COURSE UNIT TITLE

: PHILOSOPHY WITH CHILDREN AND COMMUNITIES

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
GKD 5076 PHILOSOPHY WITH CHILDREN AND COMMUNITIES ELECTIVE 2 0 0 3

Offered By

Buca Faculty Of Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR FILIZ KARADAĞ ÜÇDAL

Offered to

Computer and Instructional Technologies Teacher Education
Turkish Language Teacher Education
Music Teacher Education
Biology Teacher Education
Chemistry Teacher Education
Turkish Language and Literature Teacher Education
Geography Teacher Education
Physics Teacher Education
Mathematics Teacher Education
PRE - SCHOOL TEACHER EDUCATION
ELEMENTARY MATHEMATICS TEACHER EDUCATION
Special Teacher Education
Elementary Teacher Education
Science Teacher Education
History Teacher Education
Social Studies Teacher Education
Guidance and Psychological Counseling
FINE ARTS TEACHER EDUCATION

Course Objective

The aim of this course is to introduce the theoretical foundations of philosophical dialogues conducted with children and communities of various age groups, and to support philosophical thinking through practical methods. The course aims to help participants develop critical, creative, collaborative, and caring thinking skills, become familiar with a culture of philosophical questioning, and gain the competence to effectively facilitate philosophical dialogues with diverse age and socio-cultural groups.

Learning Outcomes of the Course Unit

1   Explain the theoretical foundations of philosophical practices with children and communities. (Recognize the approaches of thinkers such as Lipman, Freire, and Dewey)
2   Describe the processes of forming philosophical questions, concepts, and dialogues. (Distinguish types of questions and conduct conceptual analyses)
3   Develop critical, creative, collaborative, and caring thinking skills. (Effectively apply the 4C thinking model)
4   Design philosophical dialogues suitable for children and diverse communities. (Plan activities, select stories, generate questions, and practice facilitation)
5   Take on the role of an effective facilitator in a philosophical community. (Maintain neutrality, avoid directing thoughts, and encourage inquiry through open-ended questions)
6   Develop philosophical content appropriate to the developmental characteristics of various age groups. (Differentiate for early childhood, middle childhood, adolescence, and adulthood)
7   Engage in philosophical discussions on social issues. (Adopt philosophical approaches to topics such as justice, equality, freedom, and the environment)
8   Critically evaluate the transformative power of philosophical practices in education. (Question and interpret the relationship between philosophy and education)

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction to Philosophy: Why Philosophy with Children The nature of philosophical thinking, the relationship between childhood and philosophy, basic level inquiries
2 Foundations of the Philosophy for Children (P4C) Approach Theoretical framework by Lipman and Matthews; the 4C thinking model (critical, creative, caring, collaborative)
3 What is a Philosophical Question Types and Levels of Depth Formulating conceptual questions and fostering depth in discussion through open-ended questioning
4 Philosophical Stories and Dialogue Building Concept exploration through stories, initiating dialogues, age and cultural appropriateness in story selection
5 Facilitation Skills Practicing neutrality, supporting thinking, managing silence, and active listening skills
6 Philosophy with Communities: Philosophical Inquiry with Adults and Vulnerable Groups Philosophical practices with the elderly, women, migrants, and other community groups
7 Midterm Exam / Practical Application Assessment Theoretical knowledge assessment + short philosophical session planning
8 Socratic Dialogues and Community of Inquiry Structure of dialogue and techniques for deepening thought
9 Developmental Characteristics and Philosophical Capacity in Children Levels of inquiry by age; cognitive and language development
10 Ethics, Justice, and Freedom: Addressing Values with Children Discussing moral concepts with children; fostering sensitivity and ethical reasoning
11 Micro-Teaching Preparation: Session Design Each student/group designs their own philosophical session: story, questions, flow, facilitator role
12 Micro-Teaching Presentations - Part I Student/group presentations classroom implementation and feedback
13 Micro-Teaching Presentations Part II Continuation of micro-teaching presentations
14 Course Evaluation and Portfolio Presentations Individual reflection on the process, portfolio sharing, and overall course evaluation

Recomended or Required Reading

Lipman, M. (2003). Thinking in Education. Cambridge University Press.

Gregory, M., Haynes, J., & Murris, K. (2017). The Routledge International Handbook of Philosophy for Children. Routledge.

Haynes, J. (2008). Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom. Routledge.

Kennedy, D. (2006). Changing Practice in Education Through Philosophy with Children. Routledge.

Freire, P. (2009). Pedagogy of the Oppressed. Continuum.


Murris, K. (2016). The Posthuman Child: Educational Transformation through Philosophy with Children. Routledge.

Splitter, L., & Sharp, A. M. (1995). Teaching for Better Thinking: The Classroom Community of Inquiry. ACER Press.

Fisher, R. (2003). Teaching Thinking: Philosophical Enquiry in the Classroom. Bloomsbury.

Turkish P4C Books (yerli kaynak):

Topses, G. (Ed.). (2022). Çocuklarla Felsefe: Kuram, Uygulama ve Deneyimler. Pegem Akademi.

Çocuk Kitapları (Felsefi Soruşturma Için):

Peter H. Reynolds The Dot (Nokta)

Shel Silverstein The Giving Tree (Cömert Ağaç)

Anthony Browne Into the Forest (Ormana Doğru)

Planned Learning Activities and Teaching Methods

Lecture (Theoretical Knowledge Transfer):
At the beginning of the course, core concepts, theoretical approaches, and practical models are presented to students through direct instruction.

Socratic Dialogue and Community of Inquiry:
Students engage in philosophical dialogues based on thought-provoking questions, fostering collective thinking. Participants take on active, inquiry-driven roles.

Case (Scenario) Analysis:
Real or fictional examples of philosophical practices with children or communities are analyzed to explore applications and reflect on practice.

Drama and Role Play:
Students experience the role of facilitator by simulating dialogues with different age groups.

Group Work and Collaborative Learning:
Small groups design philosophical activities, generate questions, and develop practical implementation plans collaboratively.

Reflective and Philosophical Journal Writing:
Students deepen their philosophical thinking by writing personal reflections and thoughts on topics discussed in class.

Video and Visual Material Analysis:
Videos from philosophical sessions with children and communities are watched, discussed, and evaluated collectively.

Story-Based Learning:
Philosophical stories, fairy tales, or short narratives are used as stimuli to facilitate conceptual inquiry.

Applied Micro-Teaching:
Students conduct sample philosophy sessions in class, serving both as facilitators and observers to enhance practice.

Guest Practitioner/Expert Speaker (Optional):
Philosophy facilitators working in the field may be invited to share real-world experiences and insights.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE Midterm Exam
2 DTK Other Activity
3 FN Semester final exam
4 BNS BNS Student examVZ * 0.30 + Student examDTK * 0.10 + FN * 0.60
5 BUT Make- up note
6 BBN End of make-up grade Student examVZ * 0.30 +Student examDTK * 0.10 + BUT * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

Participation will be assessed not merely based on attendance, but on the depth of thinking and meaningful contributions to discussions.

Philosophical journal entries should be written weekly and must demonstrate intellectual depth, even if brief.

The group project should be carried out collaboratively, with careful attention to age-appropriateness, originality, and feasibility in its design.

During the micro-teaching presentations, students will receive feedback from both their peers and the instructor.

The portfolio should reflect the learning process, showcase personal growth, and present a cohesive compilation supported by relevant documentation.

Language of Instruction

Turkish

Course Policies and Rules

Attendance Requirement: Minimum 70% attendance is mandatory.
Zero Tolerance for Ethical Violations: Plagiarism, cheating, and similar misconduct will not be tolerated.
Formatting Standard: All written assignments must be prepared in APA 7 format.
Group Work: Equal responsibility sharing among group members is essential.
Submission Deadlines: Deadlines are strict; late submissions will result in grade penalties.

Contact Details for the Lecturer(s)

filiz.karadag@deu.edu.tr
Cahit Arf Building Floor:2 No: 212

Office Hours

Monday 13.00-14.00
Tuesday 13.00-14.00
Wednesday 13.00-14.00

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 2 28
Practice (Reflection) 7 2 14
Preparations before/after weekly lectures 14 2 28
Midterm 1 2 2
Final 1 2 2
Project Assignment 1 4 4
TOTAL WORKLOAD (hours) 78

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16PO.17PO.18PO.19
LO.13
LO.23
LO.33
LO.43
LO.53
LO.63
LO.73
LO.83

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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