1. Rob Bartels Research Centre for Integrated Pedagogies at Inholland Professional University Centre of Philosophy for Children Netherlands

2. presentation: 1. previous history of the project 2. clarification of concepts 3. first results 4. next steps 2

3. philosophy for democracy 1. previous history 3

4. previous history of the project  project: ‘teachers philosophize’  result: the book ‘Children learn to philosophize’  a practise based methodology for philosophy with children  a guide for teachers to implement and develop philosophy 4

5. previous history of the project  new legislation: the advancement of active citizenship is a main task of schools  a chance to implement philosophy with children in this framework 5

6. philosophy for democracy 1. programme based on the methodology of ‘Children learn to philosophize ‘ 2. pilots in 40 classes 3. research to show that philosophy with children can be a democratic practice which contributes to education for democratic citizenship 6

7. philosophy for democracy 2. clarification of concepts and assumptions 7

8. main assumptions  that philosophy with children can be seen as a form of democratic practice,  and that democratic practices in education can contribute to the development of democratic citizenship competencies of children. 8

9. democracy  The main value of democracy is in the recognition of differences, the individual right to be who we wish to be.  The other values are derived from the minimal conditions required for living together peacefully. Democracy cannot exist without the will and the capability of its citizens to live together in a democratic way: that is democratic citizenship. 9

10. democratic citizenship  The recognition of difference the recognition of everyone’s right to be who he/she wishes to be, in the knowledge that no one is superior to others: recognition of equality 10

11. democratic citizenship  We wish and are able to communicate about our differences, in which we not only have the ability to debate and discuss, but also to dialogue, to attempt to understand the thinking and actions of others. 11

12. democratic citizenship  We can cope with social conflicts  We can cope with social conflicts; reasonability in this framework is a value as well as a skill. We can use all sorts of democratic communication, as well as forms of democratic decision-making. 12

13. democratic citizenship  Judiciousness is a responsibility of the citizen, and so it is a necessary skill. Therefore we learn to think critically and analytically, we learn to form our opinion, and to reason. 13

14. democratic citizenship  Democratic citizenship can only be practised by autonomous people. In principle, every citizen is considered to be able to develop an individual identity. 14

15. philosophy with children a democratic practice  Almost all aspects of the democratic way of life reveal themselves 15

16. philosophy with children a democratic practice  the development of thinking abilities and judiciousness,  the development of autonomous thinking,  children learn to cope with differences of opinion  the development of dialogue  and all of this takes place in a setting where all are considered equal. 16

17. philosophy for democracy 3. the first results of the research 17

18. philosophy for democracy the first phase three instruments:  a questionnaire for the teachers  a short questionnaire for children from group 3 to 8 (6 to 9 years old)  class observations and interviews with eight teachers and their classes  24 teachers  400 children 18

19. philosophy with children is a democratic practice!  Although the teacher is the dominant source of questions  we also observe considerable influence from the children.  At a young age, they already have dialogical attitude and skills, such as asking one another questions, listening to one another,  and these attitudes and skills develop more and more as they get older. 19

20. philosophy with children is a democratic practice!  Everyone has equal opportunities to participate.  The involvement of children in the enquiries is high.  Thinking about what is being said  and listening to what others say showed high scores from young to old. 20

21. philosophy with children is a democratic practice!  The opinions expressed are of the children themselves,  their contribution to the enquiry is authentic  and they contribute independently from one another. 21

22. philosophy with children is a democratic practice!  Children give reasons for their opinions,  and they do so more and more spontaneously as they get older.  It is hard to think of new reasons, when you have to defend your point of view. It is even annoying when someone else disagrees with you.  Obviously that does not feel comfortable, but in their reactions that discomfort - as children get older – is less and less observable. 22

23. philosophy for democracy 4. next steps 23

24. philosophy for democracy next steps  discussion with the participant teachers about the clarification of concepts  what learning processes occur and how can results from these lessons be defined and measured in terms of growth in democratic values, insights and sensibilities? 24

25. 15 November 2007 ©rob bartels robbartels@xs4all.nlrobbartels@xs4all.nl ; www.xs4all.nl/~rob1septwww.xs4all.nl/~rob1sept 25