Philosothon

1. Philosothon Overview Presentation Created by Matthew Wills

2. Philosothon • Thinking philosophically is an adventure – a journey to the outer limits of thought and understanding. The activity of philosophizing can help to foster important thinking skills, highly transferable skills that never go out of date. Certainly these skills are often of use to professionals, which is why many businesses place great value on an academic qualification in philosophy. There is also growing evidence that encouraging collective philosophical debate in the classroom can have measurable educational benefits for children, enhancing not just their intellectual intelligence, but their social and emotional intelligence. It seems that even a little exposure to philosophy early on can be a profoundly life-enhancing thing, something very evident in the participants of this unique competition.

3. Table of Contents • Organisers • Purpose • History • Educational Objectives • Scoring Criteria • Event Logistics • Event Guidelines

4. Philosothon Organisers In August 2007 Leanne Owen, the Gifted and Talented Coordinator at Hale School in Perth approached the Head of Philosophy, Values and Religion at Hale, Matthew Wills with the idea of creating an inter-school Philosophy competition. From there the hard work began as they put together an event which was in the end a great success.

5. Philosothon Purpose Important- A Community of Inquiry promotes critical thinking and encourages an obligation to respect one’s fellow inquirer. It attempts to address contemporary challenges of education, to produce better thinkers and more caring members of society, who accept differences and at the same time, submit conflicts to reasonable scrutiny. • The Philosothon encourages students from Years 8 to 11 to involve themselves in philosophical discussion, by participating in “Communities of Inquiry”. Byconducting a Philosothon we hope to raise the profile of Philosophy in secondary schools. • One of the strengths of this initiative is that it is a collaborative involvement between the Tertiary Sector and Secondary school sector. The communities of Inquiry are facilitated by PhD students in Philosophy, and closely watched by the judging panel consisting of university academics in Philosophy.

6. Philosothon History In 2007 Western Australia established a new Philosophy and Ethics course for senior secondary students. While other states already have such courses well established, in WA it is a new and much needed addition to the courses offered to students. This initiative formed the background for the introduction of an interschool Philosophy Competition in WA. Ten Perth schools, Hale School, Methodist Ladies College, Christchurch Grammar, St Hilda’s, John Septimus Roe, Penrhos College, Wesley College, Perth College, Guilford Grammar and St Mary’s AGS accepted the invitation to prepare teams.  For weeks in advance of the event, students read and discussed various resources on the topics; Hale School won the coveted trophy in 2007. The Philosothon has become an annual event for Perth schools but interest from interstate Australian Schools has seen the model replicated in other Australian states.

7. Educational Objectives The Philosothonpromotes: • a sense of community through communication, friendship, care, compassion, cooperation, acceptance, belonging and sharing  • An understanding of values and purposes • inquiry based learning focused on thinking • reflective thinking • higher order and complex thinking in the search for meaning • dialogue about key common contestable concepts  • ethical reasoning • understanding of different perspectives and different points of view.

8. Scoring Criteria This marking key was used by the judges in the Philosothon. It is a marking key developed by the WA Curriculum Council to assist teachers assess student participation and performance in the classroom communities of inquiry.

9. Event logistics On the evening all participants, teachers and parents will be gathered together following a light meal and drinks, for introductions and a detailed outline of the format. During the evening there were four “Community of Inquiries” running consecutively for 30 minutes. All four students representing each school will participate in each 30 minute discussion on the four topics. Group members will remain in Year level groups for the first two Communities of Inquiry and then for the final two discussions the Year levels will be mixed up.   There is a short break between the first two community of enquiries and the final two discussions. A trophy will be awarded to the winning school at the end of the evening and medals awarded to various categories. All students will receive a certificate to honour their selection to represent their school.

10. Event Guidelines • Be prepared for a discussion. •  One person speaks at a time. •  There is a need to ask questions. •  Deep listening is integral to the process. •  Give reasons for an opinion. •  Check assumptions, reasoning, evidence – your own as well as others. •  Define and discuss points of difference as well as points of agreement. •  Ask others for reasons, definitions, evidences, examples, assumptions if necessary. •  Admit when you disagree with something that you may have thought earlier. • Remember • Sense of community is essential. •  All opinions are respected. •  The discussion makes the pathway not a leader. Teachers will not involve themselves in the process unless necessary. •  Differences are a fundamental part of the process. Accept that others may disagree with you. •  Conflict and mistakes made in good faith are to be seen as opportunities for learning and growth. • This is a thinking process that can challenge assumptions and preconceived ideas. • It may be that you need to change your mind. • It is NOT about winning an argument. • It is about thinking more deeply about matters of importance to you as a member of the community. • ALL CHALLENGES ARE TO IDEAS EXPRESSED AND NOT TO THE PEOPLE EXPRESSING THE IDEAS