Research Evidence

Evaluation of the ‘Thinking Through Philosophy’ programme.

 Results

• The incidence of children supporting opinion with evidence doubled, but ‘control’ classes remained unchanged.
• There was evidence that children’s self-esteem and confidence rose markedly.
• The incidence of teachers asking open-ended questions (to better develop enquiry) doubled.
• There was evidence that class ethos and discipline improved noticeably.
• The ratio of teacher : pupil talk halved for teachers and doubled for pupils. Controls remained the same.
• All classes improved significantly (statistically) in verbal, non-verbal, and quantitative reasoning. No control class changed. This means children were more intelligent (av. 6.5 IQ points) after one year on the programme.
• Further research has shown the gains shown above were fully sustained after two years. During that time the children had moved to secondary schools and were not taking part in the Thinking Through Philosophy programme, but their improved thinking did not decline.

Note: This has wide implications for enabling children to reach their potential. CAT (Cognitive Abilities Tests) are widely used to predict GCSE’s and Standard Grade exams – with hitherto a high degree of accuracy. Using ‘Thinking Through Philosophy’ can positively change those predictions!

If you work hard in philosophy you become a better thinker in other subjects

It helps you to become more confident

There is more peace in the school - everyone learns to like one another

It helps you solve any dilemmas you have

It helps you know the difference between right and wrong

It makes you feel free to speak

It helps you concentrate and focus

It helps you voice your opinion

It makes you more aware of what you say and DO

It increases your self esteem

It has helped me look at things differently and respect other opinions

It gets you ready to think when you are working

It helps you focus on what you are doing

From teachers

The relationships between the class became much more honest, open and trusting. Barriers between pupils and between pupil and teacher were dissolving.

The pupils were able to transfer the listening and articulation skills they developed into other areas of the curriculum, and were able to use their skills to advocate their perspective in conflict situations with others and with me.

Pupils definitely developed the ability to justify their opinions and were able to do this without being prompted.

The children became far more tolerant of an opposing point of view, and could disagree without it becoming an aggressive argument.

In all curriculum areas children began to justify answers.

From headteachers

Staff have been surprised at the level of interest and involvement from their pupils and also the ideas and opinions which they have expressed and justified. It has become a valued programme.

All children in the class had developed more confidence. Children who wouldn't before offer opinions were now doing so and sticking to their point of view

What I have noticed when I have been in the classes is a growing ability and confidence to question and reason

I have observed a range of lessons and have been involved in certain aspects of their delivery. I have been amazed and astounded by the depth and clarity of pupils' thinking and reasoning. They are capable of considering situations from a far broader perspective than I would ever have though possible. They are also able to reflect more fully on their own actions in a more articulate manner than before and a degree of empathy is now clearly evident, which again was not the case, prior to the commencement of the programme.

Thinking skills programme impacted on other areas of the curriculum in terms of children'' questioning and their respect for the views of others

I have been aware of fewer referrals this year from pupils in the upper stages of the school. Pupils who have been referred appear to have a clearer understanding of the reasons for the referral and the reasons for the implementation of school sanctions