Step 3: Philosophical Discussion
Speech is linked to writing. Part of the process of learning writing and reading, therefore, is tied to our ability to speak for constructive or exploratory ends. When we get better at composing our thoughts verbally, we become better at writing them as well. Smagorinsky links the "exploratory talk" of inquiry based discussion as a complement to writing-to-learn or free-write activities (11). In other words, students can use discussion to inform their writing just as much as they can use free-writing to inform their discussion. Philosophical discussion can easily draw from established classroom management techniques.
Teachers—who function as contributors and facilitators to philosophical discussions—need no formal training in philosophy. We need only willingness to ask big questions, and the resolve to facilitate respectful communities of philosophical inquiry. Creating designated spaces for students to ask themselves “why do I hold this position? What good reasons do I have?” the modes of philosophical discussion provided here trace their roots to the pedagogical commitments of Socrates, Dewey, and Vygotsky.
Philosophical discussion in the classroom encourages students to "think for themselves." Good philosophical discussion, in other words, walks the "middle path" between the idea that there is only one right answer, and the idea that there is no right answer (see Bleazby 460ff.). For instructors, this means both avoiding indoctrination and respecting student's opinions (Lipman and Sharp 82).
The following philosophical discussion guidelines, techniques and activities are designed with student engagement in mind. Please also see the Resources and References page for additional help and ideas in creating vibrant and various philosophical discussions that give students the chance to practice Colorado Common Core State Standard 3: Oral Communication and Listening.
Teachers—who function as contributors and facilitators to philosophical discussions—need no formal training in philosophy. We need only willingness to ask big questions, and the resolve to facilitate respectful communities of philosophical inquiry. Creating designated spaces for students to ask themselves “why do I hold this position? What good reasons do I have?” the modes of philosophical discussion provided here trace their roots to the pedagogical commitments of Socrates, Dewey, and Vygotsky.
Philosophical discussion in the classroom encourages students to "think for themselves." Good philosophical discussion, in other words, walks the "middle path" between the idea that there is only one right answer, and the idea that there is no right answer (see Bleazby 460ff.). For instructors, this means both avoiding indoctrination and respecting student's opinions (Lipman and Sharp 82).
The following philosophical discussion guidelines, techniques and activities are designed with student engagement in mind. Please also see the Resources and References page for additional help and ideas in creating vibrant and various philosophical discussions that give students the chance to practice Colorado Common Core State Standard 3: Oral Communication and Listening.
I. Ground Rules of Philosophical Discussion
Here are the basic ground rules and goals for philosophical discussion (adapted from Cam 15):
Here are the basic ground rules and goals for philosophical discussion (adapted from Cam 15):
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II. Philosophical Chairs
A philosophical chair discussion is an activity designed to motivate students to take “positions” on important statements generated by teachers or students. Students can either agree (left side of the room), disagree (right side of the room, or be uncertain (front of the room). This debate activity gets students out of their seats and "stand" for what they believe in, while listening to the other ideas and perspectives in the class on those statements. For the detailed directions below, students can practice inquiry by generating their own agree/disagree/unsure statements. Or, you can generate your own statements from literature or draw from the the International Debate Education Association's list of top 100 debate topics for high school.
A philosophical chair discussion is an activity designed to motivate students to take “positions” on important statements generated by teachers or students. Students can either agree (left side of the room), disagree (right side of the room, or be uncertain (front of the room). This debate activity gets students out of their seats and "stand" for what they believe in, while listening to the other ideas and perspectives in the class on those statements. For the detailed directions below, students can practice inquiry by generating their own agree/disagree/unsure statements. Or, you can generate your own statements from literature or draw from the the International Debate Education Association's list of top 100 debate topics for high school.
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III. Socratic Seminars and Socratic Circles
Grant Wiggins provides an excellent guideline and rubric for Socratic Seminars through the Authentic Education and Understanding By Design website. This guide provides a wonderful and helpful way to conduct question-based, seminar style discussion over a variety of questions.
Grant Wiggins provides an excellent guideline and rubric for Socratic Seminars through the Authentic Education and Understanding By Design website. This guide provides a wonderful and helpful way to conduct question-based, seminar style discussion over a variety of questions.
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There are a host of rubrics, guides, and materials to doing Socratic seminars online. ReadWriteThink offers a brief guide and helpful links here.
For a book-length treatment of using Socratic Circles, see Matt Copeland's Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. Copeland uses an inner and outer circle technique to manage critical classroom discussions.
Looking forward to Step 4: Philosophical Writing
There are a variety of ways to use philosophical discussions to engage students in Speaking and Listening. Open discussions, philosophical chairs, Socratic seminars and Socratic circles are also happen to be wonderful opportunities for brainstorming and pre-writing. Students are now ready to demonstrate their written communication skills in Step 4: Philosophical Writing.