could use P4C in some debates but I find it difficult to use it in Science because children in Primary school are very small to make philosophycal questions.

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I find it very difficult to use such strategies in my class due to the number of children in it and their age - 30 pupils, 13 years old.
Also it is very time consuming
However I do ask them to read, media articles or watch videos/documentaries on a set subject  (acid rain/greenhouse effect/Global warming)and eventually some of the pupils start showing an interest. As soon as that happens the number of pupils engaged in the activity will grow.
The parts of P4C I find more difficult to put into practise are the Private reflections (thinking time), Question creation and choosing.

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When i finish a unit I will develop a reflection on the consequences of the conepts we learnd for society. I will search for a video, article o photograph related to it in order to stimulate student. As final word we can make a chart with conclusions.

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I don't use P4C in classroom as I find difficult to use in Computing

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I would use P4C in my classroom to help the students to develop the ability to discern which questions can be answered by science and which questions cannot be answered by science, but are instead answered by philosophy, ethics and moral values. Topics like genetic engineering, abortion, stem cell research, pollution, artificil intelligence etc. can be discussed using P4C.

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I can use P4C, nanotechnology, biotechnology and artificial intelligence topics.

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I organize debates in class from a video, such as: https://youtu.be/ev_r9-LPDOc

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I could use it in the lessons in the nuclear physics chapter.

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I would you this to teach about treatment and new drugs development, difficulties and testing on people.

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I like teaching media literacy in my classroom, and think it is important to do so, therefor stimulus such as media reports (e.g. newspaper articles, tweets, webpages) relating to contemporary life science issues first gets filtered to distinguish between fake news and science-based information.

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P4C is a very very innovative method. It is very interesting too. I wish i could apply this in class but it is time consuming. If I get a proper class with sufficient time I would definitely start my class with a new topic in collaboration with math.

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P4C is very interesting tool. It could use in physics and astronomy lesson when students study about space travel or alternative energy sources.

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I am a primary teacher and I would try to work on genetic issues. We learn about different animals and how they look like, what they can do. It would be an opportunity to "create" our own animals. This activity may be a good point to start discussion with smaller children.

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nabeul , TUNISIA

Generally, my way of teaching is based on P4C technique, without realizing its name except that through this module it was the opportunity to learn correctly and effectively the application of this teaching technique that I will surely apply in my next courses, or even next year because this year we are almost in the phase of finalization of school programs and preparation for the exams. In addition, I   appreciated the technique of " "catch box" to ensure that all students express their own opinions, ideas and their proposed questions, at the same time, an excellent and intelligent way to get students to listen to what their peers are saying. This technique emphasizes the collaboration of all students in the classroom, the exchange of ideas, the discussion and the elaboration of conclusions. This technique is a chance for students to perform their skills, to  learn to think in a reasonable and logical way, to learn how to defend and to convince their peers in class. In final , this technique makes  students more responsible .

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I would definitely use P4C in my classroom, especially on subjects where it would fit perfectly, such as abortion. The disadvantage is that P4C is very time consuming, but on the other hand, it is a method that all students can work with.  There is also the possibility to discuss with a philosophy teacher to plan a interdisciplinary teaching.

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GMO, nuclear power plant, Environment pollution

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How would you apply P4C in your classroom?

1. P4C I use in class 1 in the section "Genetic engineering". Students in groups carry out projects - examples of project titles this year: "Youth about GMOs", "GMOs? I know and I!" P4C is part of these projects.
2. I can already see that I do not use all P4C steps.
3. In the near future, I will read the proposed publications, websites. Then I will try to use P4C on selected lessons, extracurricular activities.
4. Themes for using this method are, for example: GMOs "-" and "+", cloning organisms, greenhouse effect, acid rains, human genetic diseases, health and human diagnostics.
5. P4C can also be used in vocational counseling classes.

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Good thinking is learned from dialogue with others.
the pupils need to take part in dialogues that provide examples and models of good thinking.
The source of knowledge and intellectual excitement is under discussion.
The statements should be tested on the subject. The topic is not seen as a quarrel but as a collaborative research for the best answer to a question.
Thinking well is being creative and critical. 

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How would you apply P4C in your classroom?
I would apply P4C in my classroom in the subject of Statistics and Data Validation because this Sciences is used to give einformation and sometimes this information is used to manipulate situations or get some especific objectives for example in politic issues.
In my Vocational School is easy to use this methodology especially in all the Health and Diagnosis courses in which genetics, molecular biology and other subjects are include in the curriculo.

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One of  contemporary life science issues i can use this metod is nuclear power plants building.

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This is an innovative method today in the school. It helps to reflect on trying to dialogue and respect different points of view. It can be used in all disciplines and on various topics. Only in this way can we help to grow democracy and a just society. Next year I will try to implement it in collaboration with other teachers.

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I think it is a cutting-edge method in school today because it helps to reflect, to research, to dialogue and to respect the many points of view. This method can be used with all the disciplines and on the various themes. Only in this way can we help to grow democracy and a more just society for all diversities. I try to adopt it, even if superficially with my students. Next year I will want to enhance this method in collaboration with other teachers.

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I think that P4C is also necessary for some some science lessons. Expressing thoughts, ideas, communicating is also criterion for students achievements. To be engaged in topic through discussions is also very important for students to choose their future field of work.

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P4C is apliable in very differetn topics in biology classes. From cells, stem cells, HIV cure solutions, various genetics diseases, evolution points.

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I think organise a p4c activity about a bioethical issue could be a good idea to be developed in collaboration with the history, geography and social studies teacher with my elder students (13 years old)

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In Physics, I could use P4C to have students thinking on use of artificial intelligence, augmented reality and virtual reality in schools to impart quality education and reach every nook and corner of the country.

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Two weeks ago I had a lesson dedicated genetic deseases. We started to think about children who must be born with curable illnesses. That moment would be good to take on P4C arguments.

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There are many subjects that can be used wiht P4C, like the conquest of the cosmos as an example.

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It would be interesting to use P4C when it comes to organic substance matter, why carbon builds organic matter, what would be organic matter built from Si, so that then the world ...

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I think it would be very interesting to discuss management of resources (how to use land, farmed goods), and establishing life on another planet-
] with students using P4C.

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Angela italy i think this metodology is vero usefull in live scienze teaching especially with bene discoveries that have etichal implication

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Angela italy i think this metodology is vero usefull in live scienze teaching especially with bene discoveries that have etichal implication

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In the last year I have realized this Activity about STEM cells in human body with large discussion  in high school classes

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I use P4C in my classroom in some topics about biology and biotechnology. My students are from 16 to 19 and I can plan a P4C lesson to improve thinking and critical skills.

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With Malta being one of a handful of countries in the world where abortion is still illegal in all circumstances, abortion can be a very good topic to plan a P4C lesson around. This discussion can be included in the Human Reproduction topic especially when fertilisation, conception, implantation and pregnancy are meant to be discussed.

Some other topics that can be good P4C discussion candidates are The Evolution of Mankind, Animal Testing, Hunting and many Environmental Issues.

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Every method that enables children to think, use logic and make conclusions is great. P4C is very interesting as it gets discussions going and when children have to use reasoning, information stays with them longer. It is ingrained in their minds. Of course, it requires preparation and practice but I believe it is a valuable technique no matter what subject you teach.

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P4C is very interesting, if your aim is to stimulate your students' thinking skills and it will be very useful in my teching practice, especially when discussing ethical issues with students.

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P4C I could apply in classes on nuclear power plants that are not in my country and nuclear energy in general. However, to discuss some issues, you need to be well prepared for the conversation and get to know the topic - it is difficult for young students.

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In many ways - evolution, genetics etc.

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P4C is a technique by which students practice critical thinking and its application can be accomplished in certain sequence of lessons depending on the subject. But P4C technique requires the allocation of time resources that are not always available to the teacher and his / her students.

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I  think that P4C  is quite interesting. It gives to me some ideas that I can probably use in my class

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From my point of view P4C is an interesting tool. I have copied the planning for p4c and I'll try to put it into practice in my classes filling it and following in my classes... Curriculum context, stimulus selected, questions created, questions selected, concepts covered, philosophical tools, community building tools, evaluation of tools and next steps.

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P4C is a very interesting technique, I would like to apply it to my classroom, but I think there is not enough time to implement it the way it is proper.
I also think I need more education, especially in my field, which is not biology.

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The P4C is very interesting but non applicable in my class right now. There must be done many changes before a teacher in a Minority primary school begins to apply it.

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Defintely in Mexico, we have a lot of work to reach this kind of results. Definetely P4C it's not just about keep our students motivated its too more, because in our class, we're not just learning and teaching, we've the responsability to make better citizens.

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I start to work on an article that explains the importance of biodiversity in a sample lecture.  Warm-up /Question-choosing / Stimulus / First thoughts on the question chosen /Private reflections (thinking time) / Inquiry /Last words /Review and evaluation process/content

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Based on the information given in the course, I realized that implementing P4C in class would benefit students in many ways and particularly in enhancing their learning on how to make sound ethical judgments for themselves. Through P4C attempts are being made to clarify and illuminate unsettled, controversial issues so that students can develop new perspectives and alternative ideas in order to make sense of perplexing issues that will confront them in the science course. I definitely understood, also, that teacher has to be trained in such a pedagogical approach in order to be qualified enough to implement P4C. Despite the fact that I am not familiar with this approach, the course provided us with plenty of information and reference material to study if we would like to invest in P4C.
Biology offers plenty of possibilities in discussing philosophical issues, especially ones that arise by the newly emerged innovations in molecular biology and genetics that could have a lot of applications in medicine, human reproduction, ecosystems stability, etc. A biology teacher has many reasons to relate science curriculum in school with contemporary life sciences issues. For instance, last week I had to teach my students about the methods used to clone mammals. The lesson began with the headline of REUTER: «Chinese scientists have cloned monkeys using the same technique that produced Dolly the sheep two decades ago, breaking a technical barrier that could open the door to copying humans». We had an interesting change of views (stimulus, first thoughts on the question chosen, private reflections - thinking time) on how ethical human cloning would be. There were no groups formed, students discussed their own opinions. A main question was formed: whether we should clone humans or not. This could have been the philosophical question, if we were implementing P4C and I could have constructed a better formula for implementation in the class, if only I was aware of this approach. I will try to implement a short version of P4C approach next time we are about to face such a philosophical issue. As I have written in 3.2., due to the curriculum, I do not have the freedom of time to extend such activities within the strict school timetable.

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Definitely P4C.

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P4C could be used in discussion in genetics (GMO, biotechnology).

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I teach science but I have the diploma of classical high school, the Latin culture, Greek philosophy but also the scientists themselves are famous for their philosophical questions, but that they have served for their work and their lifestyle. I often introduce my lessons with some questions from Latin authors, religious writers, poets and writers, videos, magazines, thus stimulating their curiosity on the subject. Animated discussions are born but respectful of the diversity of opinions, deepening and documenting what they have proposed

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In my opinion P4C could be useful during  discussion about endengared species and ways of nature preservation.

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I will use the same method I have been using for years, but with the steps you have described and using helpings and written texts.

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P4C could be used in financial mathematics topics.

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Philosophical approach to learning creates open mindedness and encourages students to raise questions on ethical issues related to various topics of science. An interesting way of approaching difficult areas of research and advancement.

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I think using philosophy in our lesson with kids, everything makes sense and students can understand deeply and experience in a better way the sequential methodology of the propose learning path

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This is very interesting, because the teachers do not only motive the students, but also create a way to approach for the future citizens and individuals

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I didn’t applied P4C in my classroom, but this month the Philosophy teacher and I made a philosophical approach to the subject of the future of medicine. We started with an informative video as a stimulus. Then, we promoted group reflection, students posed questions and the whole class agreed a driving question. Students, in cooperative teams, looked for different information types and sources, presented them and finally the class answered the driving question.

There are not exactly the same steps. I will discuss what I have learnt here with the Philosophy teacher. Among other things, I’d suggest to include

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In my point  P4C  is quite interesting. It motivates me and my students to create such an interesting problems.

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First a short video/article/presentation afterwords the topic chosen,   short reflections, question creation, feed-back  & evaluation.

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I think P4C is very interesting and it is a pedagogical approach to encourage and foster interest in learning and formal and non-formal knowledgeIn the classroom, I frequently  approach topics related to human life to stimulate their interest in this subject. I present arguments with philosophical questions to be debated and reflected.

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I used to start with a video, or articles about the issue we are going to learn. P4C allows me to improve my way of starting the lessons: global warming, genetic topics, climate changing…

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1. Warm-up 	6. Question-choosing
2. Stimulus 	7. First thoughts on the question chosen
3. Private reflections (thinking time) 	8. Inquiry
4. Question creation 	9. Last words
5. Question-airing 	10. Review and evaluation process/content

 

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I think that P4C is quite interesting. It gives to me some ideas that I can probably use in my class