Professor Nadia Siddiqui nadia.siddiqui@durham.ac.uk
Professor
Non-cognitive impacts of Philosophy for Children
Siddiqui, N.; Gorard, S.; See, B.H.
Authors
Professor Stephen Gorard s.a.c.gorard@durham.ac.uk
Professor
Beng See b.h.see@durham.ac.uk
Honorary Professor
Abstract
Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance, in addition to the formal curriculum of subjects. In England, despite a continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of schooling – such as pupils’ development of self-confidence, trust, critical thinking and civic-mindedness. However, there is little existing evidence on whether and how such non-cognitive outcomes can be improved through school-based interventions. This is a report of the evaluation of one such intervention - Philosophy for Children (P4C) - in terms of its possible non-cognitive outcomes.
Citation
Siddiqui, N., Gorard, S., & See, B. (2017). Non-cognitive impacts of Philosophy for Children. [No known commissioning body]
Report Type | Project Report |
---|---|
Acceptance Date | Feb 7, 2017 |
Publication Date | Jan 1, 2017 |
Deposit Date | Feb 7, 2017 |
Publicly Available Date | Feb 8, 2017 |
Publisher | School of Education, Durham University |
Pages | 1-49 |
Public URL | https://durham-repository.worktribe.com/output/1636172 |
Publisher URL | https://www.dur.ac.uk/education/research/groups/?mode=project&id=738 |
Additional Information | Publisher: School of Education, Durham University Type: monograph Subtype: project_report |
Files
Published Report
(860 Kb)
PDF
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