Philosophy in the Schools

Philosophy in the Schools is the model for partnerships among the IAPC and primary and secondary schools in the region of Montclair State University. This model contemplates two levels of school participation in Philosophy for Children (P4C) as well as ways in which individual teachers who do not belong to such schools may participate.

Philosophy for Children is most successful when it becomes part of the culture of a school. For this reason, the IAPC prefers to establish new relationships with cohorts of teachers within a school. Each new partner school begins as a “First-Tier School” with the expectation of becoming a “Second-Tier School” at some point. Teachers from schools without such a cohort may participate by joining a First-Tier School cohort.

Levels of School Participation

Teachers involved in either First-Tier or Second-Tier schools earn Professional Development Hours.

The relationship with each school may be somewhat different, but is described generally in the following guidelines:

  • A cohort of at least eight teachers in the school commit to learning and practicing P4C for at least one school year.
  • The IAPC gives introductory workshops in P4C and classroom communities of inquiry at the school.
  • IAPC-certified graduate students conduct P4C once per week in each classroom of cohort teachers.
  • Each cohort teacher leads an additional philosophy session in her/his classroom once per week with periodic supervision.
  • The cohort has regular (bi-weekly) Philosophy for Teachers (P4T) meetings for the first year, with one or more IAPC personnel attending. These may be structured as study groups and may bear credit toward Montclair State’s P4C Certificate Program.
  • Cohort teachers participate in IAPC evaluations of students, graduate students, and themselves.
  • The IAPC offers follow-up workshops, mini-courses, conferences, etc. to support new cohorts and to introduce First-Tier schools to the wider P4C community.

Second-Tier Schools enter the strongest partnership with the IAPC, as described in the following guidelines:

  • A cohort of teachers in the school practices philosophy in their classrooms with periodic supervision or assistance from the IAPC.
  • The cohort organizes its own Philosophy for Teachers program, which may be structured as study groups, research groups, or Montclair State off-campus courses. IAPC staff is available for assistance. Experienced P4C teachers in non-participating schools may be invited to join these P4T communities.
  • Second-Tier schools have ongoing support from the IAPC including visits from IAPC staff, refresher workshops and invitations to IAPC events.
  • Teachers perform regular evaluation studies of philosophy in their classrooms, with IAPC assistance.
  • Teachers open their classrooms for Montclair State University doctoral student research.
  • Experienced P4C Teachers supervise Montclair State graduate students in their first semesters of practicing P4C with children, with the oversight of IAPC staff.
  • Experienced P4C Teachers supervise P4C Student Teachers.
  • Experienced P4C Teachers help other teachers in the school who begin practicing philosophy.
  • Experienced P4C Teachers may be invited to assist in workshops, teaching mini-courses, writing papers, conducting research, etc. for the IAPC.
  • Second-Tier schools are demonstration sites for IAPC visitors (local, national and global).

Teacher Preparation in P4C

Teacher Preparation

The Institute for the Advancement of Philosophy for Children (IAPC) publishes K-12 curriculum materials designed to engage students in exploring the philosophical dimensions of their experience, with particular attention to logical, ethical and aesthetic dimensions. Students read aloud or act out episodes from philosophical stories and deliberate about issues that interest them, as a “community of inquiry.” Teachers facilitate these dialogues in a number of ways. They encourage students to share their questions and ideas with the community. They model many kinds of good thinking “moves” such as clarifying terms, giving good reasons, offering counterexamples, drawing inferences, and challenging assumptions. They reinforce the social aspects of dialogue, such as listening to each other and building on each other’s ideas. They maintain a sense of where the discussion is going and share their own sense of wonder about the issues.

Although Philosophy for Children is suitable for any child, it is not something that can be readily facilitated by any teacher. The IAPC provides a variety of services to prepare teachers to facilitate philosophical inquiry with their students:

Philosophy in the Schools Program

Teachers in “First-Tier” schools practice P4C with classroom assistance, and attend “Philosophy for Teachers” sessions conducted by IAPC staff. “Second-Tier” schools collaborate with the IAPC in research, curriculum development and teacher preparation. 

On-Site Workshops

These workshops, for whole school participation or for a cohort of teachers in the school, can be customized to fit the needs of particular schools, e.g., for critical thinking or character education. 

Philosopher in Residence

This individual can help conduct a course for teachers and to supervise their P4C practice.

IAPC Seminars

These seminars are held each August (introductory) and May (advanced) in Mendham, New Jersey.

IAPC Visiting Scholar Program

Educators may attend the IAPC for periods of weeks, months, semesters, or an entire academic year to prepare to practice Philosophy for Children, to develop curriculum and/or to conduct research and scholarship in educational philosophy.

More About On-Site Workshops

Every year IAPC Staff conduct P4C workshops in schools all around the world. These workshops can be structured to suit the needs of your schools. Two popular options are three three-day sessions (nine days total) and two five-day sessions (ten days total). For each option, teachers are required to participate for full days (six hours) and each IAPC Staff member can work with a maximum of 15 teachers.

The two five-day workshops are separated by about six weeks. In the first session, there are three days of introduction to the P4C curriculum and the “community of inquiry” methodology with intensive practice, followed by two days of modeling by the IAPC Staff in classrooms. The second session consists of observations of P4C teachers and sessions for teachers to discuss their classroom experiences.

The three three-day workshops consist of one introductory session, one modeling session and one session for observations of teachers.

IAPC Staff are available by phone and e-mail to support workshop teachers, and refresher workshops and advanced workshops are always available to schools with P4C experience. 

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