Thinking: The Journal of Philosophy for Children, Volume 17, Numbers 1 & 247

T he Difference Between
T raditional Teaching Method inChina and P4C from USA
LIU HAIQIN (KATE LIU)

At the end of 1999, P4C from America was introduced into our school by Jiaozuo Teaching and Research section. This created a sensation. It played
and important role for us to change from Test Education toQuality Education. In addition, there were many teachers ofour school who took part in the research work. I am one ofthem. After one year of research, I think I understand themain meaning of P4C. Today, I’d like to share in writingthese reflections about P4C and four main differences between traditional Chinese teaching methods and P4C.
Teacher-Centered vs. Student-Centered
In a Traditional class, the teacher always makes the lecture from the very beginning to the end. The students haveno time to think, to practice. They can only stand straightand listen, or say “yes” or “no” together. They have no time
for their own opinions or ideas. They can only memorize
the answer that teachers give them and the answer is thesame.
But in P4C class, the teacher talks only when it’s necessary to give directions, to teach a new concept, to answer
student’s questions, or to demonstrate something. The students are encouraged to work in pairs or small groups, sothey have much more opportunity to practice.
When I plan the lessons, especially the parts for practice and communication, I always try to choose activities
which are student-centered, to give the students the mostopportunity to develop.
So, I think involving the students as often as possible isvery important. If a teacher just lectures to the students, thestudents will not develop their own skills. If the teacher involves the students in communicative learning activities,
the students will be more motivated and interested. So, I say
the first difference between them is teacher-centered in the

traditional class, and student-centered in P4C class.
Threatening vs. Comfortable
In traditional class, the teacher is first and the students
are second. That means, the students can’t disprove the argument of the teacher. If he or she does, he or she would bethought disrespectful. Also, the students are responsible forkeeping the class organized. In class, students are partic ularly fearful if they are always being corrected when they
speak or answer the questions. They will be afraid of making mistakes, and they will not want to take risks. So I think
if a teacher has patience with student’s errors, the students
will be encouraged to study more freely.
In P4C class, the classroom environment is preferredover criticism, and teachers generally try to be pleasant andapproachable (friendly). The distance between teachers andstudents—both physical and psychological—is minimal sothat teachers walk among their students while teaching andthe atmosphere in the classroom is very informal. Few
teachers stay behind their desk while they are havingclasses.
Making Critical Judgements vs. Memorizing Answers
In traditional class, the teacher thought his job was toprovide correct information as directly and concisely aspossible. For example, in the literature class, the students
enjoyed the time-honored approach of close text analysis.
They will even be willing (and able) to delve into the grammatical relationships and style elements, and they wanted toknow what the works meant and how their meaning could
Liu Haiqin (Kate Liu, jiaoks@mail.jzedu.com.cn) teaches at the Experimental Middle School of Jiaozuo, Henan, China. She has been
involved with P4C since 1999.

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Haiqin, The Difference Between Traditional Teaching Method in China and P4C from USA

be validated through the vocabulary and syntax, and thenmaster and memorize them.
In the P4C class, I think the teacher’s job is to help
raise interesting questions and provide enough backgroundfor students to draw their own conclusions. The studentswant to interpret and experience the works, they enjoy talking about how the works “make them feel.” And they canlearn something about making judgments and respecting
their own opinions.
So, I think the role of the teacher in P4C classrooms is
to facilitate learning by providing information from which
students can make their own critical judgments. The students are encouraged to see how the information applies tothem personally and to determine what individual use they
can make of it. Teachers are open to differing points ofview because knowledge is many-sided and open to a variety of interpretations. Except in science and mathematics
class, teachers often believe that there is no more than one
correct answer. Teacher’s questions are often interpretive
rather than factual, and individuals may have different interpretations within certain limitations.
In my opinion, critical thinking, the ability to makecritical judgments and decisions, is the most important goalof P4C.
Learning by Listening vs. Learning by DoingIn traditional class, the teacher just lectures to his or her
students, the students can only listen, they can’t develop
their own skills.
A wise man once said, “show me and I will remember,
involve me and I will understand.” So if the teacher involves the students in communicative learning activities,
the students will be more motivated and interested.

“Learning by doing” is a central part of P4C. In P4C
class, theory is seldom taught apart from practice or it involves some kind of application. For example, in compos ition classes, students write; in history classes, they might
enact drama of historical events, write letters as if they weresoldiers in the war, or hold debates about historical decisions. In English classes, they act out dialogue in different
roles, in Social Economics classes, they invest imaginarymoney in the stock market or plan a budget for a hypothetical family. Therefore, I think “practice make perfect”
In Summary, P4C has four distinct characteristics: Students are treated as distinct individuals rather than as indistinguishable members of a homogeneous group. The atmosphere in the classroom is comfortable. Practice and applic ation is more important than abstract theory.
I like P4C and I will introduce it to the more teachers in
China.