Published on:
05
February 2007
Improvements in intelligence through teaching children philosophy are sustainable over an extended period of time - even if children do not have continued access to the programme.
The findings were announced today by Clackmannanshire Council which has pioneered the 'Thinking Through Philosophy' programme at primary school level.
From a previous study, Clackmannanshire Council has evidence that the use of a philosophical enquiry approach in the classroom improved pupils' reasoning and thinking abilities significantly, and also led to improvements in emotional intelligence.
Now a follow up study has shown that the cognitive ability gains of those children who had taken part in philosophy in primary school were maintained more than and a half three years later.
Dr Steve Trickey, a Senior Psychologist who worked with Prof. Keith Topping on the original research, said 'This type of follow-up study is rare but is important. It shows that the time children spend in exploring philosophical concepts through structured inter-active classroom practices such as the 'Thinking Through Philosophy' programme, is a good long term investment for their future'.
Intelligence used to be thought of as a single unitary ability fixed from birth. Now, however, it is recognised that significant improvements in a person's reasoning abilities can be gained through the use of appropriate methodologies, such as that used in Clackmannanshire. The original study, involving 177 children aged 10 to 12, showed:
- Significant improvements in cognitive (thinking) abilities. (Av. 6.5 IQ points)
- Pupils' self-esteem and confidence rose.
- Pupils were more aware of their own and the feelings of others.
- Classroom behaviour improved
Dr Trickey's latest findings come in a follow-up exercise with 115 of the original group of pupils in three secondary schools, three and a half years after the commencement of the project. The analysis showed that the cognitive ability gains of those children who had taken part in collaborative philosophical enquiries, were still fully sustained towards the end of second year in their secondary schools. This was despite the fact that those pupils had not had any further experience of philosophical enquiry.
Although cognitive abilities have proved difficult to develop through more traditional classroom practice, the ability to think critically and independently is increasingly viewed as a crucial skill both in the work place and in life generally.
Clackmannanshire Council have received a grant from the Future Learning and Teaching (FLaT) division of the Scottish Executive Education Department in order to take forward the approach into secondary schools. Paul Cleghorn, who is leading the development, said, 'We now have about fifty teachers trained to a nationally recognised standard in philosophical enquiry*, and their work is increasingly impacting on the work of the schools.'
At the other end of the age range, some three and four year olds are also learning the skills and dispositions for good thinking. Cleghorn continues, 'The difficulty with learning to be a better thinker, is that thinking is usually invisible. Through the development of appropriate language and a dialogical approach, we are helping make thinking 'visible', and so enabling youngsters to be more aware of the processes. The start of this is at the nursery stage, where the skills, language and dispositions of good thinking have their roots. We all use language to make sense of the world, to build concepts. If, beginning at nursery school, children are given the tools for better critical thinking, we are beginning to build for a more reasonable world.
The philosophical enquiry approach is being used in nursery, primary and secondary school contexts, with one primary school trying an inter-generational approach to - 10 and 11 year olds are working with a small group of parents and grandparents to explore different perspectives on community issues through the P4C method.
ENDS
For more information contact - Paul Cleghorn
Click Learning Centre 01259-720089
pcleghorn@edu.clacks.gov.uk
Information concerning research - Dr Steve Trickey
strickey@clacks.gov.uk
Notes to Editor
The Council uses the 'Thinking Through Philosophy' programme at primary school level, which is based on the P4C approach to philosophical enquiry.
SAPERE - Society for the Advancement of Philosophical Enquiry and Reflection in Education
P4C - Philosophy for Children and Communities
* Qualifications referred to - SAPERE Lv 1 course