Study Plan for Philosophy in Pre-school and School
(20/30 ECTS credits)
The study plan was approved by the Rector 25. Mars 2009.
Introduction
All humans search for and find answers to the important and difficult questions which arise on a daily basis.
Philosophy entails approaching this thinking more systematically. When we think philosophically, we try to
determine the truth of a matter through introspection and dialogue, as opposed to physical examination or
study. We find answers by thinking, not by weighing, measuring or gathering. Philosophical thinking
encourages us to explore beyond the superficial. It challenges us to ask questions and go beyond the easy or
obvious conclusions. It is about critically questioning that which is given or taken for granted and exploring
key concepts in depth in order to clarify meanings and discover truth. In essence, philosophy is the quest for
truth and understanding. It is about making sense of our lives and the world around us.
Children also think philosophically. When given the opportunity to think in a structured manner over a
longer period of time, children develop the ability to think critically, creatively and empathetically. They
develop the ability to seek clarification, give reasons and examples, draw conclusions and seek alternatives.
Children can think philosophically individually, but they can also think philosophically collaboratively through
dialogue. This collaborative form of searching is referred to as a „philosophical community of inquiry‟. As the
term implies, the community, in this case a group of students and their teacher, works together to develop
philosophical understanding. Within this community of inquiry, each member can listen and be listened to,
while challenging ourselves and others to think more critically and more philosophically. Therefore, the
community as a whole is actively engaged in the construction of knowledge and the reconstruction of self.
The inclusion of philosophy in school develops critical thinking skills, as well as conceptual understanding. It
combines both the cognitive and affective domains, leading not only to improvement in learning outcomes in
literacy and numeracy but also to improvement in social skills, behaviour and attitudes.
Target Group
The target group for this course is international and Norwegian teacher education students, early childhood
education students, practicing teachers and pre-school teachers, individuals working with children/young
people on a voluntary basis, as well as those with a general interest in philosophy.
This course can be taken as a part of a bachelor degree programme (180 ECTS credits), as part of a teacher
education programme or as further education for qualified teachers and pre-school teachers. It can also be
taken by other professionals who wish to further their competence in the realm of philosophy. This course
may also be taken as a detached (free-standing) course.
Admission requirements
International students must have completed at least one year of undergraduate study at their home
institution in order to be accepted. Students at Oslo University College may take the course as part of the
Early Childhood Education Programme1 or as part of the Teacher Education Programme2.
Students taking the course as a detached (free-standing) course must meet the general entrance
requirement.
Learning outcome and competence
1
2
As an elective in-depth study program as part of the final year
As part of the third or fourth year
Through the study the students will develop critical ability, oral skills and better thinking; and acquire basic
knowledge of philosophical subjects and methods. Furthermore they will get competence to be able to plan
and carry out structured philosophical activity with children and students.
Objectives
The students shall
- be able to stimulate critical and creative thinking
- develop as a thinker, as well as to develop the ability to help others be critical and thoughtful
- obtain an overview of different approaches to philosophy with children/young people
- acquire a degree of basic knowledge of the history of philosophy
- develop the ability to engage in and lead others in philosophical inquiries
- develop skills of inquiry and reasoning
- acquire methods for building a community of inquiry
- acquire methods for training students in oral and written skills
Contents
The course will present the history and theory of philosophy with children, both in Norway and other parts
of the world, as well as basic undercurrents and themes in the history of philosophy.
The main focus of this course will be on philosophical inquiry, both in relation to the student group itself and
in relation to conducting philosophical inquiries with children. In addition, criteria for the evaluation of
philosophical inquiry and oral skills in general will be of primary concern. Central themes throughout the
history of philosophy, such as truth, relativism, objective criteria in ethics etc., will also have a primary focus.
The course is practical in the sense that students will learn different pedagogical methods, as well as be
exposed to different teaching materials for use with children in their own individual groups.
Organisation and Form
Philosophy in Pre-school and School is a full-time course in English. This course will concentrate on
developing philosophical inquiry with children and young people in pre-schools, schools and voluntary
groups. The course is organized to include philosophical inquiry in groups, lectures on philosophy, the
history of philosophy, and philosophical practice, as well as sessions where philosophical questions are
explored. The course will start with a three-day seminar where the students will be introduced to a
philosophical way of working, after which there will be weekly seminars as well as work on OUC‟s learning
platform, Fronter. A site in Fronter will be provided where the students will be required to be active
participants.
Two Course Alternatives, 20/30 ECTS
The course starts at the end of January/beginning of February with a duration of three months for 20 ECTS
credits and four months for 30 ECTS credits.
Students intending to take 20 ECTS will write a shorter final paper and have a shorter reading list than those
planning to take 30 ECTS (please see chapter “Final Assessment” and Reading List”).
English is the language of instruction and supervision for this course. It is, therefore, imperative that students
have a working knowledge of both spoken and written English.
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Assessment
In order to be eligible to sit examinations the student must
- meet all course requirements
- participate in all teaching activities and supervising situations defined as required
For more closely information, see below.
Course requirements
The following course requirements must be met before the examinations may be sat:
For 20 ECTS: Two philosophical journals (3-10 pages): Students are expected to produce two
philosophical journals in connection with group sessions
For 30 ECTS: Three philosophical journals (3-10 pages): Students are expected to produce two
philosophical journals in connection with group sessions
For both course alternatives: A developed plan and description of a philosophical session with
children (3-10 pages).
Course requirements must be met within fixed deadlines. Course requirement must also be met by students
with a valid absence from class which is documented by a medical certificate. Students, who, due to illness or
other valid and documented reasons, do not meet the course requirements within the fixed deadlines, may
be given a new deadline. A new deadline for meeting the course requirements is given at the discretion of
the teacher of the class in question.
Course requirements are evaluated Pass/Unsatisfactory. Students who meet course requirements within the
fixed deadline but receive an Unsatisfactory, will get a second chance to fulfil the requirements, and in some
cases a third chance. A new deadline for meeting the course requirements is in each individual case given by
the teacher of the class in question.
Teaching activities and supervising situations with required attendance
All lectures, seminars and inquiries.
Students who do not participate in the teaching activities and supervising situations mentioned above are not
eligible to sit examinations. Illness does not excuse the student from attendance in required teaching and
tutorials. To register for examination students must attend a minimum of 80% of all teaching and tutorial
sessions.
Exceptions to course requirements can be made in the event of extreme circumstances based on submitted
applications. Students may also apply to fulfil the course requirements in alternative ways.
Final Assessment
A final certificate will be awarded based on the evaluation of a final paper (15-20 pages for 20 ECTS and 2530 pages for 30 ECTS). One question or theme connected to the reading list and the work that has been
done during the course will be randomly drawn by each student as the subject for the final paper.
The final exam will be assessed by internal examiners. The external examiner will assess a random sampling
of the marks assigned by the internal examiners.
The certificate awarded at the end of the course will result in 20 or 30 ECTS credit points depending on the
choice of course alternative.
Grading scale
Grading will be according to the ECTS-grading scale, with A-E as pass grades and F as fail grade.
Criteria for the different grades:
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Symbol
Name
A
Outstanding
B
Very good
C
Good
D
Fairly good
E
Adequate
F
Not passed
General, qualitative description of grade
An outstanding performance. The assignment paper/performance
documents outstanding subject knowledge and outstanding degree of
independence and ability in relating subject knowledge to the educational
goals of the course.
A very good performance, well above the average. The assignment
paper/performance documents very good subject knowledge and a high
degree of independence and ability in relating subject knowledge to the
educational goals of the course.
An average performance. The assignment paper/performance documents a
fair level of subject knowledge and some degree independence and ability in
relating subject knowledge to the educational goals of the course.
A performance below average. The assignment paper/performance
documents a level of subject knowledge with some deficiency, and shows a
lesser degree of independence and ability in relating subject knowledge to
the educational goals of the course.
A performance satisfying the minimum requirements. The assignment
paper/performance documents low degree of subject knowledge, and shows
a low level of independence and ability in relating subject knowledge to the
educational goals of the course.
The assignment paper/performance does not satisfy minimum requirements
New or postponed examinations
New or postponed examinations are offered within a reasonable time span following the regular
examination. Students, who do not meet the minimum requirements for term papers, may submit
improvements on the original paper in relation to new or postponed examinations the following term. For
later submissions the student must write a paper on a new topic. This also applies for students with valid
absences. Students who pass, but wish to improve their grade must write a paper on a new topic. Practical
examinations and oral examinations which are new or postponed are conducted using the same procedure
as the regular exams.
Regulations for new or postponed examinations are available in Regulations relating to studies and examinations
at Oslo University College. Students must register for a new or postponed examination. More detailed
information about registration and times for new or postponed examinations is available on the web site
www.hio.no > For studenter.
Required Reading List
Reading list for students intending to take 20 ECTS
Philosophy with children
Brenifier, Oscar 2005. A quick glance at the Lipman method. In print at Oslo University College and at
http://brenifier.com/english/index.html. (18 pages)
Cam, Phil 1995. Thinking together. Philosophical Inquiry for the Classroom. Camberwell Victoria Australia 3124:
ACER Press. (100 pages)
Cam, Phil 2006. 20 Thinking Tools. Camberwell Victoria Australia 3124: ACER Press. (110 pages)
Finocchiaro, Maurice A. 1993. Philosophy as Critical Thinking. From Thinking Children and Education, (Ed.
Lipman M.) Kendall/Hunt Publishing Company, Dubuque. (2 pages)
Lipman, M, Sharp A. M. and Oscanyan F. S. 1980. Philosophy in the Classroom. (2nd ed.) Philadelphia: Temple
University Press. (100 pages)
Martens, Ekkehart (1993) Philosophy for Children and Continental Philosophy. From Thinking Children and
Education, (Ed. Lipman M.) Kendall/Hunt Publishing Company, Dubuque. (6 pages)
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Matthews, Gareth 2006. A Philosophy Startup Kit for Schoolkids. http://philosophyforkids.com/startup.shtml
(16 pages)
Ohlsson, Ragnar 2007. Relativism, Truth and Tolerance. (3 pages) In print at Oslo University College.
Stanley, Sara 2006. Creating Enquiring Minds. London: PocketPAL, Network Continuum. (40 pages)
Whalley, Michael J. 1993. “The Practice of Philosophy in the Elementary School Classroom”. From Thinking
Children and Education, (Ed. Lipman M.) Kendall/Hunt Publishing Company, Dubuque. (4 pages)
Material for doing philosophy with children. 200 pages
Web sites 100 pages
History of philosophy
Solomon, Robert C.1990. The Big Questions. (100 pages)
Papineau, David. 2009. Philosophy. (90 pages).
Law, Stephen 2007. Philosophy: History, Ideas, Theories, How to Think. London: Dorling Kindersley Ld. (200
pages)
Nelson, Leonard 1993. “The Socratic Method” in Thinking Children and Education. (Ed. Lipman M.)
Kendall/Hunt Publishing Company, Dubuque. (9 pages)
Additional reading list for students intending to take 30 ECTS
Philosophy with children
Brenifier, Oscar 2008. “Caring thinking about caring thinking” In print at Oslo University College and at
http://brenifier.com/english/index.html. (19 pages)
Lipman, M, Sharp A. M. and Oscanyan F. S. 1980. Philosophy in the Classroom. (2nd ed.) Philadelphia: Temple
University Press. (200 pages)
Matthews, Gareth B. 1980. Philosophy and the Young Child. Cambridge, Mass.: Harvard University Press. (100
pages)
Ohlsson, Ragnar 2005. “Developing Intellectual Virtues – A Goal for Philosophy with Children”. In print at
Oslo University College (11 pages)
History of philosophy
Nagel, Thomas 1987. What does it all mean? New York: Oxford University Press (80 pages)
Papineau, David. 2009. Philosophy (150 pages)
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