Can philosophy be used to foster values education?

Can philosophy be used to foster values education?

Besides being able to distinguish right actions from the wrong, I believe children should also be taught the necessary skills to reason for themselves whenever they encounter moral conflicts. Children following a moral education lesson conducted in a plain didactic manner may not always internalise the values taught; for these lessons often deal only with superficial aspects and do not allow children to reflect thoroughly.

Before a values philosophical discussion lesson can be conducted, the class environment should be a safe community where children are are not only free to share what they feel, think and experience, what they feel, think and experience will also be heard. This is in-tune with Lipman's concept of philosophical discussion.

According to Fisher (2000), philosophical discussions not only contribute to values education programmes, they can also develop language and thinking skills. The discussions can aid children in developing necessary social skills. Children's self-esteem and intellectual confidence can also be boosted through participation. Also co-operative learning takes place through interaction between children.

Next, Fisher (2000) also mentions that a philosophical discussion can spur children into reflecting about meanings and values. It encourages children to think what it means to be reasonable and to make moral judgments. Such discussions are essential to help create a moral culture, a way of thinking and acting together that cultivates virtues of conduct such as respect for others, sincerity and open-mindedness.

Some teachers might feel that the main problem with philosophical discussions is that moral philosophy is not the young, for two main reasons: children's lack about experience and lack of rational principles. However Fisher claims that there is a growing body of evidence that young children of four or five can answer questions about simple moral rules, fairness and can consider the consequences for others. And as limited as children's experiences may be, through philosophical discussions using stories and real-life situations, these skills of reasoning can be sharpened.

I can recall I was relieving a class of primary one pupils in Rivervale Primary School for a period. And I was supposed to talk to them about the coming Games Day. Through this talk I asked them what fair play and sportsmanship are. The pupils managed to give me many answers and real-life examples pertaining to fair play and sportsmanship. Many of them even suggested what we could do if we spot someone who is not playing fair, or is demonstrating poor sportsmanship, which then led to the discussion of difference between rough play and foul play.

That discussion reaped the benefits of conducting a philosophical discussion as mentioned in the above paragraphs and, it was a fruitful discussion with all pupils actively participating and eager to share their thoughts and experiences. And through this discussion, not only were pupils' critical-thinking skills harnessed, their social skills were also brought into practice. Hence I strongly feel that philosophical discussions should be ultilised in any values education.

Fisher, R. (2000). Philosophy for children: how philosophical enquiry can foster values education in schools. In: ed Gardner, R., Cairns, J. & Lawton, D. (2000). Education for values: morals, ethics and citizenship in contemporary teaching. Kogan Page, London.