Exploring Philosophy through the Extended Project Qualification jltcranleigh

Exploring Philosophy through the Extended Project Qualification jlt@cranleigh. org

Key points 1. Use taught course to stimulate philosophical thinking 2. Teach research skills (swiftly) through a pilot project 3. Facilitate the choice of questions (specific, engaging, researchable, controversial) 4. Provide scaffolding for the project writing process 5. The golden rule: write from the start 6. Regular milestones.

Socratic mentoring § Socratic mentors teach by asking students challenging questions about their assumptions and unexamined concepts. § Challenging them to think, even when answers are known (‘What makes you say that? ' ‘Are you sure? ' ‘Does anyone disagree? ') § Teaching students to manage uncertainty, ambiguity and paradox § Linking learning to life (‘The unexamined life is not worth leading’) Socrates by J. Horner, from Taylor, JL ‘Think Again’ Bloomsbury Ed 2012

An EPQ Philosophy Programme 1 The taught course (6 - 7 weeks) • Teaching for independence • Designed to stimulate inquiry, teach skills in reason and argument and suggest possible project topics. • 6 to 7 lessons on philosophical topics 2 A pilot project (2 – 3 weeks) • A small-scale project, involving selection of a question, some research, training in skills such as referencing and a final presentation.

An EPQ Philosophy Programme 3 The project itself (18 weeks) § Project Proposal Form 2 weeks § Research 6 weeks § Discussion 8 weeks § Abstract, Intro, Conclusion, Evaluation 2 weeks

Zeno’s paradox: is motion real? Achilles and the Tortoise Source: i. Tunes U Team, The Open University http: //www. open. edu/openlearn/bodymind/60 -second-adventures-thought (c) 2016. See also Creative Commons License CC BY-NC-SA 2. 0 UK

Am I the same person I was when I was born? Try a small group philosophical discussion, with one group member taking the role of Socratic mentor Source - http: //www. bbc. co. uk/programmes/p 015 lztg © 2016 BBC

Good philosophical starters What is…? (Metaphysics) What is a table? What is space? What is a book? What is meaning? What is a number? What is an equation? What is money? What is a nation? What is beauty? What is truth? What is freedom? What is music? What is life? What is justice? What is the past? What is a map? What is a straight line? What is a language? What is before the big bang? What is a work of art? What is colour? What is the mind? What is happiness? What is knowledge? How do you know…? (Epistemology) How do you know that there atoms? How do you know what an author means? How do you know what makes earthquakes? How do you know you have done the right thing? How do you know that something happened yesterday? How do you know what will happen tomorrow? How do you know other people exist? How do you know you exist? How do you know what something is worth? How do you know that 2 + 2 = 4? What should we do…? (Ethics) What should we do about inequality? What should we do about genomics? What should we do about footballer’s pay? What should we do about climate change? What should we do about terrorism? What should we do about Europe? What should we do about freedom of speech? What should we do about animal welfare?

Elements in the taught course Seminars on case study areas, designed to stimulate thinking through discussion and debate, and to suggest ideas for project work, on topics such as Knowledge Identity Goodness Justice The Mind Freedom Time

A dialectical model for reasoning Point of view Argument Counter-argument Response The proposition being defended in the argument The chain of reasons that support the point of view Criticism of the argument, Defense of the original argument

The pilot project § A short pilot project is an excellent context for teaching research skills § It also allows students the opportunity to try researching a topic that could lead into their full project, or be dropped if it proves troublesome or dull. § Ask for a mini - research review (4 sources), together with a powerpoint presentation § Start with possible topics, then narrow to a specific question (e. g. ‘The Mind’ > ‘Is the mind the same as the brain? ’) § Teach them how to write up their research using Headings and Citations (easy!) or Google Docs (even easier) or Ref. Me

The Project Process § As part of the pilot project process, they are taught research techniques (source selection, citations and bibliography construction, analysis, evaluation & synthesis of sources) § They make a choice of a suitable research question § Students summarize the findings of their research in a review of sources. § They respond to their research with a critical discussion, with argument, counter-argument and response. § They top and tail their project with an introduction and conclusion. § They add a reflective evaluation of the project process, which may include an oral presentation.

Managing the choice of title § The pilot project is an excellent training ground. Use it to teach students about choice of appropriate questions, and how to construct citations and bibliographies. § A good question has the following features: • • • The student finds it interesting. It is a socially significant issue (people care about it). It is linked to their aspirations for future work or study, if these exist. It is at an appropriate level of demand. There accessible research sources. The question is open – there is scope for argument and counterargument (not: what do I need to do to become a policeman? ’)

Beginning the project itself § Write a project proposal, addressing aims, objectives, reasons for the choice of project, a plan of activities and a list of resources. § Keep a regular activity log, with reflective entries, discussing possibilities and problems as well as actions. § Don’t let students begin with the introduction. Begin with the research review. § Show them how to create a plan of research, review sources, create citations and add source evaluations (in footnotes). § The golden rule of project work: the best way to write the project is to write the project.

Sample Research Questions § Should human cloning be allowed? § Should the time window for abortion be shortened? § Should the growth of hybrid embryos be permitted for scientific research? § Can deaf people appreciate music to the same extent as the ablebodied? § Is consciousness a brain process? § Is artificial intelligence possible? § Is free will an illusion? § Are judgements of beauty subjective? § Have scientific discoveries made religion redundant?

Review some of the Projects.

Maintaining progress § With project work, momentum is everything. § The great advantage of working in this way is that there is natural differentiation – students find their own level and most work under their own steam, with some (occasionally firm) facilitation. § This gives you time to engage in meaningful conversation about their ideas and the direction of their work. § Create a spreadsheet in a shared area and keep weekly comments, including any targets set. § Have a cohort-wide set of milestones. § Structure these to allow for a first draft of research and discussion sections, and a draft of the whole project. § Put in place contingencies for those who miss the deadlines. § Screen work through a plagiarism checker such as Turnitin.

Maintaining progress At first draft stage, review what has been written. § A good range of sources (e. g. 15), use of different types with source evaluation (reliability, not utility). § Use of sub-headings to structure the work. § Use of some academic sources (e. g. from JSTOR, opendoar. org or core. kmi. open. ac. uk. See also UEA Unibox Study Skills Resources) § Use of topic sentences with sources providing evidential support for points • (e. g. ‘It has been claimed that the London Olympics was good value for money. For example, the National Audit Office says the £ 9 billion was money well spent (Guardian, 2012) § Use of signposting to help narrative flow. • (e. g. ‘In this research review, I will examine sources which suggest that the London Olympics was an economic success, and then go on to look at others suggesting much money wasted. First, though, I will give an explanation of how much it actually cost…’)

Discussion: the heart of a project § Students tend to prefer to discuss other people’s arguments, rather than actually put their own. § Direct them to include a discussion section, in which they use the Point, Argument, Counter-Argument, Response structure. § Emphasize that the arguments should be evidence-based and that the evidence should come from their research. § If they are struggling to identify their point of view, or supporting arguments, try a peer interview.

Topping and Tailing: Thinking about the reader § Conclusions: a succinct summary of the argument. § Introduction: breaking the ice, setting the scene, drawing the reader in, signposting… § The evaluation: a metacognitive review of the process; reflective, honest, perceptive. What could have been added? Where are the gaps? What has been learned? § Oral presentation / peer review.

Exploring Philosophy through the Extended Project Qualification jlt@cranleigh. org