ჩაჩანიძე ზინაიდა

ასისტენტ-პროფესორი, ინგლისური ფილოლოგიის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო

რუსაძე ირმა

ასისტენტ-პროფესორი, ინგლისური ფილოლოგიის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო


P4C in Action

(მასწავლებელთა გადამზადება (TT) / ტრენერთა ტრენინგი (TOT) / სწავლა მთელი სიცოცხლის მანძილზე (LLL))


Introduction and aim: Worldwide, P4C stands for “Philosophy for Children” but it can also mean “Philosophy for Colleges” and “Philosophy for Communities”. The aim of P4C is to make more of a virtue of reasonableness, both within the educational system and within society at large. This method was introduced by Professor M. Lipman in order to encourage young people (citizens) to be more reasonable – that is ready to reason and be reasoned with. The main emphasis of the method is on the importance of questioning or enquiry in the development of reasoning. The P4C approach is very adaptable, it is easily used in adult groups as well as in schools, for recreational and educational purposes, it covers learners of all ages and all levels of language skills.

P4C for adults focuses heavily on the acquisition of thinking and learning skills and requires educators to promote the development of spoken language and social development.

The given presentation deals with the practical use of P4C. What exactly can we achieve by using this method? How effective is it? How does it serve the main purpose of education? These are the questions we will try to answer in our presentation.

Research methodology: The research methodology includes the following methods: experiment, participant and non-participant observation, Delphi.

Results and implications: Learners develop their vocabulary, therefore they feel more confident while discussing this or that issue. This is where their description of an event or a place turns into a discussion, when they start to solve problems, express their feelings, share opinions, approve or disapprove of different ideas, agree or disagree with their opponents, etc. In other words, they start using the functions of the language they will need in future:

• Increase concentration span

• Develop vocabulary

• Speak in front of others

• Give own opinion and say why

• Listen to other learners

• Know what a philosophical question is

• Explore or extend vocabulary e.g. subtleties, ambiguity, dual meaning

• Begin to apply reason, make connections or distinctions and hypothesis

• Refer back to what others have said

• Discuss in pairs

• Begin to tolerate uncertainty

• Be content to think differently to others.

Conclusion: The main emphasis of the given method is on the importance of questioning or enquiry in the development of reasoning. It focuses on the acquisition of thinking and learning skills and requires educators to promote the development of spoken language and social development.

Keywords: philosophical enquiry, stimuli, reasoning, communities, questioning, logical thinking

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