PHIL 492 Philosophy with Children
Fall 2014
August 25 – December 11, 2014
Instructor: Dr. Amber Strong Makaiau
Contact information: amakaiau@hawaii.edu, 956-6699
Office location: Sakamaki D-201
Office hours: Thursdays 9:00 – 10:30 or by appointment
Teaching Assistant: Lu Leng
Contact information: luleng@hawaii.edu
Office location: Sakamaki D-201
Office hours: Thursdays 9:00 – 10:30 or by appointment
MEETING TIME: Thursdays 10:50 am – 1:20 pm
LOCATION: Wist 131
CATALOG COURSE DESCRIPTION:
Examines the theory and practice of doing philosophy in elementary, middle, and high school classrooms.
COURSE INFORMATION AND RESOURCES:I.

Overview of philosophy for children Hawai‘iWhat is p4cHI? p4cHI is an innovative approach to education that is transforming the schooling experience byengaging people in the activity of philosophy. p4cHI aids students and teachers in converting traditional classrooms
into intellectually safe communities of inquiry. Together, participants develop their ability to think for themselves in
responsible ways by exploring meaningful questions that arise from their interests, experiences, and learning contexts.
To learn more visit p4chawaii.org.
What is the history of p4cHI? With roots reaching deeply into American Pragmatism and the thought of such
philosophers as John Dewey and William James, Philosophy for Children (P4C) is widely respected as a direct
response to the international crisis in education.
P4C converts traditional classrooms into reflective communities of inquiry where students and teachers continue todevelop their ability to think for themselves in responsible ways. P4C began around 1969 when Matthew Lipman, aColombia University philosophy professor, became disenchanted with the educational system. He observed thatchildren did not think as well as they could or should in a democratic society.
He was also concerned that schools actually encouraged children to have a negative view of their own intellectual
abilities. To address these issues Lipman created a curriculum that incorporated the skills of logic and reasoning foundin the practice of philosophy to improve students’ thinking in the K – 12 setting. In an effort to extend Lipman’s original
curriculum and vision to a variety of geo-cultural contexts, a number of P4C Centers have been establishedworldwide.

1

II. College of Education Conceptual Framework
A sense of purpose, a sense of place: Preparing knowledgeable, effective, and caring educators to contribute to ajust, diverse, and democratic society—The College of Education envisions a community of educators who provide
innovative research, teaching, and leadership in an effort to further the field of education and prepare professionals tocontribute to a just, diverse, and democratic society. The College aims to enhance the well being of the Native
Hawaiian people and others across the Pacific Basin through education. p4cHI is an approach to teaching andlearning that supports the College of Education’s conceptual framework.
III. p4cHI Professional Dispositions
The four p4cHI Professional Dispositions describe important professional behaviors of practicing p4cHI teachers.
Demonstrating these dispositions is important to your success in this course, and in the field. p4cHI practitioners
cultivate:
1) Community: creating and intellectually safe community is essential to all aspects of learning2) Inquiry: thinking is developed through the practice of learner-centered inquiry
3) Philosophy: philosophy, characterized by wonder and embedded within a community of inquiry, is an
important tool for learning how to become a responsible thinker
4) Reflection: a learner-centered approach to education fosters active and meaningful engagement andreflection.
p4cHI is not a prescriptive practice; a p4cHI approach to education is based on four theoretical foundations (pillars)
and a set of accompanying classroom practices that can be used by teachers as they work to create a pedagogy of
their own, which address the content requirements, age, and socio-cultural needs of their students.
Community
1. Begins during the1stdays of instruction
2. Physical “set up” ofroom
3. Intellectual Safety
4. Community Ball
5. Daily classroom
activities andassessments

Inquiry
1. Learner-centered
2. Teacher as co-inquirer
3. Plain Vanilla
4. The Good Thinker’s
Tool Kit

Philosophy
1. Not a content but anactivity (big P & little pphilosophy)
2. Creating andmaintaining meaningful
and personally relevant
academic wonderment
within or across content
areas

IV.

Reflection
1. Self-corrective checking
for growth, progression,and complexity
2. Plain Vanilla
memos/reflective
questions
3. Prompts of the
Day/Daily Reflections

Description of Course Content and Student Learning Outcomes
PHIL 492 is grounded in a p4cHI approach to education. It focuses on processes for thinking andlearning, and the development of ethical relationships in and beyond school. Co-inquiring alongside theirinstructors, pre-service teachers learn to actively engage in course materials to deepen their understanding ofschooling, themselves and the world. The course is designed to give participants opportunities to work on:• “A philosopher’s pedagogy (Makaiau & Miller, 2012);” interdisciplinary methods for teaching andlearning• Thinking philosophically about pedagogy and practice through course readings and dialogue• Ethical relationship building, and process for thinking responsibly as a member of a reflective
community of inquiry• Complex problem solving, critical thinking, good judgment, reasoning, inter-personal communication,
personal reflection, group facilitation, note-taking, and writing skills• Wonderment, and connecting thinking across content areas and other areas of life2

V.

Course Units
Unit One: Creating a Community of Inquiry and Daily Practices
Unit Two: Philosophical Inquiry: Community and Inquiry
Unit Three: Philosophical Inquiry: Philosophy and Children
Unit Four: Philosophical Inquiry: Making School Meaningful
Unit Five: Reflection, Assessment and Future Action

VI. Required Texts and Readings and Other Suggested Texts
There are no required textbooks for you to purchase for this class. Instead, you are responsible for checking
Laulima each week and for printing out assigned article(s) and bringing them to class.
Unit One: Creating a community of Inquiry and Daily Practices
Allegory of the Cave, Plato
An Answer to the Question: What is Enlightenment, Immanuel Kant
She Un-names Them, Ursula Le Guin
Zen Mind Beginner’s Mind, Shinruku Suzuki
Gently Socratic Inquiry, Thomas Jackson“A Cup of Tea,” Kasulis
Unit Two: Philosophical Inquiry: Community and Inquiry
Guided Discovery in a Community of Learners, A. Brown and J. Campione
Interaction Between Learning and Development, L.S. Vygotsky
Education and Learning to Think, Lauren Resnick
Is Google Making Us Stupid, Nicholas Carr
Raising the Bar, Thomos Yos
Critical Communities, Ashby Butnor
The Community of Inquiry: Education for Democracy, Ann Margret Sharp
Thinking in Pictures, Temple Grandin
Style Delineator, Anthony Gregorc
Unit Three: Philosophical Inquiry: Philosophy and Children
Philosophy for Children in Thinking Children and Education, Matthew Lipman
Dialogues with Children, Gareth Matthews
The Philosophical Child, Jana Mohr Lone
Your Baby is Smarter than You Think, Allison Gopnik
Philosophy in the Classroom, Matthew Lipman, Ann Sharp, Fredrick Oscanyan
Unit Four: Philosophy and Inquiry: Making School Meaningful
Democracy and Education, John Dewey
Pedagogy of the Oppressed, Paulo Freire
Education and the Significance of Life, Krishnamurti
The Philosopher’s Pedagogy, Amber Strong Makaiau and Chad Miller
Philosophical Rules of Engagement, Thomas Jackson
Becoming Good American Schools, Jeannie Oakes, Karen Quartz, Steve Ryan, and Merton
Unit Five: Reflection Assessment and Future Action
Follow Your Bliss, Joseph Campbell

3VII. Course Assignments, Assessment and Grading
ASSIGNMENTIn Class Prompts of the
Day/Daily Reflections

Take Home Prompts of theDay

Philosophical Insight Papers

p4cHI Group Facilitation
Project

Final Project and Reflection

BRIEF DESCRIPTION AND REQUIREMENTS
Reflection is one of the four pillars of p4cHI and it is essential for learning.
Each week you will be asked to write a “prompt of the day” (POD) reflection
at the beginning of each class and a “daily reflection” at end of each class.
The rubrics used to assess these assignments will focus on: metacognition, clarity, use of textual evidence and self-knowledge/experience tosupport your claims, your questions, making connections, and identifying
multiple perspectives/points of view.
On some occasions you will be asked to type your POD prior to coming toclass. When this is the case, in addition to the criteria outlined above, youwill need to find an additional source (other than the readings assigned byyour instructor) to support your thinking about the prompt of the day. For
this assignment will also need to apply the APA style guide to document
your in-text references and works sited list.
This assignment will follow each unit of study, which consists of several
readings, and philosophical dialogues (Plain Vanilla). After each unit, youwill be asked to reflect on your experience in writing. The purpose of thisPhilosophical Insight Paper is to continue your/our thinking about the topic
we philosophized about in class. Please type your Philosophical InsightPaper and organize it into the following four sections: evaluation of thecommunity of inquiry, constructed response, personal reflection and action,and references.
In a group of four or five students you will plan for, facilitate (with the rest of
our class), and reflect on your own Plain Vanilla inquiry. The p4cHI
facilitation criteria will be used to assess this project in the following ways:(1) you will complete a self-assessment about your own/your group’s
facilitation of a Plain Vanilla inquiry with our class. (2) You will provide peer
assessments for each Plain Vanilla inquiry that you engage in as aparticipant (total=3). (3) You will receive an evaluation of your own/yourgroup’s facilitation of a Plain Vanilla inquiry with our class. Each of theseassessments will have equal weight.

You will make a presentation to our PHIL 492 community of inquiry. In yourpresentation you need to explain: What is p4c? Why is it needed? How
does it work? You select the medium of your choice (e.g. academic journal
article, power point, personal narrative, poem, children’s book, dramaticplay, video, etc.). Make sure you use evidence to support your claims inyour response. You will also write a final reflection about your entire
experience in the course in two-to-three pages. Final projects will bepresented on the last day of class and during the scheduled final examtime.

Total Points

POINTS
10x1points =10 points

5x3points=
15 points

3x8points=
24 points

Planning =4 points
Group Plan =10 points
SelfAssessment =5 points
Peer
Assessment
3x5 =15 points
Professor
Assessment =7 points

10 points

100points

VIII. Course Expectations, Requirements and Procedures
All written assignments must be typed with attention to spelling and grammar. Adhere to standards set byacceptable Reference and Citation Format (i.e. MLA, APA). All assignments must be handed in on time. Late work
will not receive full credit unless you have my prior approval or under extenuating circumstances. Grade drops 1 gradeeach day assignment is late.
IX. Attendance
You are expected to be in class every day unless prevented by emergency or serious illness. If the case,notify me before the class you will miss, as would be required with a teaching position. Contact your fellow

4classmates about missed classes before you talk to me. Unexcused absences will affect your grade. 5 points will be
deducted for each missed class day.
X. Class Folders
Good instruction depends on feedback between instructors and learners. Each of you will be given a folder inwhich you will keep your POD’s and Daily Reflections. When you write your POD and Daily Reflection please be sure
to make comments to us about what you are thinking and feeling about this class. Comments will be read after eachclass meeting. Your feedback will help us monitor and adjust our instruction accordingly. This folder will also serve asa placeholder for all of your work in the class and a record of your attendance for each class session; please record
the date at the top of each POD/Daily Reflection handout, and return the folder at the conclusion of each class.
XI. Calendar*
Week•
1(8/24) •••Class Activities

Readings DueClass Overview/Syllabus
Intellectual Safety
Community Ball
Prompt of the Day (POD) and
Daily Reflection

Assignments Due•

POD/Daily Reflection #1

2
(9/4)

•
•

Good Thinker’s Tool Kit
Plain Vanilla Process“Art and Craft of Gently Socratic
Inquiry”“Zen Mind, Beginner’s Mind”“A Cup of Tea”•

Take Home POD/Daily
Reflection #2

3(9/11)•

Plain Vanilla: Community andInquiry
Evaluating community of inquiry
How to Write a PhilosophicalInsight Paper
Plain Vanilla: Community andInquiry
Magic Words“Raising the Bar”
“Art and Craft of Gently Socratic
Inquiry” (section on p4cHI
community)“The Community of Inquiry:
Education for Democracy”•

Take Home POD/
Daily Reflection #3“Guided Discovery in a
Community of Learners”“Interaction Between Learning andDevelopment”“Education and Learning to Think”“The Philosophical Child”“Your Baby is Smarter than You
Think”•Take Home POD/Daily
Reflection #4••“Philosophy for Children”“Dialogues with Children”“Philosophy in the Classroom”•

POD/Daily Reflection #5
Philosophical InsightPaper #1
Take Home POD/Daily
Reflection #6“The Philosopher’s Pedagogy”“Philosophical Rules ofEngagement”••

POD/Daily Reflection #7
Philosophical InsightPaper #2

Plain Vanilla: Making School
Meaningful
TBA“Democracy in Education”“Pedagogy of the Oppressed”•

Take Home POD/Daily
Reflection #8••

4(9/18)••

5(9/25)
6(10/2)
7(10/9)

•
•
•
•
•
•

Plain Vanilla: Philosophy &Children
TBA
Plain Vanilla: Philosophy &Children
TBA
Plain Vanilla: Making School
Meaningful
TBA

•

8
(10/1
6)

•

9
(10/2
3)
10
(10/3
0)

•
•

Model Facilitation
Group Facilitation Project
Overview“Education and the Meaning of
Life”

•
•

POD/Daily Reflection #9
Philosophical InsightPaper #3•

Work on Group Facilitation
Project

TBA••

POD/Daily Reflection #10
Pre-Facilitation Group
Reflection/Planning Template

•

5

Week
11
(11/6)
12(11/1
3)

Class Activities

Readings Due

Assignments Due••Group #1 Facilitation
TBA

TBA

•
•

•
•

Group #2 Facilitation
TBA

TBA

•
•

•
•

13
(11/2
0)

•
•

Group #3 Facilitation
TBA

TBA

•
•

•
•

14
(12/4)••

Group #4 Facilitation
TBA“Follow your Bliss”

•
•

•
•

15
(12/1
1)

•

Final Project Presentations

TBA

•
•
•
•
•

POD/Daily Reflection #11
Group #1 p4cHI PhilosophicalInquiry
Lesson PlanPOD/Daily Reflection #12
Group #2 p4cHI PhilosophicalInquiry
Lesson Plan
Group #1 Facilitation Self
Assessment Form
Group #1 Facilitation Peer
Assessment Forms
POD/Daily Reflection #13
Group #3 p4cHI PhilosophicalInquiry
Lesson Plan
Group #2 Facilitation Self
Assessment Form
Group #2 Facilitation Peer
Assessment Forms
POD/Daily Reflection #14
Group #4 p4cHI PhilosophicalInquiry
Lesson Plan
Group #3 Facilitation Self
Assessment Form
Group #3 Facilitation Peer
Assessment Forms
POD/Daily Reflection #15
Group #4 Facilitation Self
Assessment Form
Group #4 Facilitation Peer
Assessment Forms
Final Project
Final Reflection*The calendar and readings are subject to change. We will do our best to modify and change the scope and sequenceof the course based on our community of inquiry’s needs and interests!
XII. Statement on Disability: KOKUA Program
If you have a disability and related access needs, please contact the KOKUA program (UH Disabled Student
Services Office) at 956-7511, KOKUA@hawaii.edu, or go to Room 013 in the Queen Lili‘uokalani Center forStudent Services. Please know that I will work with you and KOKUA to meet your access needs based on
disability documentation.
XIII. Academic Integrity/Plagiarism
Plagiarism or cheating is unacceptable under any circumstances. Plagiarism means using another's words, ideas,materials or work without properly acknowledging and documenting the source. Students are responsible forknowing the rules governing the use of another's work or materials and for acknowledging and documenting thesource appropriately. Although I encourage collaboration with peers, all work that candidates ultimately submit inthis course must be their own in their own words. Failure to meet this expectation will result in failure of the courseand possible dismissal from the program. If you are in doubt about whether your work is paraphrased or6plagiarized, see the UH General and Graduate Information Catalog under “Student Regulations” and the UH
Student Conduct Code for specific guidelines related to ethical behavior.
XIV. Ethical Behavior
Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or
facilitating such activities. Failure to meet this expectation will result in failure of the course and possible dismissalfrom the program.
XV. Annotated Description of Each Major Course Assignment_____________________________________________________________________________________In Class Daily Reflections/Prompts of the Day & Take Home Prompts of the Day
Reflection is one of the four pillars of p4cHI and it is essential for learning. Each week you will be asked to write a “prompt of theday” (POD) reflection at the beginning of each class and a “daily reflection” at end of each class. On some occasions you will be
asked to type your POD prior to coming to class. When this is the case, you will need to find an additional source (other than thereadings assigned by your instructor) to support your thinking about the prompt of the day. You will always write your dailyreflection in class. We will assess your written responses with rubrics, and you will receive a grade that will be factored into youroverall performance in this course. Please take a look at each of the rubrics below, and use the criteria in them to guide you as
you complete your reflections.
In Class Prompt of the Day (POD): Reflect on the prompt of the day (POD) in writing. Use textual evidence and/or selfknowledge/experiences to support your response.
Standards

Promptof theDay(POD)

Exceeds

Meets

Attempts

Does Not MeetMy response to the POD demonstrated that I
thought about my own thinking andcommunicated my findings by:•
Clearly addressing the question/prompt•
Using textual evidence AND selfknowledge/experiences to support myresponse•
Raising and exploring new questions thatare relevant to my interests and context

My response to the POD demonstrated that I
thought about my own thinking andcommunicated my findings by:•
Clearly addressing the question/prompt•
Using textual evidence OR selfknowledge/experiences to support myresponse•
Raising new questions that are relevant
to my interests and context

My response to the POD
demonstrated that I addressed
the question/prompt, but I did
not use evidence to support myresponse.

I did not complete
a written
reflection.

Take Home Prompt of the Day (POD): Reflect on the prompt of the day (POD) in writing. Use textual evidence and/or selfknowledge/experiences to support your response.
Standards

Promptof theDay(POD)

ADDITION
AL
CRITERIA
FOR TAKE
HOME

(POD)

Exceeds

Meets

Attempts

Does Not MeetMy response to the POD demonstrated that I
thought about my own thinking andcommunicated my findings by:•
Clearly addressing the question/prompt•
Using textual evidence AND selfknowledge/experiences to support myresponse•
Raising and exploring new questions thatare relevant to my interests and context

My response to the POD demonstrated that I
thought about my own thinking andcommunicated my findings by:•
Clearly addressing the question/prompt•
Using textual evidence OR selfknowledge/experiences to support myresponse•
Raising new questions that are relevant
to my interests and context

My response to the POD
demonstrated that I addressed
the question/prompt, but I did
not use evidence to support myresponse or raise new questions.

I did not complete
a written
reflection.

I applied textual evidence from an outside
source (a source other than the ones provided
to you by your instructor) to support mythinking AND I accurately applied the APA
style guide to document sources in-text and in
my reference list

I applied textual evidence from an outside
source (a source other than the ones provided
to you by your instructor) to support mythinking AND I used the APA style guide to
document sources in-text and in my reference
list, but I made some errors

I used an outside source tosupport my thinking BUT I
didn’t apply APA style guide to
document my sources.

I did not use an
outside source

7

Daily Reflection: How does what you learned today connect to your life and the world you live in? Do you see a different
perspective or point of view? Use textual evidence AND ideas/quotes from classmates/teacher to support your response.
Standards

Exceeds

Meets

Reflection

In my written reflection I thought about myown thinking and communicated my findingsby:•Connecting what I learned to my lifeor the world I live in.
•
Describing more than one newperspective or point of view.
•
Using textual evidence AND
ideas/quotes from classmates/teacher
to support my response.

In my written reflection I thought about my own
thinking and communicated my findings by:•Connecting what I learned to my life or theworld I live in.
•
Describing a new perspective of point ofview•
Using textual evidence OR ideas/quotes
from classmates/teacher to support myresponse.

In my written reflections I
thought about my own thinking
during and communicated myfindings by:•Connecting what I learned
to my life or the world I
live in.
•
Describing a newperspective or point ofview.

I did not complete
a written
reflection.

____________________________________________________________________________________
Philosophical Insight Papers
This assignment will follow a unit of study, which consists of several readings, and philosophical dialogues(Plain Vanilla). After each unit, you will be asked to reflect on your experience in writing. The purpose of thisPhilosophical Insight Paper is to continue our thinking about the topic we philosophized about. Please typeyour Philosophical Insight Paper and organize it into the four sections described below. ATTACH ALL OF
YOUR ANNOTATED READINGS AND YOUR INQUIRY MEMOS FROM THE UNIT TO THE BACK OFYOUR PHILOSOPHICAL INSIGHT PAPER.
PART ONE
Evaluation of the Community of Inquiry – Take some time to think about how we are doing in ourcommunity of inquiry. Focus your evaluation on the community as a whole. When you evaluate
COMMUNITY think about: listening, intellectual safety and participation. When you evaluate INQUIRY think
about: our focus, whether the inquiry was interesting or not, use of the Good Thinker’s Tool Kit to scratch
beneath the surface of the topic, and whether or not we challenged our thinking. Use the following questions
to guide your response:
a. COMMUNITY STRENGTHS- What do we do well as a community?
b. COMMUNITY CHALLENGES -What do we need to improve on as a community?
c. INQUIRY STRENGTHS - What was a strength of our inquiry?
d. INQUIRY CHALLENGES - What was a challenge in our inquiry?
Make sure to apply the notes that you took in your inquiry memos to support your evaluation. This means
USE SPECIFIC EXAMPLES.
PART TWO
Constructed Response – Pick one idea or concept and write a constructed response.
a. CLAIM- Use concise language to write a one-sentence claim.
b. ASSUMPTION(S) - Next, acknowledge the assumptions embedded in your claim.
c. SUPPORTING EVIDENCE - Then, support your claim with textual evidence (e.g. direct quotes fromthe readings or our inquires) and reasons that explain why the evidence supports your claim. Be sure
to use multiple texts (three to exceed) to support your claim.
d. COUNTER-EXAMPLES - Finally, acknowledge any counter-examples to your claim.
8PART THREE
Personal Reflection and Action – Use the following questions to guide your response:a. How did this inquiry connect to you and the world that you live in?
b. Do you now see a different perspective or point of view?
c. How will you apply what you learned to make positive change in your life or the world around you?
PART FIVE
References – Use APA format to cite in-text references and to generate a reference list at the end of yourresponse. (See the Purdue Online Writing Lab for assistance with APA format http://owl.english.purdue.edu/owl/resource/560/01/ ).
PHILOSOPHICAL INSIGHT PAPER RUBRICPART I
Evaluation oftheCommunity ofInquiry
PART II
ConstructedResponse

PART III
Personal
Reflection

PART IV
References
ANNOTATEDRESOURCES

Exceeds the Standard

Meets the Standard

Attempts to Meet theStandard

Does Not Meet theStandard

I used more than one specificexample (from my inquiry memos
or memory) to support my written
evaluation of each of the following
areas:
a. Community strengths
b. Community challengesc. Inquiry strengths
d. Inquiry challenges
I brought together multiple
questions, ideas, or concepts
discussed in our philosophicaldialogue to develop a clear onesentence claim (argument).
Using sound reasoning I correctly
identified more than one
assumption embedded in my claim.
I supported my claim with logicalreasons and evidence (concrete
details, quotations, and in-text
citations). My evidence came fromthree or more different texts (inclass readings, an additional
scholarly source, inquiry memos).
I identified and explained morethan one counter-example related
to my claim.

I used at least one specific example(from my inquiry memos ormemory) to support my written
evaluation of each of the following
areas:
a. Community strengths
b. Community challengesc. Inquiry strengths
d. Inquiry challenges
In response to a question, idea, orconcept discussed in ourphilosophical dialogue I developed
a clear one-sentence claim(argument).
Using sound reasoning I correctly
identified an assumption embedded
in my claim.
I supported my claim with logicalreasons and evidence (concrete
details and quotations). My
evidence came from two or moredifferent texts (in-class readings, anadditional scholarly source, inquiry
memos).
I identified and explained at least
one counter-example related to myclaim.

I did use specific examples tosupport my written evaluation ofsome of the following areas:a. Community strengths
b. Community challengesc. Inquiry strengths
d. Inquiry challenges

I did not write an evaluationof each of the following
areas:
a. Community strengths
b. Community challengesc. Inquiry strengths
d. Inquiry challenges

In response to a question, idea, orconcept discussed in ourphilosophical dialogue I developed
a one-sentence claim (argument).

I did not develop a claim in
response to a question, idea,
or concept discussed in ourphilosophical dialogue.

I tried to identify an assumption
embedded in my claim but it isunclear and illogical.
I supported my claim with reasonsand evidence. My evidence camefrom one of the texts (in-classreadings, an additional scholarly
source, inquiry memos).

I did not identify anassumption embedded in myclaim.
I did not support my claim
with reasons and evidence.

I tried to explain at least one
counter-example related to myclaim but my reasoning was
confusing.
In my written reflections I thought
about my own thinking during andcommunicated my findings by:	  •Connecting the inquiry to mylife or the world I live in.	
  •Describing a new perspective
or point of view.	
  •Detailing how I will apply
what I learned to making a
positive change in my life or
the world around me.	
  
	  I did not identify a counterexample related to my claim.

In my written reflection I thought
In my written reflection I thought
about my own thinking andabout my own thinking andcommunicated my findings by:	  communicated my findings by:•Connecting the inquiry to my•Connecting the inquiry to mylife or the world I live in.	
  life or the world I live in.	
  •Describing more than one•
Describing a new perspective
new perspective or point ofor point of view.	
  view.	
  •Detailing how I will apply•
Detailing how I will apply
what I learned to making awhat I learned to making a
positive change in my life orpositive change in my life or
the world around me.	
  the world around me.	
  
	
  
	
  
I accurately apply the APA style
I accurately apply the APA styleguide to document sources in-text
guide to document sources in myand in my reference list.
reference list.
I attached all of my annotated readings and inquiry memos to myphilosophical insight paper.

9

I did not complete a written
reflection.	
  	
  I made errors when applying the
I did not document sources.
APA style guide to document
sources my reference list.
I did not attach all of my annotated readings and inquiry memos tomy philosophical insight paper.

______________________________________________________________________________________
p4cHI Group Facilitation Project
In Japan, teachers learn how to teach and reflect on their teaching practice by engaging in jugyokenkyu.
Jugyokenkyu literally translates as “lesson study.” To engage in a jugyokenkyu:
A teacher first plans lessons, then teaches in front of an audience of students and other teachers along with at least one
university observer. Then the observers talk with the teacher about what has just taken place. Each public lesson poses ahypothesis, a new idea about how to help children learn. And each discussion offers a chance to determine whether it worked(Green, 2014, p.1).

For this assignment you will work with a group to plan and lead a “p4cHI style” jugyokekyu.
Objectives

Assessment Activities
As a group:A) Pre-­‐Facilitation	
  Group	
  Reflection/Planning	  Template	  B) p4cHI	
  Philosophical	
  Inquiry	
  Lesson	
  Plan	  	  C) Group	
  Facilitation	
  of	
  a	
  
p4cHI	
  style	  philosophical	
  inquiry	
  with	
  our	
  PHIL	
  492	
  community	
  of	
  inquiry	  As a group:1) Identify a philosophically rich(dynamic, multiple perspectives,complex, interesting, relevant)inquiry topic that relates to one
of PHIL 492’s three units ofstudy: community & inquiry,
philosophy & children, or
making school meaningful.
2) Write or select materials (article,
story, video, artwork, etc.) for
exploring the topic.	
  3) Write a pre-facilitation groupreflection.	
  On your own:
4) Write a philosophical inquiry
facilitation plan.	
  D) Facilitator	
  Self	  5) Facilitate a p4cHI style
Assessment	
  Form	  philosophical inquiry with ourE) Facilitator	
  Peer	  PHIL 492 community of inquiry.	
  Assessment	
  Form	  (one	  for	
  each	  group)	
  On your own:
1. Reflect	
  on	
  your	  group’s	  planning	
  and	
  facilitation.	
  2. Evaluate	
  your	  peers’	
  facilitation	  and	
  leadership	
  of	
  
the	
  p4cHI	
  style	  philosophical	
  inquiries	
  that	  you	  participate	
  
in	
  	
  

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Assessment Tools
A) Pre-­‐Facilitation	
  Group	
  Reflection/Planning	
  Check	
  List	  B) p4cHI	
  Philosophical	
  Inquiry	
  Lesson	
  Plan	  Check	
  List	  C) p4cHI	
  Style	  Philosophical	
  Inquiry	  Group	
  Facilitation	
  Rubric	
  
	
  
	
  
On your own:
A) Facilitator	
  Self	  Assessment	
  Check	
  List	  F) Facilitator	
  Peer	  Assessment	
  Form	  (one	  for	
  each	  group)	
  	
  _____________________________________________________________________________________
Final Project and Reflection
You will make a presentation to our PHIL 492 community of inquiry. In your presentation you need to
explain:•••

What is p4c?
Why is it needed?
How does it work?

You select the medium of your choice (e.g. academic journal article, power point, personal narrative, poem,
children’s book, dramatic play, video, etc.) for your presentation. Make sure you use evidence and reasons
to support your claims in your presentation no matter what the format. Final projects will be presented on thelast day of class and during the scheduled final exam time.
You will also write a final reflection about your entire experience in the course in two-to-three pages.

What is p4c?
Why is itneeded?
How does it
work?

Final Reflection

Exceeds

Meets

Attempts

My response to the three final
project questions
demonstrated that I thought
about my own thinking andcommunicated my findings
by:•Clearly answered thequestions•
Used evidence andreasons to support theclaims I made in mypresentation•
Raised and explored
new questions that are
relevant to my interestsand context
In my written reflection I
thought about my own
thinking and communicatedmy findings by:•Connecting what I
learned in this course to
my life or the world I livein.
•
Describing more than
one new perspective orpoint of view that I
gained in this course.
•
Using textual evidence
AND ideas/quotes fromclassmates/teacher tosupport my response.

My response to the three final
project questions
demonstrated that I thought
about my own thinking andcommunicated my findings
by:•Clearly answered thequestions•
Used evidence andreasons to support theclaims I made in mypresentation•
Raised new questions
that are relevant to myinterests and context

My response to the three final
project questions
demonstrated that I answered
the question/prompt, but I did
not use evidence to support
my response or raise newquestions.

I did not answer thethree final projectquestions.

Does Not Meet

In my written reflection I
thought about my own
thinking and communicatedmy findings by:•Connecting what I
learned in this course to
my life or the world I livein.
•
Describing a newperspective of point ofview that I gained in thiscourse•Using textual evidence
OR ideas/quotes fromclassmates/teacher tosupport my response.

In my written reflections I
thought about my own
thinking during andcommunicated my findingsby:•Connecting what I
learned in this course to
my life or the world I livein.
•
Describing a newperspective or point ofview that I gained in thiscourseI did not complete a
written reflection.

______________________________________________________________________________________
Pau!

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