Greenwich's "blooming minds" learn key life skills through philosophy lessons
Twenty eight pupils, from Morden Mount Primary School in Greenwich, donned graduation caps and received certificates, 'Philosopher-in-Training' T-shirts and prizes from Dr Peter Jones, head of the Department of Languages & International Studies in the School of Humanities & Social Sciences.
On Friday 25 March, a class of eight year olds got their first taste of what it's like to 'graduate' after completing a Blooming Minds course in philosophy at the University of Greenwich.
Throughout the course the children have considered questions such as: What makes us human? What is the self and what makes me who I am? How can we tell the difference between appearance and reality? These ideas are chosen by the pupils and introduced by means of stories, poems, pictures, puzzles and conceptual games.
Arese, who is eight years old, says: "I've learnt how to think more and argue properly. I was quite good at that before but now I'm a bit better." Sara, also eight, adds: "I've learnt a lot of technical words like 'perception' and 'identity'."
Louise, nine, who won a prize as 'Best Arguer', says: "You have to think about how to make people support what they think." She has a twin sister, Scarlet, who is also in the class, and on whom she practises her arguing skills at home! Her favourite lesson looked at the differences between humans and animals, and whether humans are right to treat animals as we do, through the reading of the Roald Dahl poem The Pig.
Dr Kath Jones, senior lecturer in philosophy at the university, who instigated the project, began running philosophy sessions at her son's primary school a number of years ago, with very positive results.
She says: "Young minds possess a willingness to engage openly in philosophical discussion in a way that is often lost in later years. I think it is important that children's ideas and concerns about fundamental issues are taken seriously. The skills of rational deliberation - the ability to think for oneself and to communicate effectively with others - are invaluable for a healthy engaged community.
"Children's tenacity in engaging with difficult issues and their boundless energy and enthusiasm in doing so is always a joy to witness."
Other children who took the course say: "All children should do philosophy, because it makes you think." Safy, aged nine. "In philosophy class we learn how to think for ourselves." Kulwant, aged eight. "My favourite thing in philosophy class is when we do investigations with thinking." Hamza, aged eight.
Studies of similar schemes elsewhere in the UK, as well as the USA, Australia and New Zealand, have documented significant improvements in both intellectual and emotional growth of participating pupils.
Morden Mount head teacher Mary Jackson particularly praised the course for the positive effects it has had on the children's ability to work together: "Philosophy has helped them to become better team players. They really listen to each other, reflect on what their classmates are saying and value their opinions. It's very important that when they eventually go out into the world that they have learned to work with others, and primary school is the place to start."
Kath Jones is hoping to replicate the success of the project in other schools throughout southeast London next year. Future sessions will be led by final-year honours students on a year-long accredited placement with Blooming Minds. Most will go onto PGCEs after their first degree, and this is an opportunity to develop methods and approaches geared to the needs of the specific groups of pupils they will work with.
The initiative has been supported by Aspire (Aimhigher South-East London), a partnership of universities, schools, boroughs and community groups who are working together to give young people more opportunities to access further education.
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For further information and images, contact:
Nick Davison
Public Relations
University of Greenwich
020 8331 8092
n.a.p.davison@gre.ac.uk
http://twitter.com/unigreenwich
Notes for editors:
University of Greenwich
The University of Greenwich is a large university with three campuses - in Greenwich, at the Old Royal Naval College, a World Heritage site; in Avery Hill, south-east London, set among 86 acres of parkland; and in Medway, at an elegant Edwardian red-brick campus in Chatham Maritime. The university is home to a thriving community of nearly 29,000 students, one in five of them postgraduate, and combines strong regional, national and international links with a record for excellence in research and a mission for access to higher education.
The university carried out more than £15 million of research and consultancy for companies, research councils and other public and private bodies last year. The quality of the university's research work has been recognised in the award of three Queen's Anniversary Prizes for Higher & Further Education. The university has also won four recent Times Higher Education awards.
Alongside its major economic, social and cultural contribution, the university prides itself on its high standards of teaching, careers guidance and personal support. The two most recent Sunday Times University Guides have placed Greenwich at the top of the London league table for student satisfaction. In the 2011 Sunday Times Guide, Greenwich was ranked 26th overall for student satisfaction, placing it among the top quarter of all UK universities. Greenwich also topped the publication's national league table for student satisfaction in a variety of subjects including Civil, Chemical and other Engineering courses, Law, and Medical Sciences and Pharmacy. The Sunday Times added that students at the Greenwich campus "have some of the most exquisite university grounds in the country".
People from more than 100 countries choose to study at Greenwich, as part of an international student community of 5,000. The university also has an extensive international network of partnerships with universities and overseas colleges.