Evuation in Philosophy for Children (P4C) Programmes

Descripción

The present essay attempts to give an insight on an issue that is usually set aside in the multiple innovation and research programs of Philosophy for Children (P4C): the role of evaluation of student achievement. Psychology validates childrens (in Primary School age, 6-12) capacity to perform adequately in the formal tasks that these programs require; Pedagogy presents different applicable curriculum regarding philosophical contents and techniques. These two previous issues must determine the adopted evaluation model. For this reason, this essay reviews the evaluation models in use. The scene is diverse, and contradictions are not scarce: the range goes from Lipmans original proposal for evaluation, to the very different approach of using standardized tests or figurative-analogy; and that, if there is a specific evaluation model. It all accentuates the realization that more attention should be paid to evaluating whether P4C produces the desired students learning and development or it does not.