Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

THE PRESENT AND THE FUTURE OF

DOING PHILOSOPHY WITH CHILDREN

A Case Study
Submitted to Mr. John Jose T. Torres
Social Science and Philosophy Subject

BS PSYCHOLOGY 2

LILAC JANE N. DIOMAMPO

January 2024

…creating life’s champions

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

Executive Summary of the Study

In June 2022, philosophers, educators, and teachers met at University College

Dublin to discuss the future of teaching philosophy to children. The conference

promoted philosophical thought in schools and allowed for critical evaluation. The study

explores the liberating possibilities of philosophical discussion with children using the

1970s Philosophy for Children (P4C) method. The authors argue against adultist

assumptions and urge instructors to be open to different expressions and thinking

methods. Philosophy with Children (PwC), a development of P4C, confronts historical

prejudices against children in philosophical and political conversations.

Adult-centrism and childism are critically examined by conference attendees as they

study the child-adult hierarchy. The Philosophy for/with Children movement's future

difficulties, abolishing childhood conversations, and addressing social and educational

inequities are discussed. The articles in this file examine adult-child connections,

philosophy facilitators, and philosophical listening and attention. The authors use

psychological case studies to show how philosophical dialogue can transform children's

independence and address societal issues, advocating for a new school framework that

promotes empathic child-rearing and interconnected dialogue. This comprehensive

examination emphasizes the importance of being mindful of the assumptions underlying

our predictions for philosophy with children, striking a balance between structured

announcements and thoughtful responses to present and future urgencies.

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COMMISSION ON HIGHER EDUCATION
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Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

Findings

The writers explored the adult-child interaction and stressed the need for

educators to be receptive and question adultist beliefs while reflecting on current

and future issues. Beyond philosophical ideas, this thorough research examined

attentive listening, facilitator receptivity, and intergenerational dialogue's

transformational potential. The study reached the following findings:

1. Philosophy with Children (PwC), based on P4C, empowered children to examine

and change their surroundings. This method promotes a dialogue between

instructor and student that appreciates different perspectives and thinking.

2. Adult-Centrism and Childism The meeting showed that adultism and childism are

common in education. Adultism's prejudiced views of children's issues may

perpetuate hierarchical attitudes by measuring children against adult norms.

When seen favorably, childism empowers children by centering childhood

studies on their experiences, opposing societal standards that marginalize them.

3. Philosophy for/with Children projects disrupted typical educational contexts,

allowing for true intergenerational interaction in the "here and now." These

efforts provide venues where adults and children collaborate to imagine and

influence the future by questioning adult-centric projections onto children.

4. Active listening and attention in philosophical investigation were stressed,

questioning previous beliefs. The research stressed the need of linking active

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Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

listening with attention to promote openness and selflessness. Philosophy

for/with Children programs benefit from this change in viewpoint, which promotes

openness and diversity in thinking.

5. The symposium suggested a new school model that challenges traditional

schooling. This paradigm promotes empathetic child-rearing to foster a

democratic sensibility in childhood. The philosophical inquiry community and its

participation throughout the curriculum were crucial to this revolutionary

education concept.

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Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

Discussion on The Present and the Future of Doing Philosophy with Children

Discussions on philosophy with children influence their cognitive and

socioemotional development. A discussion at University College Dublin on present and

future prospects of philosophy among the children determined more profound

psychological issues than common educational schemes. The Philosophy with Children

(PwC) method focuses on the liberating potential of philosophical engagement. The use

of this technique allows children to be empowered and think critically, shifting the power

imbalance between adults and children. PwC supports children in becoming active

participants to question and change their environment by promoting intergenerational

conversation, putting adults’ ideas about the suitability of childhood into question.

The findings demonstrated how adult-centered concepts and childism influence

adults views of children. Psychologically, dealing with these prejudices makes children

feel listened to and valued. Psychological effects of interconnected discussion interrupt

future-focused schooling, creating opportunities for honest interaction in the “here and

now” which promotes compassionate approaches to child rearing alive a new sensibility

from childhood. Active listening and attention become key psychological tools in

philosophical research. Besides from usual listening, the research offered a more

attentive idea of listening. As stated by Gadamer, Weil and Murdoch, this approach

demands selflessness and openness. Philosophy with Children programs develops

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A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

open-mindedness and respect of difference, thus developing thinking skills owing to the

psychological change.

The new school paradigm also pays much attention to psychology in education. It

interferes with established systems that may mute the child’s native ability for a new sort

of sensitivity. The adult-child psychological relationship is developed beyond them and

us, other approaches from a networked perspective with the help of collaboration and

empathy with an inclusive approach that considers children as active contributors in

their future. The teaching of philosophy to children causes psychological impacts that

are beyond education. The debates of the current and future on this technique stress its

potential to transform children’s cognitive development, interpersonal skills as well a

capacity for functioning in a complicated environment.

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Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

Conclusions

This comprehensive study can be concluded on the note that:

1. Exploring the present and future of philosophy in connection with children,

especially through work on Philosophy with Children (PwC), reveals its potential

to change agency among young people. PwC inspires children to challenge and

transform their environment by getting rid of power relations as well as promoting

critical thinking.

2. The obtained results demonstrate a significant dominance of adult-oriented

beliefs and childsm that need to be criticized as biases defining the way adults

perceive children. Psychology implies that these pre-judgements need to be

questioned in order to create an atmosphere of value and well growth among the

children.

3. The psychological aspects of intergenerational dialogue disturb the future-

oriented nature of education, creating real discussion. This gives a fresh insight

into childhood and alters the adult-child relationship by stressing empathy,

cooperation over 'them' and 'us'.

4. Philosophical inquiry redefines active listening and attention as key psychological

skills. These innovative approaches boost the Philosophy with Children

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programs, enhancing them to be more open and aware of how thinking abilities

change.

5. A new school paradigm by the psychological vision changes existing institutions

and reconfigures interactions of adults with children. Such a paradigm leans

towards co-operation and compassion, making education more inclusive, and

transformative by viewing children as active agents of their future.

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Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

Recommendations

In light of the findings and conclusions, it is recommended that:

1. Encourage Philosophical Facilitation Teacher Training, with wide-scale teaching

Create an inviting and open environment that supports real debate by

encouraging instructors to be inclusive towards varied expressions and thinking

processes.

2. Incorporate PwC programs into school curriculum to break down disciplinary

barriers. This integration helps deepen critical thinking and makes philosophical

inquiry just another component of learning, which nurtures overall cognitive

development.

3. Encourage Research and Resource Development to assist in refining facilitation

strategies for the current study on philosophy’s psychological impact of children.

Plan the production of materials for educators, parents and policymakers in order

to support Philosophy for Children initiatives and find new ways of implementing

them.

4. Develop online platforms or networks where teachers and philosophers can work

together, to exchange ideas as well as good practices in teaching philosophy for

children and encourage community-oriented philosophical participation in diverse

educational settings for enhanced quality and effectiveness.

…creating life’s champions

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

5. Publicize success stories, testimonials and research findings to advocate

children’s cognitive development, critical thinking skills and overall well-being.

This campaign appeals for support from parents, teachers and politicians so that

children can be able to understand and embrace philosophy.

…creating life’s champions

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region IV-A CALABARZON

Lemery Colleges, Inc.

A. Bonifacio St. Brgy. Bagong Sikat, Lemery, Batangas

References:

View of the present and the future of doing philosophy with children. (n.d.).

https://www.e-

publicacoes.uerj.br/childhood/article/view/78673/47617?fbclid=IwAR3njfdwCs7BhmH8Y

lm3xxMaIUO51ZwlhmitOSO6q0mR44aWdNjsTLYu3as

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