Guidance and Psychological Counseling
Bachelor	Length of the Programme: 4	Number of Credits: 240	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF: Level 6

Ders Genel Tanıtım Bilgileri

School/Faculty/Institute

Faculty of Education

Course Code

PCG 436

Course Title in English

Philosophy for/with Children

Course Title in Turkish

Çocuklarla Felsefe

Language of Instruction

Type of Course

Flipped Classroom

Level of Course

Introductory

Semester

Fall

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

132 hours per semester

Number of Credits

5 ECTS

Grading Mode

Standard Letter Grade

Pre-requisites

None

Expected Prior Knowledge

Non

Co-requisites

None

Registration Restrictions

Only undergraduate

Overall Educational Objective

To learn principles and practices of the philosophical inquiry, methods for designing and facilitating P4wC inquiries, and carry out P4wC practice to the general curriculum.

Course Description

This course is an introduction to Philosophy for/with Children. It does not presuppose any earlier knowledge of philosophy. The class covers three main topics within philosophical inquiry: (a) the principles and practices of the philosophical inquiry; (b) the methods for designing and facilitating P4wC inquiries; and (c) choosing suitable stimuli & questions and carrying the P4wC practice to the general curriculum.

Course Description in Turkish

Bu ders Çocuklar İçin/Çocuklarla Felsefeye giriş niteliğindedir. Öğrencilerin herhangi bir felsefe önbilgisi taşıması gerekmemektedir. Ders, felsefi araştırma kapsamında üç ana konuyu kapsar: (a) felsefi araştırmanın ilkeleri ve uygulamaları; (b) P4wC sorgulamalarını tasarlama ve kolaylaştırma yöntemleri; ve (c) uygun uyaranları ve soruları seçmek ve P4wC uygulamasını genel müfredata taşımak.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) Introduction to P4wC-The History and the Basics
2) Main Branches of Philosophy
3) Philosophical Enquiry Method
4) Finding Philosophical Questions
5) Socratic Dialogue
6) Thinking Games
7) Educational Philosophy
8) Questioning for Philosophical Enquiry
9) Enquiry Management/Facilitation
10) Exploring Different Enquiry Models Worldwide
11) Designing P4C Enquiries
12) Philosophy with Picture Books
13) Enquiry Practice with Picture Books
14) Philosophy with Various Stimuli

Program Learning Outcomes/Course Learning Outcomes	1	2	3	4	5	6	7	8	9	10	11	12	13	14
1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help.
2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment.
3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage.
4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs.
5) Competence in vocational guidance and counseling practices.
6) Understanding of human relations and interaction.
7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences.
8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies.
9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level.
10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development.
11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments.
12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education.

Relation to Program Outcomes and Competences

N None	S Supportive	H Highly Related

	Program Outcomes and Competences	Level	Assessed by
1)	Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help.	N
2)	Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment.	S	HW
3)	Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage.	N
4)	Knowledge about the tools used in school counseling services and being equipped to develop relevant programs.	N
5)	Competence in vocational guidance and counseling practices.	N
6)	Understanding of human relations and interaction.	S	Presentation
7)	Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences.	N	HW
8)	Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies.	S
9)	Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level.	N
10)	Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development.	N
11)	Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments.	N
12)	A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education.	N

Prepared by and Date	TUĞÇE BÜYÜKUĞURLU , January 2024
Course Coordinator	MELİKE ACAR
Semester	Fall
Name of Instructor	Öğr. Gör. TUĞÇE BÜYÜKUĞURLU

Course Contents

Week	Subject
1)	Introduction to P4wC-The History and the Basics
2)	Main Branches of Philosophy
3)	Philosophical Enquiry Method
4)	Finding Philosophical Questions
5)	Socratic Dialogue
6)	Thinking Games
7)	7. Educational Philosophy
8)	Questioning for Philosophical Enquiry
9)	Enquiry Management/Facilitation
10)	Exploring Different Enquiry Models Worldwide
11)	Designing P4C Enquiries
12)	Philosophy with Picture Books
13)	Enquiry Practice with Picture Books
14)	Philosophy with Various Stimuli
15)	Final week
16)	Final week

Required/Recommended Readings

Worley, P. (2010). The If Machine, Philosophical Enquiry In The Classroom. Continuum. Recommended Readings: Lipman, M.; Sharp, A.M.; Oscanyan, F.S. (1977). Philosophy In The Classroom, Temple University Press. Wartenberg, T. (2014). Big Ideas for Little Kids: Teaching Philosophy through Children's Literature. Rowman & Littlefield Publishers.

Teaching Methods

Flipped learning, face-to-face meetings

Homework and Projects

Midterm as Homework (50%) Final Project (50%)

Laboratory Work

Computer Use

non

Other Activities

Non

Assessment Methods

Assessment Tools	Count	Weight
Homework Assignments	1	% 50
Project	1	% 50
TOTAL		% 100

Course Administration

tugce@philotopia.com

Tuğçe Büyükuğurlu

ECTS Student Workload Estimation

Activity	No/Weeks	Hours			Calculation
	No/Weeks per Semester	Preparing for the Activity	Spent in the Activity Itself	Completing the Activity Requirements
Course Hours	14	2	3	2	98
Homework Assignments	2	15	2		34
Total Workload					132
Total Workload/25					5.3
ECTS					5