Thinking: The Journal of Philosophy for Children, Volume 17, Numbers 1 & 295

Administrative
Perspectives on P4C
A Principal’s Thought on P4C
By Carolyn M. NakamotoCarolyn M. Nakamoto has just retired from Haha’ione Elementary
School where she served as principal for the past seven years.

I

have been asked to share a principal’s perspective on
the effectiveness of Philosophy for Children (P4C) at
Haha’ione Elementary School, a school that has utilized P4C since the early 90s. I do so gladly as this program
has endured and remained a vital part of the school’s curricula even with 90% of the teaching staff changing throughretirements and transfers over the years.
Haha’ione Elementary is a School Community-BasedManagement (SCBM) facility within the affluent suburbs ofEast Honolulu known as Hawaii Kai on the island of Oahu.
We service about 520 students with 21 classroom teachersand eleven certificated support staff, including one counselor, one librarian, one Student Services Coordinator, one
English as Second Language teacher, four Special Education teachers, and three specialty teachers; there are also
seven educational assistants. Our students score well-above
the state average on all normed and criterion-referenced
testing.
P4C was initially sought as a program to instruct students in engaging in higher level thinking skills in the early90s. We had wanted to embark on establishing a Scienceand Technology Learning Center with critical thinking andinquiry skills as the primary focus of learning for our students at Haha’ione. The few teachers who were exposed toP4C recommended that the school adopt such a program tohave our students be able to ask appropriate questions thatlead to deeper knowledge and utilize more accurate information that leads to grounded opinions on different subject
areas, including the selection of the best alternative solutionthat eventually resolves identified problems. We described
the focus as one that emphasized the “processing of information,” beginning with science instruction and ultimately
applying that thinking process across all content areas, in-cluding its application to the environmental and politicalconcerns of society.
The early years began with full-faculty training in P4C.
After a 3-5 day orientation, Dr. Thomas Jackson and his
graduate students from the University of Hawaii providedadditional support to students with periodic and regulated
visitations to the classrooms. The application of P4C, however, could not be overtly seen for several years until students were given the opportunity to think in an environmentthat gave them full responsibility for decisions leading to
the resolution of their own social problems. With the introduction of a conflict resolution model known to as Peer Mediation, each student was expected to settle minor disagreements with their peers by using a simple 4-step process.
These steps included (1) one’s willingness to resolve his/her own problems, (2) each disputant identifying what (s)hethought was the problem, (3) each disputant recommending
a workable solution, and (4) finally the disputants agreeing
to one solution without putting down another’s recommendation and truly respecting all ideas. It was during these discussions leading to resolution that students began to ask
questions that went deeper into the reasoning behind one’s
ideas or opinions. As a result, one began to recognize P4C
at work; its elements began to be visible.
It was only after Peer Mediation had been establishedthat P4C began surfacing in the classroom. Students began
having the courage to question the opinions of their peers
while others listened respectfully, trying to understand both
points of view. Seeing third graders having such a discussion about a story they all read was exciting as students
asked probing questions of each other’s point of view, trying to separate fact from assumptions, inferences from implications, and wondering if, why, and how the pieces of
information fit together. The proactive stance toward learning led to greater discourse among the students.
Throughout the years, we have intermittently received
feedback from our complex secondary teachers, indicatingthat Haha’ione’s students were distinguishable from otherfeeder schools’. Haha’ione students were seen as persistentin questioning and more confident in practicing intellectual
inquiry while simultaneously reserving and postponing

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judgment until sufficient information was received. Our students generally took a more skeptical, active stance towardlearning new information rather than accepting everythingthat was told to them passively. The inquiring mind wasneeded and sought for students to take active control of
their learning.
As principal of the school, I could sense that teachers
felt comfortable teaching and utilizing P4C concepts withpupils as young as kindergarteners. In fact, the teachers inlower elementary are the ones who actively support P4C intheir classrooms and speak highly in support of its effectiveness in energizing classroom discussions. They believein what P4C is able to do for their students and continue tosupport and share P4C concepts with new teachers on gradelevel. With more retirements these past few years, Haha’ione has once again made certain that the remaining faculty who are new to our school have been trained in P4C.
With support from the seasoned teachers on grade level, thenewer teachers are mentored inkeeping P4C a viable entity
along with Peer Mediation andAnger Management, anotherprogram that attempts to help
individuals recognize stages of
their own emotional awareness.
P4C, Peer Mediation and Anger
Management are viewed as toolsthat individual students require
to be able to have healthy interpersonal relationships withpeers. Students also tend to findthese programs valuable, as afew have taken the concepts andapplied them within their own
family environments, sharing
their knowledge with siblingsand parents and even trying toassist with family disputes.
During the 13.5 years as principal of Hahaione, I have seen
P4C, Peer Mediation and Anger Management individuallywane and peak within the classrooms. However, all threeprograms in combination appear to support one another, andwe have maintained implementation of these programs foralmost a decade. Why P4C works in combination with theother programs is difficult to pinpoint. It appears that P4C
provides the inquiry tools, Peer Mediation provides theframework in which the inquiry tools can be applied, andAnger Management helps each individual become moreaware of his/her own feelings within the context of thesituation. The practice of being tolerant of individual differences through persistence and patience is continually fostered and emphasized. There is also a realization that theaccuracy of information alone is not always sufficient inmaintaining harmonious relationships. The learning of
higher level thinking skills is subtle, but after years of con-Administrative Perspectives on P4Csistent expectations among teachers throughout grades K-6,
we see positive results that contribute to the development of
an intellectual citizenry for a peaceful society. P4C appears
to be student-friendly as well as teacher-friendly and has
become a major element in identifying the success of Haha’ione’s Science and Technology Learning Center. Hence,the partnership formed with Dr. Jackson and the Universityof Hawaii will continue for many more years to come.
As with all successful programs, a contributing factor tothe success of P4C, Peer Mediation, and Anger Management school-wide is that these programs are not utilized inisolation. They are practiced during classroom hours but arealso infused throughout non-instructional times by the entire staff of Haha’ione. Whether it be the counselor working
with students, a specialty teacher helping a student within apull-out program, or the administrator, head custodian, andoffice staff relating to students, the expectations exercisedby the adults are generally consistent.
Another contributing factor to
the success of the trio is having anactive student government at workwith a dedicated student activities
coordinator. Students are involvedin major decisions made through theschool’s SCBM Council by being
informed and polled for their opinions although they may not have anofficial vote on the SCBM council
itself. Major decisions involving
students have included the establishment of Haha’ione as an SCBM
school, changing the school’s yearlong calendar, and changing thedaily bell schedule. Students are
currently defining appropriate behaviors in every possible setting on
campus (cafeteria, library, computerlab, science lab, playground, restrooms, hallways) as well as community and home environments to promote positive student behaviors and a healthy school climate. The definitions of appropriate behaviors in each of
the settings are being completed school-wide through theStudent Council and its classroom representatives. Parental
input is also included in establishing positive, studentcentered definitions.
Providing students every opportunity to take control of
their learning environment has motivated their love forknowledge, made them want to be in school, and encouraged their participation in non-academic events of their own
choosing…which they are also responsible for planning andimplementing. Being congruent in our expectations andhaving a clear vision of these expectations are the overarching themes that contribute to the success of our programs.
The school labors at being child-centered in thought andaction.

Thinking: The Journal of Philosophy for Children, Volume 17, Numbers 1 & 2

P4C for our Dharma School
By Rev. Mari Sengoku
Rev. Mari Sengoku is Director of the Office of Buddhist Education,
Honpa Hongwanji Mission of Hawai’i. She has been involved withP4C since 1999.

Hurt not others in ways that you yourselfwould find hurtf ul. - Buddhism
What is hateful to you, do not toyour fellow man. That is the entire
Law; all the rest is commentary. Judaism
Do unto others as you would have them dounto you. - Christianity
No one of you is a believer until he desiresfor his brother that which he desires forhimself - Islam
Blessed is he who preferreth his brotherbefore himself. - Bahai Faith(The Golden Rule)I

came from Japan in 1994 as a Jodo Shin (a JapanesePure Land Buddhist School minister of Honpa Hongwanji Mission of Hawaii. Although the history of ourtemple in Hawaii began in 1889 because of a strong request
by Japanese immigrants who wanted to continue to listen to
the teaching of Buddha, I see many children from different
religious and ethnic backgrounds in our preschools on thetemple grounds. I was surprised to team that unlike in Japan, various ethnic groups and religious denominations coexist in the United States. How can we teach our children in
the temple about Buddhist values while respecting otherreligions?
This is the reason I started work with Dr. Thomas Jackson, who is the Director of the Philosophy in the Schools
Project in Hawaii. We have 36 Hongwanji Buddhist temples all over the Hawai'i islands and each temple has aDharma School. As the record of 2002, we have 140 teachers and 564 students altogether. As the director of the Office of Buddhist Education, I have a responsibility to organize educational programs for ministers, Dharma schoolteachers and students. My goal with P4C project for ourDharma school is that we can learn from the idea of thefounder of P4C, Dr. Lipman, and skills of Dr. Jackson todevelop children higher order thinking of philosophicalideas. By utilizing the sources from Buddhist stories as well
as Dr. Lipman's stories, and by adopting the techniques ofP4C, we can shape our Dharma school children into flourishing individuals with not only the universal values to copewith all ethnic groups, but also with Buddhist philosophy sothat they can be responsible adults who understand the essential ideas of Buddhism such as causation, interdepen-

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dency, impermanence, and egolessness.
Since 1999, as soon as I got my current position of director, I asked Dr. Jackson's guidance and support. Initially,as the introduction of P4C, I invited Dr. Jackson as aspeaker for our annual ministers' seminar and Dharma
School Teachers' biannual convention. Then, Dr. Jacksonand I started to visit each district to have P4C workshopswith Dharma School teachers. Approximately 30 teachers at
each island participated in the workshops. I selected andtranslated stories from Buddhist scriptures. By integrating
P4C technique and inquiry method to the stories, we hadamazing discussions about preciousness and impermanenceof life, love and kindness to each other, compassion andwisdom of Buddha, and foolishness of revenge. Because ofDr. Jackson’s friendly and sincere character and of course
the significance of the P4C, all Dharma school teachers
very positively react the workshops and some of them said
that the communication skills of P4C has been utilized
among their family members as well as Dharma class settings.
Currently, Dr. Jackson and I are working to produce aworkbook for Dharma School. My translation of Buddhist
stories from Japanese into English with questions fromDharma class will be filed together with essential teachingand techniques of P4C.
In September 2003, the Honpa Hongwanji Mission ofHawai'i will open its Pacific Buddhist Academy as the first
Buddhist-affiliated high school in the United States ofAmerica. The academy will give America its first comprehensive system of Buddhist Education, from prekindergarten through to Grade 12. In order to embed Buddhist values in the school life, the school will offer a "Peace
Curriculum." The P4C, I believe, has a great potential to beintegrated into the Peace Curriculum as a tool to guide children to live a life of peace, compassion, interrelatedness andoneness with whole universe which is essential to be taught
in this chaotic world.

Education Administrators
Thoughts on P4C
Bonnie Tabor
Bonnie Tabor (bonnie_tabor/waikiki/hidoe@notes.k12.hi.us) waspresent at the birth of Waikiki School as a Mindful school and is now
blessed to return to the school as principal. P4C has been an important part of her professional life for ten years.

Iam writing this to provide a brief overview of the importance "Philosophy for Children" (P4C) has come toplay in our Mindful School. Waikiki School has been a
Mindful School since 1990. Couched in Dr. Art Costa's
model of explicitly teaching intelligent behavior to students,

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Waikiki School has flourished over the past 10 years during
which this reform model has been in place.
For the past two school years, P4C has been crucial in
helping us develop our focus on thinking skills with ni creased rigor. Through P4C, students are engaged in developing their higher order thinking skills by examining questions and critically exploring the pros and cons of eachpoint of view. The process lends itself to developing thehabits of the mind, instilling a confidence in students’ ability to problem solve, while fostering an increased respect,tolerance and understanding of divergent perspectives
With discussion questions initiated by the students
themselves, topics hold a relevancy that promotes active
involvement and participation. Students look forward totheir P4C time. The P4C process reinforces the belief that
all children can become creative, active, critical thinkers.
Students who attend special education classes are as engaged by the P4C process as are our gifted students!
Another special benefit of the P4C model is its ability todevelop the skill of empathetic
listening. Students learn to focus
and really "hear" what theirclassmates are saying. By theend of the year, students thrive
within the collegial setting fosterer by P4C, They learn to respect the unique ideas and contributions of their classmates andto appreciate the importance ofasking questions, recognizing
assumptions, and practicing critical thought.
As a principal, another component of P4C I have found truly
inspiring is its benefit as a toolfor staff development. At Waikiki School, 90% of our faculty
is involved in weekly P4C"reflection community circles".
Through these sessions, teachers
challenge themselves to bump up
their own thinking skills.
Through the intense process of discussion, a camaraderie
develops among staff as all strive together to become anincreasingly adept community of critical thinkers. This
process is enlightening. As teachers develop their own
thinking, it synergistically impacts on all that happens
within the school.
There is no question that P4C has enhanced our school
and moved us toward our vision of becoming a communityof lifelong learners. Discussions routinely expand beyond
the facts-leading to complex analysis and animated intellectual dialogue. Students and teachers become empowered totrust the powers of their minds. P4C has definitely played a
key role in our quest to become a school, which is a "homefor the heart and mind.

Administrative Perspectives on P4C

We are grateful for all Dr.Jackson and his graduate students have been able to add to our school through P4C.

P4C in the Department of Philosophy
By Eliot Deutsch
Eliot Deutsch (eliot@hawaii.edu) is currently Chair of the Department of Philosophy, UH/Manoa. He has published fourteen books
and over eighty articles and reviews in professional journals. He is apast president of the Society for Asian and Comparative Philosophy.
He is currently developing a pluralistic, cross-cultural theory of rationality.

The Philosophy for Children program in Hawai’i has
its home in the department of Philosophy at theUniversity of Hawai’i at Manoa and, as chair of thedepartment and also as someone involved in the develo pment of the program since its inception
in 1985, I am very pleased indeed toacknowledge the importance and value
this program has had for the department
as well as for the local community ingeneral over the many years of its exciting work.
The course that director Thomas
Jackson offers our graduate students
interested in participating in the program is now a required course for allteaching assistants in the department.
This requirement was instituted on thebasis of the clear evidence we had not
only of the enhanced teaching skills
that the graduate students acquired but
in their being able to exhibit their understanding of the genuine purposes of
education by imparting to their undergraduate students an enduring sense ofwonder and curiosity and the ability tothink critically and creatively in all endeavors.
The process of philosophical inquiry developed in p4c,
with its emphasis on forming an “intellectually safe community” for children to share ideas, celebrate diversity inviewpoints and to listen well, has become something of amodel for us in the teaching of philosophy at all levels in
the university. Students who have graduated with doctoral
degrees in philosophy from us and who have worked with
Tom testify on many occasions as to how much they havebenefited from the experience in their own teaching at various colleges and universities. The program has in this sense
extended its influence to adult students as well as children
across the educational landscape. We are justly proud of
the many accomplishments of p4c Hawai’i under the dedicated leadership of Thomas Jackson.