Philosophy goes to high school : an inquiry into the philosopher's pedagogy

Abstract

This dissertation provides educators the theory of the philosopher's pedagogy and explores its application within a high school English classroom in order to create opportunities in which philosophy flourishes in the American high school. The literature review details the efforts of the P4C movement and identifies many of the barriers and limitations that have kept philosophy from becoming more widespread in America's schools. This historical review and analysis sets the foundation for a qualitative constructivist grounded theory study that examines thirteen former students' experiences with the philosopher's pedagogy. The analysis of their intensive interview responses details an experience where students can be themselves, they learn from each other, their teacher is an active participant in the learning process. The philosopher's pedagogy also transforms the students' notion of what it means to know something. "Knowledge" moves beyond the acquisition of information and becomes the search for a feeling of satisfaction that comes once they attain an increased depth of understanding. The study concludes by generating a theory of teaching that overturns traditional models of instruction, such as the transmission theory of teaching. The philosopher's pedagogy model (1) positions the teacher as a co-participant with students in the learning process; (2) values student perspective as content of teaching; and (3) requires a slower, more deliberate, and reflective conception of teaching and learning. Therefore, the teacher-philosopher's preparation must provide an educative experience that promotes a new understanding of the teacher-student relationship, creates a shift in the primary content of instruction, and develops methods to engage students in meaningful philosophical reflection.