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A practical guide to facilitating philosophical conversations with groups based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices.
List of contents
Preface
Facilitating PhiE
Preparation
Part One: Basic facilitation, getting PhiE goingPhilosophical process and contentThe essential core of PhiEBasic mechanism of PhiEThe PhiE step-by-step
Think, Speak, ListenThink: the stimulusThink and Speak: questions in PhiE
Other key question-types in PhiESpeak: reasons
Listen: ListeningOther key dispositions in PhiE
Part Two: Expert facilitation, managing dialectic If-ing, anchoring and opening-up
Further Facilitation Considerations
The Response Detector and The Third Way
Right-to-reply
Inclusionary moves
The Emergent Question Approach
Silent Dialogue
The Imaginary Disagreer: 'silent dialogue' in the classroom
The Hokey Kokey method
Arguments and hidden premises
The Mapper and PIES(S) Questions
Part Three: Advanced Facilitation, taking things furtherThe Sibelius Model
Writing in PhiE
Self-facilitation
Metacognition and Extended Thinking in PhiE
Thinking Tools and Thinking Wall
Metacognition in Plato and PhiE
Do you know that you know?
Meno-cognition: learning attention to ourselves
Session-plansSession-plan 1: Epistemology through imagesMagritte's Pipe
Session-plan 2: Ethics through a questionEthical Protesting
Session-plan 3: Aesthetics through performanceThe Concert
Session-plan 4: Metaphysics through textsStepping into rivers with Heraclitus, Cratylus and Plato
Appendix A-D: Tables of moves
Appendix E: Pieces of music for The Concert session plan
Bibliography
About the Author
About the author
Peter Worley is the co-CEO and co-founder of the registered charity The Philosophy Foundation. He is also a Visiting Research Associate at King’s College London and an author of many books on doing philosophy in schools and questioning in classrooms.
Summary
A practical guide to facilitating philosophical conversations with groups based on philosophical and pedagogical principles derived from the ancient Greek philosophers but supported my modern-day research and pedagogical practices.
