After going through TTP modules, Children/student/individual become self-aware about their thoughts, actions, learn to manage their emotions and start questioning the beliefs in every respect. This journey makes them capable of taking decisions in a thoughtful way. They, now will not follow others blindly but thoughtfully.
Another main strength of the philosophy programme is that it develops spiritual intelligence (SQ). This includes:
• Having vision and values
• Seeing holistically - that is seeing the unity of things around us
• Being ‘field independent’ - being able to work against convention
• Spontaneously adaptive - being able to learn as situations are developing and use that information to affect the situation
Evidences
In one five year study (see 'Research Evidence') results showed that after one hour of Thinking Through Philosophy a week for a year -
• There were significant measurable improvements in cognitive abilities
• Pupils were more aware of their own feeling and those of others (more emotionally intelligent)
• Pupils' self-esteem and confidence rose
• Classroom behaviour improved
• The gains were fully sustained after two years at secondary school despite no further Philosophy for Children(P4C)
In one of the Indian industries, a year of implementing Thinking Through Philosophy showed below benefits in their staff -
• Ownership of the work has been considerably enhanced
• They have started thinking about the work given, ask what & why questions and then respond
• Improved clarity in communication with colleagues & subordinates
• Confidence is noticeable in the staff members, who were earlier shy in their communication
• They now use different perspectives to handle the situation.
• Leave Planning amongst staff is now much improved
How societal change is possible with this Philosophy?
As parents, as a society, we are not only concerned about how smart our children are, but what kind of people they grow up to be. When children explore moral and ethical questions, thoughts, behaviours - there opens up the possibility of even seeing the causes for these. This is a very empowering process because it brings the youngster to a point where choice is possible instead of habitual behaviour.
This is REAL learning. It begins to have an effect on the whole community, whether that community is a family, a class, a school, or indeed society itself. For example, how do we get a just society? Imposing rules (laws) from the outside doesn’t seem to work too well! It is better when the regulation comes from the ‘inside’, with each citizen being self-regulated through having the self-knowledge to make informed choices!
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Prof. Dr. Jaap Schouten was a university professor in education at the Amsterdam University and visiting professor at the Rajasthan University.
Jaap was Yojana’ s guide to develop awareness for and an approach to develop the quality of Indian education. Twice he travelled to Indie to train partners and teachers. Jaap is Yojana’ s top advisor for education with whom Yojana has frequent contact. He developed the tool for educators: “Words of Value.”
Jaap can be characterized by his statements.
" Experience is the only way of learning "
" A pupil does not care what you know until he/she knows that you care "
" We cannot teach students; we only can support her/his learning "
" In essence teaching is developing the ability to ask questions "
" If there are no questions, let’s go home ".
Cees is a non-salaried Secretary and Founder Member of Yojana Project Netherlands. Yojana was associated with manay Indian NGOs for the last 40 years and supported projects in agriculture, village development, child labor, women empowerment and streen children. More and more Yojana became aware that lack of indepependent thinking, curiosity and creativity are the main hindrances for economic and social development. This conviction was the base to start two curious/ discovery centers for our youth and to introduce P4C and IRA. And now Yojana parters in developing ChaloThinKare movement.
Paul was Headteacher/Principal of primary school in Scotland for many years. Later he was a Development Officer in Thinking Development before becoming an education consultant. Paul directed the 'Thinking Through Philosophy' project in central Scotland that received international recognition. He was a committee member then Chair of SAPERE.
Over the past fifteen years Paul has published several books, given workshops, keynote addresses and presentations in many parts of the UK. He has spoken at several International Conferences on Thinking. Paul has worked with schools, education authorities, government agencies and educational charities in several countries around the world. His books have been translated into Korean, Dutch, Hungarian and Marathi.
Doris was for many years a Senior Teacher in a primary school. She became involved in the 'Thinking Through Philosophy' programme in Central Scotland and was seconded to support teachers in developing philosophical enquiry in both primary and secondary schools. Subsequently she has worked in international projects supporting teachers and developing support materials suited to the country and culture. Doris was co-author of 'Thinking Through Personal and Social Development' for secondary school pupils.
Together, Paul and Doris have worked to bring philosophical enquiry to teachers in Grenada, India and Hungary through different charity projects.
Sabine is a Dutch child psychologist and family therapist. She helps children to develop a more secure attachment and helps families to solve their problems. She has developed IRA (Interactive Reading Aloud) program for ChaloThinKare and trained a team in Pune to take it forward. SEDT (Pharbani district) and CWIN in Nepal also experienced positive effects in children using IRA.