Three Methods of Philosophical Dialogue: differences and similarities between Nelson's Socratic Meth

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Three Methods of Philosophical Dialogue
differences and similarities between Nelson's
Socratic Method , Lipman's P4C Method, McCall's
CoPI Method
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Background- Different Methods of Philosophical
Dialogue
Nelsons Socratic Method 1904
GERMANY
Lipmans P4C method 1974 USA
McCalls CoPI method 1976 IRELAND
SAPERE Community of Enquiry 1993 ENGLAND
Murris Talking with Pictures 1992 NETHERLANDS
Heesons Project 100 1995 NETHERLAND
McCalls Guided Socratic Discussion
2004 SCOTLAND
Cleghorns COPE 2001 SCOTLAND
Brenifiers Asking Questions 200? FRANCE
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3 Different Methodologies
Nelsons Socratic Method 1904
GERMANY
McCalls Philosophical Inquiry 1976 IRELAND
Lipmans P4C 1974 AMERICA
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Underlying Philosophy Nelson
Neo-Kantian Philosophy Philosophic truth is
found at the limits of human understanding, a
frame for understanding - like Kants Categories
Regressive Method To reach philosophic truths a
group uses regressive Socratic method of
investigation until consensus is reached that one
can go no further
Nelsons Socratic Method 1904
GERMANY
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Underlying Philosophy- Lipman
Deweys Pragmatic Philosophy Truth is the
product of successful , active manipulation of
the world by people No epistemological
metaphysical distinction
P4C Method (From Dewey ) Inquiry is a
construction Emphasis on democratic procedures
Lipmans P4C 1974 AMERICA
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Underlying Philosophy McCall
Community of Philosophical Inquiry (CoPI)
Method Assumes fallibism, uses logical
principals to reveal inconsistency etc.
Neo -Stoic Realism Realism distinction between
epistemology and metaphysics
McCalls COPI Method 1976 IRELAND
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McCalls CoPI Method 1976
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CoPI Philosophical Dialogue with adults and with
children

• First Developed in Dublin in 1975-6 with
  university students, then adapted for young
  children in 1984
• - the CoPI Methodology is used with adults and
  children in identical manner

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Example 1M.Phil postgraduate, Karine Polwart,
chairs CoPIWith 7 -year -old children in Glasgow
1993
CoPI Philosophical Dialogue with adults and with
children
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Example 2CoPI with 6- year -old children USA
1989 90
CoPI Philosophical Dialogue with adults and with
children
10 minutes from 60 minutes BBC 1990
documentary Socrates for Six year Olds
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Example 3CoPI with Adults Porto 2007
CoPI Philosophical Dialogue with adults and with
children
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How Philosophical Theory is Instantiated in
Practise -Nelsons Socratic Method (1904)
Neo-Kantian Philosophy
Practice

• Philosophic truth is found at the limits of human
  understanding, a frame for understanding - like
  Kants Categories.
• Therefore present in ALL human beings
• So if one seeks these truths they should hold for
  everyone

1) Only actual lived experience can be
investigated

• Use a group of people

3) Continue philosophical analysis of
underlying assumptions / principles until no one
disagrees.
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How Philosophical Theory is Instantiated in
Practise Lipmans P4C (1974) SAPERE Community
of Enquiry (1993)
Dewey's Pragmatic Philosophy
Practise
1) Truth is the product of successful , active
manipulation of the world by people 2) No
epistemological/metaphysical distinction 3)
People negotiate and construct truth in relation
to their experience of the world 4) Truth is a
kind of heuristic relationship between a person
and the world
1) Emphasis on democratic practise
3) Children negotiate the link between ideas and
their own experience
4) Everyones experience and thinking is equally
valid
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How Philosophical Theory is Instantiated in
Practise - McCalls CoPI (1976)
Neo -Stoic Realism
Practise
1) Use philosophical analysis of philosophical
assumptions / principles underlying actions,
judgement, emotions etc.

• Distinction between epistemology and metaphysics
• 2) The world is distinct from our knowledge of
  the world
• 3) The principle of contradiction holds in the
  world
• 4) People are fallible can ALL be wrong about
  the world

2) Use disagreement to elicit contradiction
3) Use logic
4) Use a group of people there is more chance
of revealing error with more minds.
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Philosophical Dialogue and E-Learning Nelsons
Socratic Method

• Slow
• Stages of dialogue written down by Director
• Emphasis on narrowing in on meaning
• Would transfer to E-Learning

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Philosophical Dialogue and E-LearningLipmans
P4C Method

• Often emphasises taking turns lends itself
  e-learning
• Democracy important so need a way to ensure
  that everyone participates lends itself to
  e-learning
• Different activities. Exercises as well as
  discussion. Can use interactive group Internet
  exercises as seen in the SOPHIA PECA
  project in 1995
• Could transfer to E-learning

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Philosophical Dialogue and E-LearningMcCalls
COPI Method

• Fast
• Mainly one activity philosophical dialogue
• Requires instant judgment by Chair
• Chair needs to see expressions in eyes, body
  movement
• Would not easily transfer to E-learning (see
  example 4)

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CoPI Philosophical Dialogue with adults and with
children

• The CoPI Chair needs to be able to see all the
  children and adults in order to make instant
  judgements about
• Who to call in to the dialogue,
• When to call them in to the dialogue
• E.g In the 5 year olds dialogue I need to be
  able to move to see Scott shaking his head and
  the exact expression on his face in order to be
  able to judge that he has a different
  philosophical point to make, and to pull that
  point into the dialogue

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Example 4Edited CoPI with 5- year -old children
USA 1988
CoPI Philosophical Dialogue with adults and with
children