He positively commented that, “From that it actually helps yourself and other people, you are not being one sided, relying that one information” (CD, 10/30). In the conceptual framework, this part is colored in green, representing that a positive classroom culture creates a nurturing foundation for learning. They experienced challenges in organizing their thoughts and articulating their ideas. He enjoyed using Good Thinker’s Tool Kit to ask questions and used it beyond the classroom. J. Philos. Motivation in Education, Theory Research, and Applications. It upholds that knowing is not merely an acquisition of knowledge that is external to the knower, but arises from a community of inquiry that students engage with and construct together. Students’ cognitive development occurs with social, emotional, and motivational investment during activities. Kailua High School was founded in 1955 and was moved to its present location in 1962. Students used philosophical insight paper (PIP) to continue thinking about the topic they philosophized about after each unit (e.g., what is the meaning of life? It fosters better student-and-teacher connections as they participate in cooperative learning. Psychol. Deerfield Beach, FL: Health Communications, Inc. Board of Children Youth and Families (2004). (FG, 12/18). The level of engagement and collaboration, and the excitement among the PI participants while engaging in Plain Vanilla activities reshaped their learning into an esthetic experience because it was full of life and its own form of beauty and spontaneity. LL conducted the research and wrote this manuscript. . Student academic achievement is positively influenced by the amount of active and collaborative participation in the learning process (Coates, 2007). She explained, “I said we need to take certain risk in order for us to move forward. During each Plain Vanilla discussion, students used inquiry memos to record their questions and thoughts, as well as those of their peers. Skye C. Cleary outlines five of these philosophical perspectives on why we love. PHILOSOPHICAL INQUIRY 1. Philosophical Inquiry Curriculum Guide. Toshalis, E., and Nakkula, M. J. University of Montana, College of Humanities and Sciences, Philosophy Department. Maintaining a safe and positive classroom environment is a fundamental condition for learning. doi: 10.1348/000709907x193032. Dig. Yet in the PI environment, students awakened their spirit to wonder, to question, to explore, and to experiment. Pedagogy of the Oppressed. However, a strong community enabled Liko and Kanani and other students with different learning styles and personalities to contribute. While making the community ball, they began to know each other personally. (2004). Community in the Classroom: An Approach to Curriculum and Instruction as a Means for the Development of Student Cognitive, Social and Emotional Engagement in a High School. Analysis of qualitative data occurred in three phases. Educ. Doctoral. N. Eisenberg (New York, NY: Wiley), 1017–1096. They transformed from passive participants to active agents of thought and change in their class and life. Pubertal development and behavior: hormonal activation of social and motivational tendencies. It emerges in response to tensions and conflicts inherent in human life itself. Learner-centered teachers view building relationships of care and trust as a prerequisite to academic engagement (Bluestein, 2001), including higher levels of cognitive thinking (Noddings, 1992, 2002). It is based on a set of teaching strategies that can guide teachers to translate those theoretical foundations into classroom practices (Jackson, 2012, p. 6). Philadelphia, PA: Temple University Press. (2012). I would say that this was the fun of this class in order to be able to take this outside.… my friend…started to really use all the terms, like what are the reasons, can I assume…. Teachers are not only facilitators through asking questions such as, “What do you mean by…” or “Could you use a specific example to explain…,” but also participants by contributing their own thinking and ideas to the inquiry. (2009). Liko thought she was more motivated to learn in the PI course: “I think this class motivates me by like I am never challenged to think outside my own thinking, so yeah [I like this class].” She felt that History was boring, but in the PI course, she could “get to reflect how we feel about it [subjects]” (DR, 12/18). M. Lipman (Dubuque, IA: Kendall/Hunt Publishing Company), 373–384. The Challenge to Care in Schools: An Alternative Approach to Education. The purpose of this qualitative research is to explore how a PI course that utilizes p4cHI educational approach featuring a community of inquiry, philosophical thinking, and reflection contributes to adolescents’ engagement to learning. Any given eld of inquiry can have philosophical roots and ex- tensions. They were able to discuss and weigh ideas about philosophical issues and contents beyond the English texts. 37, 153–184. They learned to put their engaging and dynamic reflections into practice. Third, students reported that they transcended their learning experiences by living a new philosophy that was acquired in the process of the community of inquiry. Today philosophical inquiry can be found in all levels of education – primary, secondary, and university. 3, ed. This situation can be changed if schools “help the young make sense of life, of experience, and of an unknowable future” (Brady, 2006, p.47). Int. This activity also positively affects students’ cognitive and social–affective abilities, engagement, moral dispositions, and self-confidence (Lukey, 2004; Jones, 2012; Toyoda, 2012; Yos, 2012; Makaiau, 2013). Millett, S., and Tapper, A. Each student has an individual perspective about an engaging PI classroom that is anchored in his or her life context, but there were several common themes emerged in the cross-case analysis. If students pursue an activity out of genuine interest, their commitment will be both more persistent and more successful than those who do not (Armes, 1992). p4cHI is an innovative approach to education that transforms the schooling experience by engaging students in intellectually safe communities of inquiry where students and teachers continue to develop their ability to think for themselves in responsible ways (p4cHI website, 2020). Studies have characterized high school students as bored, alienated, and disconnected with their class and the learning process. doi: 10.5840/thinking20051743. Academic engagement decreases significantly from the early grades of elementary to high school. “Education for open society as an educational ideal,” in Childhood, Philosophy and Open Society. Boston, MA: McGraw-Hill. T—Is what is being said true and what does it imply if it is true? Teaching to Change the World. Philosophical Inquiry in Education is an international peer-reviewed journal dedicated to the unique and distinctive contribution that philosophical thinking can make to educational policy, research, and practice. Miller’s (2013) research showed that an overwhelming majority of KHS students thought school had no meaningful connection to their lives outside of school. The rural communities of Kailua and Waimanalo each provide about 50% of the population of just under 1000 students at KHS (2014 total enrollment = 750), among those just under 60% of the students are native Hawaiian. Week 26, 47–49. Echoing Vygotsky (1935/1994)’s theory, the context of a social–historical environment can significantly influence students’ learning. Second, they reported that asking questions, sharing ideas, listening attentively, thinking deeply, and making connections are the manifestations of an engaging classroom. Participants indicated that the circular seating format and smaller class size helped establish an environment that could free them from some social and emotional stresses. Zyngier, D. (2008). Emotional Intelligence. Erikson, E. H. (1963). Although there has been a growing awareness of the significance of adolescents’ engagement in education, there has been little scholarship documenting p4cHI or PI’s effects on student learning engagement and motivation. Miller, C. (2013). They began to think about the purpose and meaning of their lives. 12 To fill the void, this research examines how the PI course and p4cHI approach to education promote involvement of economically disadvantaged youth in academic engagement. doi: 10.17730/praa.5.1.k387l37040g1233g, Trickey, S., and Topping, K. J. It provided a more flexible approach than Lipman’s P4C, whose P4C emphasized to incorporate the skills of logic and reasoning found in the practice of philosophy to improve students’ thinking (Miller, 2013). Educ. Children 17, 4–8. For example, he wrote, I am starting a personal change from taking this course due to the interaction and participation in what p4c feels on a daily basis and also I have become less anxious due to me participating within in the community and sharing my opinions and ideas on the work we are given and at times on my own personal life. Csikszentmihalyi, M., Rathunde, K., and Whalen, S. (1993). Pintrick, P. R., and Schunk, D. (2002). Social Thinking. (p. 33). Yos, T. B. As a coparticipant, teachers become “real” with their students, so an atmosphere of trust is built (Purkey and Novak, 1996, p. 50). Some students initially lacked confidence in sharing their thoughts. One main focus in this debate has been on the differences between water’s “microscopic” (or “microstructural”) properties and its “macroscopic” properties. They created a living philosophy and applied new learning in how they made decisions and lived their lives. Upper Saddle River, NJ: Prentice Hall. Csikszentmihalyi, M., and Schneider, B. Younger generations experience this lack of intimacy to a much greater extent. A follow-up focus group regarding student academic engagement with four PI participants (originally there were six participants, but two of them did not continue in the class after mid-term) using a semistructured interview approach (Merriam, 2009) was conducted by the end of the semester. 3, 42–51. Sometimes this is done in order to accomplish a specific goal like curing polio, or building bridges. Zyngier (2008) reviews the psychological definition of engagement as a combination of student behaviors, emotions, and cognitive abilities: Psychological definitions are commonly a mix of (i) behavioral aspects of the student as doing the work, following the rules, persisting, and participating, while (ii) the emotional aspects center interest, value, and feelings (negative and positive) toward the school, the class, and the teacher, and (iii) cognitive engagement (psychological investment) includes motivation, effort, and strategy use of students. Available online at: https://soundout.org/defining-student-engagement-a-literature-review/ (accessed March 12, 2020). Ah, romantic love; beautiful and intoxicating, heart-breaking and soul-crushing... often all at the same time! (2013). Graham et al. Based on the cross-case analysis, a conceptual framework of student perceptions of academic engagement in the PI class is presented in Figure 1. Philosophical inquiry, though implicitly stated, can be summed up to this statement: It is the transcendence of common knowledge through the entire involvement of the other through discourse and sharing of common experiences with the hope of giving birth to new knowledge through shared reflection. The removal of judgment and fear created a space where, despite their different ethnic backgrounds, beliefs, and worldviews, they could openly share their personal experiences and explore controversial issues with their peers (Makaiau, 2010; Miller, 2013). Each participant has their own understanding of an engaged PI classroom. Stated another way, as educators/researchers, we work out of a theoretical framework that is very closely related to our orientation to the world. “Philosophical rules of engagement,” in Philosophy in Schools: An Introduction for Philosophers and Teachers, eds S. Goering, N. Shudak, and T. Wartenberg (New York, NY: Routledge), 99–109. So, Philosophical Inquiry is Logical Testing of assumed valid Rules about Knowledge, Reality and Existence. It was the first complete philosophical exposition for separating the beautiful and the sublime into their own respective rational categories. Within this place, the groups accept virtually any question or comment, so long as it is respectful of the other members of the circle. 14, 35–51. 11:449. doi: 10.3389/fpsyg.2020.00449. Using the community ball to issue the invitation, students were empowered to share their personal stories, challenges, raw thoughts, and not clearly formulated ideas. Nahele shared in the focus group that he was more engaged in learning in the PI course. The editor and reviewers' affiliations are the latest provided on their Loop research profiles and may not reflect their situation at the time of review. This natural kind throws up many problems. Students engaged in philosophical inquiries using the Good Thinker’s Toolkit and Plain Vanilla (Jackson, 2013) on topics such as racial politics (i.e., race and ethnicity in Hawai‘i; what if there were no governments), and gender and society (i.e., Bel Hooks—feminism is for everyone; what is it like to be somebody else). The findings of this study revealed that there is a strong connection between the level of student personal engagement and student academic and personal success. At the end of the semester, each participant submitted two PIPs. doi: 10.3102/00028312037001153. Jones, T. (2012). In fact most people confuse Formal Philosophy with Informal Philosophy and assume that Philosophy is useless, dead, or nonsense. Lipman, M. (2003). In the traditional idea of the school, the student’s personhood is often ignored; their interests, questions, thoughts, personal experiences, beliefs, and curiosity have been disregarded in the process. (2007). Engaging Schools: Fostering High School Students’ Motivation to Learn. “The problem of the environment,” in The Vygotsky Reader, eds R. Van der Veer and J. Valsiner (Oxford: Blackwell), 338–354. doi: 10.1177/1469787407081885. Many students are faced with domestic violence, discrimination, and substance abuse (Makaiau, 2010). 44, 20–21. 20, 65–79. In order to provide intuitive data analysis results, flow charts were created to tabulate frequency of themes. The major research question driving this study is: In what ways does the PI course influence high school students’ learning engagement? Then, they vote and discuss the questions on the social level. These differences may be due to learning preferences as well as personalities. Authentic, meaningful engagement, though observable, is an internal action. Children 18, 23–34. This pedagogical approach involves logical questioning and broad discussions among students and their teachers. At what point do they become irrelevant in our lives? We started this tutorial with a review of philosophy, considering some of the core characteristics of philosophical inquiry. The planning and teaching, studies, and topics included in the course of study should enrich students’ lives and consider their direct interest. Do students report feeling more engaged in their learning through p4cHI, and if so, what are the reasons they attribute to this? Fourth, since environmental factors affect students’ learning experiences, it is necessary to create a safe and supportive environment in the classroom. Yet she also experienced many challenges she could not handle during the course, such as articulating her ideas and thinking deeply. Primal wonder. For example, Kalani shared in the classroom that it was his own responsibility to maintain an intellectual safe environment. Considering the benefits of PI, the Hawai‘i State Department of Education developed a standards-based social studies course called PI that helps students understand and gain knowledge in transforming what they learn into daily practice and problem solving. Benefits of collaborative philosophical inquiry in schools. Makaiau, A. S. (2017). This awareness is necessary to create a less intimidating classroom environment, allowing for all students to be active contributors to the community of inquiry process. Rev. IVE projects, especially those discussed here, are very much in the spirit of this second generation of thinking about philosophy for/with children. In phase 1, all qualitative data were entered into the NVivo software, and initial open codes were developed to highlight major themes occurring in each individual case study. Those previous studies provide the rationale for the selection of Dewey’s theory of education and Vygotsky’s social constructivism theory for this study. Kalani appreciated how an intellectually safe environment promoted his learning experiences. During phase 3, three types of qualitative data, the CD, daily written reflections, and observation notes; focus group interview; and PIP and final reflection paper were triangulated in order to increase the trustworthiness of the study. In the PI classroom, Nahele and Makali often raised their voices and frequently volunteered to contribute. First, they raise their own questions in the individual level. Additional rigorous studies are needed to examine the psychological benefits of using p4cHI in the classroom. One current crisis in education is that students lack real interpersonal connections. Taking Nahele as a typical example, he explained, “It’s good to ask questions and strive to ask more, but even better if everyone make an attempt to answer them” (CD, 11/6). The following section will introduce the meaning of engagement and demonstrate p4cHI researches on adolescents’ academic engagement. The school utilizes programs such as p4cHI and Habits of Mind to prepare mindful, philosophical thinkers who will pursue their life goals and create positive changes in the world (Kailua High School, 2013). It is an important mode of inquiry in that, as educators/researchers, we take a theoretical stance with regard to our work (Koetting, 1993). New York, NY: Teachers College Press Columbia University. Since the PI course is grounded in the theory and practice of P4C, it is important to introduce the conception of P4C in this part. It is also this sense of intellectual safety that makes participants’ interests, cultures, languages, histories, socioeconomic backgrounds, and other aspects of their identities are included and validated during the community development and serves as a basic foundation for PI (Makaiau et al., 2017). “Achievement goals and the classroom motivational climate,” in Student Perceptions in the Classroom, eds D. H. Schunk and J. Meece (Hillsdale, NJ: Erlbaum), 327–348. Philosophy in the Classroom. The p4cHI community of inquiry creates the space and the opportunity for students to make fundamental connections within their individual selves and with other people. (CD, 11/17). When I didn’t wanna share, I think this is the first day in our class, I didn’t wanna share, but then I also feel I have to take the risk in sharing in order for our task to move on. ↓ Read More ↓ It aims to locate the nature of perplexity, and to generate ideas for a solution. New York, NY: Teachers College Press. Kalani expressed his gratitude to his teacher and described that, “I feel good [studying in this classroom]. The goals of the PI class are to integrate students’ experiences, consider their interests, support active participation, deepen their thinking, and encourage multiple opinions, which are closely connected with Dewey’s educational philosophy. Menu. Makaiau, A. S. (2013). I was in despair; at an early hour I concluded that lunch was nec-essary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. View all Based on the frequency count in the NVivo software, the reasons that six participants felt engaged in learning in the PI course are (a) the PI class created an intellectually safe environment that fostered students’ learning and development; (b) participants inquired together into the topics and questions that they are really interested; and (c) participating in communities of philosophical inquiries broadened their understandings of themselves and others. 24, 1765–1776. The Nature of Learning: Recognition of Different Perspectives. Nahele reported that he built a better social relationship with his teacher, and described, I guess I feel afraid my teachers in a social level. Hawaii public schools course description catalog (2019). Lastly, they internalize the new knowledge and reconstruct their understandings from interpsychological to intrapsychological level (Cam, 2006). What would I think human nature is?” (CD, 10/28) She also thought about “What is morally right and wrong?” (DR, 12/5) She related her learning to the world problems, and questioned, “Is there really a way to get rid of racism? If romantic love has a purpose, neither science nor psychology has discovered it yet – but over the course of history, some of our most respected philosophers have put forward some intriguing theories. It assists students in making connections in their own thinking, between their emotions and their thinking, and other aspects of their self. Jackson, T. (2012). doi: 10.5840/thinking2004171/211. doi: 10.1016/j.tate.2007.09.004, Keywords: learning engagement, Philosophy for Children Hawaii, adolescent academic achievement, philosophical inquiry, motivation, Citation: Leng L (2020) The Role of Philosophical Inquiry in Helping Students Engage in Learning. Thousand Oaks, CA: Sage. “The art and craft of “gently Socratic” inquiry,” in Developing. They were inspired to strive for ideals of social justice, democracy, and multiculturalism, and to contribute to the public good. He used a counterexample to describe a class he disliked: “In ethnic studies, last year I didn’t know anyone and I hated that class” (DR, 10/20). According to Nahele, the uniqueness of the community ball was that students became respectful and attentive while sharing thoughts. The National Research Council published a comprehensive study concerning the lack of engagement in today’s public high schools. The study found that PI enhanced social inclusion and active participation of the participant in the learning process. New York, NY: Teachers College Press. They often stop asking questions, make fewer connections with their prior learning and personal experiences, and fail to find meaning. Sch. A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful is a 1757 treatise on aesthetics written by Edmund Burke. He showed insight into his own thinking when he said, “I’m taking away that maybe everything we do is subconsciously selfish, even if to the smallest degree. Impact Factor 2.067 | CiteScore 3.2More on impact ›, Achievement Emotions in University Teaching and Learning, Students’ Stress and Well-being This understanding gives way to a respect for opposing viewpoints and claims that often arise out of an inquiry. First, students believed that maintaining a safe and positive classroom environment is a fundamental condition for learning. New York, NY: Norton. Ozmon, H., and Craver, S. M. (2007). Annu. vii) Philosophy is PRACTICAL, insofar as the method of inquiry can be put to use solving practical questions but even more so it is practical when the practice one seeks to activate is solution of problems that have resulted from the inadequacies of the practical-common sense approach to life. Social Construction Learning: Using Philosophy for Children and John Dewey to Overcome Problematic Dualisms in Education and Philosophy. He was motivated to come back to the classroom to talk about it again. • Is itself a philosophical task, and so is understanding what is it is. First, academic engagement requires intellectual and affective involvement. The following section will describe student work in detail. Philosophical Foundations of Education. While education and schooling increasingly strive to integrate technology into teaching and learning, high-speed Internet and social communication tools do not seem to strengthen the internal and physical connections among students and communities (Xu, 2013). A. Costa (Alexandria, VA: Association for Supervision and Curriculum Development). Student Engagement and Achievement in American Secondary Schools. Thought and Language. Armes, C. (1992). Agreeing with Plato and Aristotle, Jackson (2004) believed that philosophy begins in wonder. 49, 182–185. The analysis made use of all of the relevant evidences, considered major rival interpretations, and addressed the most significant aspects of each case study. Philosophy and the school curriculum: some general remarks. The philosophical inquiry student academic engagement framework. All these challenges may result in Kanani’s absence from school. Children 17, 14–22. Kailua High School (2013). The investigation and description of various factors that contribute to adolescents’ academic engagement in the PI course from the perspective of students themselves will provide educators, researchers, and policy makers with important insights into the practicalities of PI course design, revision, and implementation, especially in regard of the complex educational and psychological development of adolescents. This so-called testing may or may not use mathematical tools. The class puts a premium on students’ inner interests and needs, so students were able to raise questions that they genuinely wondered about. Washington, DC: National Academic Press. These internal dialogs indicated that the student had internalized good reasoning skills and were learning to think for themselves. Educ. Critical and creative thinking. Pap. Home grown. Cambridge: Cambridge University Press. New York, NY: Continuum. Educ. Habits of Mind [Web log post]. Englewood Cliffs, NJ: Prentice Hall. Trickey, S., and Topping, K. J. Psychol., 24 March 2020 Assess. A p4cHI approach to education encourages teachers and students to brainstorm, implement, and reflect on new ways of incorporating community, inquiry, philosophy, and reflection into a wide array of subject areas and diverse community contexts. 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